Radyr Comprehensive School

Transcription

1 Radyr Comprehensive School YsgolGyfunRadur Respect Commitment Success Assessment, Recording and Reporting Parent/Guardian Guide

2 RadyrComprehensiveSchool YsgolGyfunRadur HeolIsaf, Radyr, Cardiff CF15 8XG Telephone Fax Headteacher: Mr A. D. Williams B.Sc. M.Ed. E.mail: Website: September 2015 Dear Parent/Guardian This guide has been designed to answer as many questions as possible regarding assessment and reporting at Radyr Comprehensive School. It has been written in response to feedback given in focussed sessions attended by staff, parents and governors. Pupils and parents are regularly consulted through surveys and I hope you find this booklet informative. Assessment is integral to high quality teaching and learning and should not be seen as a separate part. Assessment helps us to ensure that our teaching is appropriate and that our students are making progress. It serves many purposes, but the main purpose of assessment in our school is to help teachers, parents and students plan their next steps in learning. We also use the outcomes of assessment to monitor our teaching standards and help us improve. Other documents will be made available throughout the year regarding curriculum structure and Year 8 and Year 11 Options. The Year 7 and Year 8 Curriculum Letters can be found on the school website. These give an outline of what pupils are taught in these year groups. If you require any further information, please contact your child s Progress Leader in the first instance. Alternatively, you can contact me directly. Our contact details are at the rear of this booklet. Yours faithfully Richard Jenkins Assistant Headteacher (Curriculum/Assessment Recording and Reporting) 2 P a g e

3 Contents Curriculum structure at Radyr Comprehensive School 4 What data comes in from primary schools and how is it used? 4 What is meant by progress? 4 Target setting 5 KS2-KS4 Progress Flight Path 6 Assessment in KS3 7 Assessment in KS4 7 Assessment in KS5 7 What other assessments are carried out? 7 What do we do with assessment data? 8 Different types and uses of assessment 8 Assessment, recording and reporting calendar 2015/16 8 Reporting at Radyr Comprehensive School 10 KS3 Level Descriptors 11 Glossary 13 Contact Details 14 An extended version of this booklet, containing all the KS3 level descriptors can be found on the school website. 3 P a g e

4 4 P a g e

5 Curriculum structure at Radyr Comprehensive School The School operates a two-year Key Stage 3. In Years 7 and 8, students follow the National Curriculum subjects. The Key Stage 3 curriculum aims to provide an excellent grounding in the core subjects (English, Mathematics, Science, Welsh, Religious Education, Personal, Health and Social Education and Physical Education) as well as the Creative Arts, the Humanities, Modern Foreign Languages, Design and Technology and Information Technology. More talented linguists will also be given the opportunity to study a second foreign language from the beginning of Year 8. It is through this study that they develop a range of skills and competencies and a substantial body of knowledge. Students will develop excellent independent study habits through a regular diet of homework and a focus on teaching them how to learn, as well as what to learn. We begin our options process towards the end of the spring term in Year 8 where students are guided carefully towards a range of courses in which they show both interest and aptitude. In Years 9, 10 and 11, students continue following the National Curriculum Subjects in English, Mathematics, Science, Welsh (2 nd Language), Physical Education, Religious Education, Personal, Health and Social Education and Welsh Baccalaureate. Although most GCSE examinations are sat at the end of year 11, for some students we believe it to be an advantage to sit external examinations earlier in KS4, notably in English, Mathematics, Science and Welsh. Such decisions are only made after thorough consideration of individual pupils needs and with the intention of maximising students progress. At Post 16 we offer, as part of the successful City Partnership, an extensive range of Key Stage 5 programmes, comprising of A Levels and Applied courses. Students have the opportunity to create programmes of study both at Radyr and at one or more of the other providers within the partnership, which maximises access and choice. Students will also undertake the Welsh Baccalaureate at advanced level. What data comes from primary schools and how is it used? At the end of Year 6, data is automatically transferred from a child s primary school to Radyr Comprehensive. This data includes KS2 levels in the core subjects: English, mathematics, science and Welsh. Scores in national tests will also be included. As well as this data, a profile is built of the cohort. At Radyr, we are proud to have Comprehensive in our title. We use the profile about the cohort to ensure that we create form classes of mixed ability. Some classes due to their make-up will have different levels of support attached. We will also use the data to identify those that will require additional support. As well as the data, our SENCo and Yr7 Pastoral leaders will speak to each child s school to get as much information possible to ensure a smooth transition. What is meant by progress? Progress is the measure from a student s starting point to an end point. Secondary schools are accountable for the progress made from the end of KS2 to the end of KS4. Students are levelled in English, mathematics, science and Welsh at the end of KS2. These are core subjects. The other subjects studied in KS3 are called foundation or noncore subjects. The level that they achieve in these subjects, referred to as their starting point, is therefore used to set targets for expected performance at KS4. We use several tools to set targets. One is Fisher Family Trust. Due to the social economic profile of the school our targets may be different to other schools in Wales. The starting point which is used across different subjects is set as follows: English, mathematics, science and Welsh will use the respective KS2 level as a starting point Non-core subjects will use a combination of the core levels to set provisional starting points The expected level of achievement at the end of KS2 is Level 4. Our aim is for every student to make at least 2 whole levels of progress across the key stage. 5 P a g e

