New Mastery Curriculum and Assessment 2014/15

New Mastery Curriculum and Assessment 2014/15

New Assessment Life after Levels Rationale: New primary and secondary national curriculums New GCSEs and new grading systems A more challenging and rigorous curriculum New primary and secondary accountability measures. Evidence from across the world for what has seemingly worked in other countries: Mastery of a few, rather than familiarity with many Practice and consolidation Proof before progression Mastery Curriculum Assessment Procedures This academic year the KS curriculum has been replaced by the new mastery curriculum which takes it s starting point from the skills and knowledge students need to acquire by KS4. A focus on skills Mastery What skills and knowledge do you need to master for guaranteed success at GCSE? An all through curriculum rather than 2 parts. Mastering subject skills in Years 7 11 Keep your eye on the prize G to E Intermediate D to C Advanced B to A* NWA system is based on three principles: It s competency driven Students master small chunks of content before studying new content, or master the skills they need to access the content Students must prove that they have understood all of the content or have mastered the skills that they have been taught and that they can apply it. Mastery is about learning not doing

Assessment Criteria equivalent to what needs to be learnt (mastered) to be at grades G E F1 G F2 F F E Intermediate equivalent to what needs to be learnt (mastered) to be at grades D C I1 D I2 D+ I C Advanced equivalent to what needs to be learnt (mastered) to be at grades B A* A1 B A2 A A A* Why not use GCSE grades at KS? GCSE grades would be equivalent to exam paper assessment and would assume a student could complete a whole paper; mastery focuses on the skills and knowledge at that grade for KS and will build up to a point where a student is deemed to be GCSE ready (see diagram above).

Assessment Procedures at KS Use regular assessments to determine whether or not students have mastered content A student steps up and accesses new objectives once a stage has been mastered Student remains on the same step and staff employ DTT (Diagnostic, Therapy and Testing) techniques until the student has mastered the stage. How have we arrived at what needs to be taught and how it is to be delivered? 1. Reverse Engineering subjects have looked closely at the content in GCSE specifications and exam papers worked backwards to ascertain how the skills and knowledge can be built up over the five years from Y7 11. This is to ensure key concepts are at the heart of the curriculum and that gaps are minimised.

2. Mastery Assessment Plan this is a plan of what needs to be mastered to achieve the, Intermediate or Advanced level in a particular subject. Key Learning Topics Banded Knowledge and skills broken down into foundation, intermediate and advanced.. Speaking Tests built around AO1 (assessment objective 1) Recall. They enable the students to master the required knowledge and skills. All subjects have created speaking tests which detail the core knowledge to be learnt and recalled in tests. Key Learning delivered as Speaking Tests 4. Assessment Points key learning is tested half termly using GCSE style questions that are not discreet stand alone topic tests but demonstrate cumulative knowledge.

5. Tracking in GO students will be assessed using key assessment points throughout the year in order to demonstrate progress over time. Speaking tests will be recorded to demonstrate which parts of the course a student has mastered. Markbook Design Curriculum Leaders Mastery Grading Scheme used that derives from the GCSE grading and uses APS points to ensure levels of progress can be calculated. Key Assessment Points (tests) categorised into, Intermediate and Advanced. Content derived from Mastery Curriculum Plan. Teacher View markbook assessment columns

GO Teacher Markbooks 1. Speaking Tests Teachers fill out the marks for each test given. It can be out of any number. The markbook then calculates their average confidence level and assesses speaking tests by looking at what percentage of the work a student has learnt and is able to successfully recall in class: Mastered 90% of the content recalled in class. Secure 70% + of the content recalled in class. Developing 50% + of the content recalled in class. Emerging 20% + of the content recalled in class. No Knowledge less than 20% of the content recalled in class. Students will be expected to use homework time to learn the skills and knowledge for each subject. Parents can help by offering to test their children on the Speaking Tests they have brought home to learn. Staff will assess the speaking tests and students will be able to see where they have mastered topics and where they still need to fill in gaps. This generates targeted, personalised learning goals for homework i.e. a student will concentrate on learning the parts they are weakest at. Student and Parent View of Speaking Tests

2. Key Assessment Points Key Assessment Points Students must prove that they have understood and can apply what has been taught each half term. We test them using exam questions covering all of the topics and speaking tests covered so far. Students are then assessed as being at, Intermediate or Advanced stages of subject mastery. this represents the knowledge and skills needed to achieve grades G E at GCSE. (Years 7 to 8) Intermediate this represents the knowledge and skills needed to achieve grades D C at GCSE. (Years 8 to 9) Advanced this represents the knowledge and skills needed to achieve grades B A* at GCSE. (Years 9 to 11) Each stage is broken up into three grades which demonstrate what portion of the knowledge they have mastered and successfully applied to exam questions i.e. F1, F2, F. Once a student has reached F they are ready to move on to Intermediate I1, 12, I and finally to A1, A2 and A. This is an all through curriculum based on the idea that skills and knowledge need to be learnt from Year 7 through to Year 11. A joined up approach will enable students to be GCSE ready by the time they start Year 10.

Target Data and the New Mastery Curriculum Starting points from KS2 are the basis from which progress is measured. The national minimum expectation is levels of progress between Key Stage 2 to 4. In our new mastery curriculum the minimum expectations are that students will make 4 levels of progress. Progress between these stages needs to be sustained if students are to reach their predictions in Y11. Flight Path Expected Trajectory of Progress from Years 7 to 11 KS2 Starting Point in Levels Level 2 and below Equivalent to Level Equivalent to Level 4 Equivalent to Level 5 Equivalent to Mastery Starting Point Working towards 1 Y7 Target Y8 Target Year 9 Target Y11 Minimum Grade to achieve Expected Progress ( levels) 1 2 E Y11 Target Grade to achieve Above Expected Progress G G F E E D Intermediate D C 1 2 1/2 G F E D/D+ D C Intermediate Intermediate C B 2 1/2 F E D/D+ C C B Intermediate 1/2 Intermediate Advanced 1 E D/D+ C B B A/A* B D A Expected Progress from Year 7 to Y11 FAQ If a student comes in on Level 5 what is their starting point? this translates to having acquired the skills and knowledge at GCSE grade E, therefore the student s mastery starting point is. Why don t we use GCSE grades? A KS student may feel demotivated at grades G, E, F for two or three years. The GCSE grade scheme is changing from grades to numbers.