6 Target Setting We use data such as KS2 levels, Fisher Family Trust and national tests to assist with setting targets. The KS2-4 flight path on the next page gives a visual estimate of the levels of progress, from Years 7 to Year 11. We expect students to make progress along the flight path based on their starting point until they reach their GCSE target grade. However, it is not unusual for students to deviate above or below their flight path. If students repeatedly perform above their flight path, they will be set higher targets. We use the following scales to report progress: KS3 -Year 7 & 8: Levels 1 to 8 and Exceptional Performance. We also use sub levels (see Assessment at KS3). The level achieved at the end of Yr8 in non-core subjects, unless taken as an option will be the end of Key Stage Level, reported in Yr9. If a student continues with a non-core subject as an option, they also have the opportunity to increase their KS3 level. KS4: Year 9: Dual targets. A*/A, A/B, B/C etc. Due to the three year GCSE, we want to explore the potential of each student. KS4: Year 10&11: Single grading A*-G. KS5: Year12&13: A*-G The KS2-4 flight path does not presuppose that progress over time is linear. Rather, it shows the trajectory or journey of progress over time which students need to achieve if they are to reach or exceed the end of KS4 outcomes. Although we only have to report levels at the end of a key stage, we have created data collection points (DCPs) throughout each year allowing us to assess and report to you the progress of your child. In all year groups we collect assessment data three times in each academic year, all measured against the student s target level/grade. At the first assessment point, which takes place early in the Autumn term, a greater proportion of students might be lower on the flight path. Over the course of the academic year, teachers can focus their planning to ensure that those students who are at risk of falling behind have any issues addressed. 6 P a g e

7 <<<<<<<<Starting Point KS2 Validated Level KS2 YR7 DCP1 YR7 DCP2 YR7 DCP3 YR8 DCP1 YR8 DCP2 YR8 DCP3 YR9 DCP1 YR9 DCP2 YR9 DCP3 YR10 DCP1 YR10 DCP2 YR10 DCP3 YR11 DCP1 YR11 DCP2 YR11 DCP3 A* A* A* A* A* A* RadyrComprehensiveSchool KS2-KS4 Estimated Progress Flight Path A* A* A* A* A* A* A* A* A* A* A* A* A A A A A A A A A A A A EP EP EP EP EP EP EP EP EP A A A A A A 8U 8U 8U 8U 8U 8U 8U 8U 8U B B B B B B 8M 8M 8M 8M 8M 8M 8M 8M 8M B B B B B B 8L 8L 8L 8L 8L 8L 8L 8L 8L B B B B B B 7U 7U 7U 7U 7U 7U 7U 7U 7U C C C C C C 7M 7M 7M 7M 7M 7M 7M 7M 7M C C C C C C 7L 7L 7L 7L 7L 7L 7L 7L 7L C C C C C C 6U 6U 6U 6U 6U 6U 6U 6U 6U D D D D D D 6M 6M 6M 6M 6M 6M 6M 6M 6M 6M D D D D D D 6L 6L 6L 6L 6L 6L 6L 6L 6L 6L D D D D D D 5U 5U 5U 5U 5U 5U 5U 5U 5U 5U E E E E E E 5M 5M 5M 5M 5M 5M 5M 5M 5M 5M E E E E E E 5L 5L 5L 5L 5L 5L 5L 5L 5L 5L E E E E E E 4U 4U 4U 4U 4U 4U 4U 4U 4U 4U F F F F F F 4M 4M 4M 4M 4M 4M 4M 4M 4M 4M F F F F F F 4L 4L 4L 4L 4L 4L 4L 4L 4L 4L F F F F F F 3U 3U 3U 3U 3U 3U 3U 3U 3U 3U G G G G G G 3M 3M 3M 3M 3M 3M 3M 3M 3M 3M G G G G G G 3L 3L 3L 3L 3L 3L 3L 3L 3L 3L G G G G G G 2H 2H 2H 2H 2H 2H 2H 2H 2H 2H U U U U U U 7 P a g e

8 Assessment in KS3 In KS3 attainment is measured using national Curriculum (NC) levels. At Radyr ComprehensiveSchoolwe say that these are a student s Current Working Level (CWL). All subjects use level 1 (low) to level 8 (high). There is also Exceptional Performance (EP). The KS3 level is followed by the letter U, M, L. For example: 5U = Upper level 5. 5M = Middle level 5. 5L = Lower level 5. The level descriptors can be found on page 10 Teachers use a range of strategies to assess progress. This could take the form of an end of unit test, an extended project, demonstration of a practical skill oranswers to questions in class. Details of the topics covered, how they are assessed and how parents can support learning can be found in the Year 7 and Year 8, Curriculum Letter published at the start of the year. Assessment in KS4 Students in Years 9-11 work towards GCSEs or equivalent qualification. These are categorised nationally as Level 2 subjects (not to be confused with KS3 levels!) Students areassessed using GCSE course descriptors relative to the appropriate Welsh syllabus. There are some subjects that require students to complete Controlled Assessments. This is coursework that will contribute to the student s final grade. In some subjects this can be as much as 60%. Some students also study vocational qualifications which are assessed and reported using their own categorisation (currently pass, fail, distinction, merit). At the start of KS4 in Year9, we give a dual grade A/B etc. We have recently introduced fine grading into our KS4 assessment and reporting model which work in a similar way to KS3 sublevels. GCSE fine gradingare used to refine the judgement of progress made at grade C and D,splittinginto three. For example, a grade C is split into C1, C2 or C3 based on very clear and simple criteria. C1 = The top of a grade C. This is a secure C grade with a high chance of converting to a grade B. C2 = The middle of a grade C. This is the most likely grade that will be achieved. C3 = The lower range of a grade C. This is a vulnerable C grade that is not secure and could actually result in a grade D. The different subjects also prepare students for external assessment in many different ways. Two such methods are: Walking Talking Mocks (WTMs). This is where students are walked through a particular examination paper, usually in an examination environment. Pre Public Examinations (PPEs). These are what were once called mock examinations. Assessment in KS5 Students that achieve the necessary number of GCSEs to return to study in the 6th form are assessed using Welsh Joint Education Committee (WJEC) Subject assessment Grades A*-G. A number of students may access vocational qualifications. These are predominately Level 3 courses. They will have their own assessment procedures, with a mix of written examination and coursework requirements. Details of the specific requirements of each subject can be found on the school website under Post 16 Options. What other assessments are carried out? In Wales all students have to undertake a number of National tests. These are used to measure levels in Reading, Numeracy and Numerical Reasoning. All students in Years 7-9 at Radyr Comprehensive undertake annual tests in the Summer term, the results of which are sent home later in the Summer term. From September 2015 all Year 7 students will undertake Cognitive Ability Tests: Fourth Edition (CAT4). CAT4 assesses a pupil s ability to reason with and manipulate different types of material through a series of Verbal, Non-Verbal, Quantitative and Spatial Ability tasks. Together, these four tests provide teachers with a comprehensive profile of a pupil s reasoning abilities, and as such the core abilities related to learning. 8 P a g e

9 What do we do with assessment data? Assessment in schools is multi-purpose. It enables: 1. Learners to understand how they are progressing and what they need to do to progress further. 2. Teachers to understand and measure what learners know and what they can do, in order to plan the teaching to move the learning on. 3. Parents to see how their children are progressing and understand how they can help and support them in improving. 4. School leaders to understand and monitor progress and attainment across individual curriculum areas, different year groups, vulnerable groups and the whole school. We use assessment data to identify what actions need to take place in order to improve outcomes for our students. The appropriate use of assessment is one of the most powerful tools for raising students progress. In the classroom, there are a range of simple strategies that can be used to ensure that the data we hold is used effectively. Good assessment that impacts on learning happens every day and in every lesson. It could range from a personal appraisal of a question that has been attempted (self-assessment), to a critique of a fellow student s presentation (peer assessment), to engaging in a conversation with a teacher about a piece of work and the ways in which to improve it. At RadyrComprehensiveSchool we provide regular, challenging and useful feedback to students based on the work they have completed. We also expect them to engage in the feedback process and show improvement based upon it. In students books you will see different colours being used. Teachers mark in green ink. Students undertaking self or peer assessment mark in red. Different types and uses of assessment Summative Assessment is the more formal summing up of a student s progress that can then be used for purposes ranging from providing information to parents to students receiving exam results. Formative Assessment is the use of day to day, often informal, assessments to explore students understanding, so that teachers can best judge on how to help students develop their understanding. Each subject is different and may use specific methods to assess students. This could be through end of unit tests, enquiries, extended projects, presentations etc. The range of assessments is not exhaustive. Assessment, recording and reporting calendar 2015/16 Reporting is an integral part of our communication and collaboration with parents. Our reporting calendar is carefully co-ordinated with ParentConsultationEvenings (PCE), Options Evenings and examinations to ensure that information is useful, relevant and timely. Our aim is to provide information which enables you to understand how your child is performing at school and to enable you to help and support your child to improve. The reporting system in school is multi-purpose. It enables: 1. Learners to accurately reflect on all aspects of their academic and pastoral performance. 2. Teachers to accurately report progress, attainment and identify key ways forward in a student s learning. 3. Parents to understand how their child is performing at school and enable them to help and support their child to improve. 4. All Radyr staff to have a detailed record of a student s progress, attendance, punctuality and behaviour to enable support and intervention where necessary. 9 P a g e

10 Year 7 Year 8 Reports Calendar 2015/16 PCE with Form Tutor Progress Report 1 Progress Report 2 Year 7 PCE Full Annual Report Welsh Government -Literacy and Numeracy Progress Report 1 Full Annual Report Year 8 Options Evening Year 8 PCE Progress Report 2 Welsh Government -Literacy and Numeracy Date 21 October 2015 Mid-December 2015 End of February &28 April 2016 Early July 2016 July 2016 End November 2015 Mid-March March & 12 May 2016 End June 2016 July 2016 Year 9 Progress Report 1 Progress Report 2 Year 9 PCE Full Annual Report KS3 Results Welsh Government -Literacy and Numeracy Mid-November 2015 Early March May 2016 End of June 2016 July 2016 July 2016 Year 10 Progress Report 1 Progress Report 2 Year 10 PCE Full Annual Report Mid November 2015 Early March May 2016 End of June 2016 Year 11 Yr10 Mock Report Progress Report 1 Full Annual Report Yr11 Options Evening Year 11 PCE Progress Report 2 Early September 2015 Early October 2015 End of November December February 2016 End of March 2016 Year 12 Progress Report 1 Full Annual Report Year 12 PCE Progress Report 2 Early October 2015 Early December February 2016 Late April 2016 Year 13 Progress Report 1 Full Annual Report Year 13 PCE Progress Report 2 Early October 2015 End of November February 2016 End of March P a g e

11 Reporting at Radyr Comprehensive School You will receive two Progress Reports and one Full Written Report per year. All reports outline a student s current attainment (Current Working Level CWL in KS3; Current Expected Grade CEG in KS4/KS5), their target level/grade, attendance and attitude to learning (which has a significant impact on progress). The information should help you to easily identify your child s strengths and areas to develop in learning and attitude to learning, including behaviour. Reports also enable us to work collaboratively with you and your child to maximise progress. Progress Report The Progress Report is a one-page profile which reports your child s progress, according to the information collected at the Data Collection Point (DCP).Progress is assessed using a variety of methods, sometimes specific to that particular subject. Teachers will give judgements based on your child s: KS3:Annual Target Level, Current Working Level, Attitude to Learning, their attendance, behaviour points and merits. KS4: GCSE/BTEC Target Level, Current Expected Level, Attitude to Learning, attendance, behaviour points and merits. KS5: AS/Applied/A level Target Grade, Current Expected Grade, Attitude to Learning, lesson attendance, behaviour points and merits. Full Written Report (Annual) The fullwritten report is and sent to parents at the times indicated on the ARR calendar. This report gives the same data as in the progress report but includes a comment from each of your child s teachers. This comment may include reference to a specific aspect of literacy or numeracy. There are also two action points for your child to undertake to progress their learning. Literacy and Numeracy Report At the end of the summer term, every student in Years 7-9 receive a report generated by Welsh Government regarding the performance in the annual Reading, Numeracy and Numerical Reasoning tests. As literacy and numeracy are taught across the curriculum and not just in English and Mathematics, you will find reference to them in the Annual Written Report under the subjects that have responsibility to develop a particular strand. End of KS3 Levels Report At the end of Year 9, parents receive a summative report that communicates the levels achieved in KS3. As Radyr operates a two year KS3, those subjects not studied in Year 9 report the levels achieved at the end of Year 8. These are sent to parents as soon as the levels have been validated by Welsh Government. Year 10 Mock Report Students undertake a range of assessments in Year 10. Some external examinations take place. In those subjects where external examinations are not taken, the departments carry out some internal assessment. This can take the form of a traditional test or Walking Talking Mock (see glossary). The Mock report is provided at the beginning of Yr11 and is designed to give parents and students a clear understanding of where they are in the journey towards the end of KS4. The external results are also included alongside the internal assessment results. Parent Consultation Evenings (PCE) Parents' evenings are important because they give you an opportunity to discuss what your child is learning at school and how they are progressing. Children do better when information about their learning is shared between everyone involved in their education. By attending PCEs you can make a real difference to your child's learning. If outside of these times you are have a concern or query about your child s progress, then please contact the subject teacher in the first instance or the relevant head of department (their contact details are on page 34). 11 P a g e

12 KS3 Level Descriptors For more information regarding the content of specific subjects, please visit the Welsh Government learning site on: Alternatively, you can find the extended version of this document that contains all the KS3 levels, on the school website. 12 P a g e

13 Glossary of Terms Data Collection Point (DCP) This is a calendared point where teachers enter judgements based on the progress made against a subject target. An Attitude to Learning grade judgment is also given. There are 3 DCPs across the year for each year group. Target Level/Grade The target established annually to determine the progress that an individual student should make given their individual starting points. Current Working Level (CWL-KS3) This is the grade that indicates where the student is at this moment in time based upon his/her attitude, skills, knowledge and quality of work completed so far. This is shared with students and parents. Current Expected Grade (CEG-KS4/5) This is the student s most likely final grade based on current information. It is based on their attitude, skills, knowledge and quality of work completed so far. It can be improved upon and we expect to work with pupils and parents/guardians to achieve this. This is shared with both students and parents. Attitude to Learning(ATL) This is a grade on a scale of 1-4, based upon behaviour in class, homework completed and organisation. We expect all students to be at least Good, though there may be other reasons why this may not be consistent across the year. Progress Report This is a report based upon DCPs. It contains the target level, CWL/CEG and an attitude to learning level. The progress report will also pre-populate with attendance, punctuality data and behaviour points/merits. Full Written Report This is an annual report given to parents. This report is different to the Progress Report, as it includes comments from subject teachers and Form Tutors. Fischer Family Trust (FFT) FFT provides data and analyses to all schools and LAs in England and Wales. FFT estimates are used by teachers to inform the setting of ambitious and aspirational targets for students. FFT s analyses of pupil results and pupil progress provide school leaders with insightful data to support school improvement and self-evaluation. Flight path The flight path is a visual aid to show expected levels of progress between KS2-4. We expect students to make progress along the flight path based on their starting point until they reach their GCSE target grade. However, it is not unusual for students to deviate above or below their flight path. If students repeatedly perform above their flight path, they will be set higher targets. Core Subjects These are English, mathematics, science and Welsh. Non Core Subjects These are Art and Design, Design and Technology, Information and Communication Technology, Geography, History, Modern Foreign Languages, Music Religious Studies, and Physical Education. Sub Level In Year 7 and Year 8, levels are used to measure progress. We use sub levels to show the incremental steps within each whole level. These are U (Upper), M (Middle) and L (Lower). Walking Talking Mocks (WTMs). This is where students are taken through a particular examination paper, usually in an examination environment. 13 P a g e

14 Pre Public Examinations (PPEs). These are what where once called mock examinations.however, the word mock does not accurately reflect the importance of these exams as it suggests that they are pretend or just for practice. The reality is that these exams, as well as providing excellent preparation for public examinations, can also give students and your teachers some really valuable information about their current levels of performance, strengths and those areas that pupils need to develop in order for them to fulfil their potential in the summer. For these reasons, these exams will now be referred to as Pre-Public Examinations (PPEs). 14 P a g e

15 Contact Details Clear routes of communication are very important in ensuring you speak to the correct staff member. If you have queries in a particular subject, you should in the first instance make contact with your child s teacher. If after this, you need still need assistance you should contact the relevant Head of Department. Their contact details are below: Subject Head of Department address Art Mrs S Williams [email protected] Biology Mr T Cummings [email protected] Chemistry Mr J Firth [email protected] Drama Mr S Lee [email protected] English Mr R Phillips [email protected] Geography Mr J Jowett [email protected] History Mr N Beynon [email protected] Information Technology Mr K Allen [email protected] Skills Mrs N Clarke [email protected] Mathematics Ms M Egan [email protected] Modern Foreign Languages Mrs B Dinnick [email protected] Music Mrs K Morgan [email protected] Physical Education Mrs V Woods [email protected] Physics Mr M Stephens [email protected] Religious Education Mrs N Evans [email protected] Design & Technology Ms L Lloyd [email protected] Science Mr M Stephens [email protected] Welsh Mrs N Morgan [email protected] If you have queries regarding your child s overall progress across subjects then you should contact your child s Progress Leader. Any queries regarding any additional learning needs can be addressed by our SENCo. Role Name address Yr7 Progress Leader Mrs C Fowler [email protected] Yr8 Progress Leader Miss J Thomas [email protected] Yr9 Progress Leader Mr P Hardy [email protected] Yr10 Progress Leader Miss K Ford [email protected] Yr11 Progress Leader Mrs C Atkins [email protected] Director of Sixth Form Dr J Roe [email protected] SENCo Mrs G Warren [email protected] Assistant Headteacher (Curriculum/ARR) Mr R Jenkins [email protected] If you have concerns regarding attendance, behaviour or general wellbeing then you can contact one of the Wellbeing Team. Key Stage Name address KS3 (7 & 8) Wellbeing Officer Mrs C Powell [email protected] KS4 (9, 10 & 11) Wellbeing Officer Mr M Collins [email protected] KS5 (12 & 13) Wellbeing Officer Mr M Todd [email protected] The Named Child Protection Officer for the school is Mrs S Phillips, Deputy Headteacher ([email protected]) Alternatively, all staff can also be contacted through the school reception on P a g e