Reporting on Pupil
Progress in Year 7
A curriculum without levels
Aspiration Challenge Growth
@swr_school
The background
• First year group to enter with no National Curriculum level:
▫
▫
▫
▫
Working at Greater Depth than the expected standard
Working at Expected Standard
Working towards expected standard
Working Below the expected Standard
Working toward a new style GCSE unrelated to the old Levels
• A clear link between the skills they learn now and the ones they’ll need
at GCSE
• A simple reporting system that lets students and parents know how
they are doing
• Clear success criteria so students are always informed of how to
improve
• A focus on Learning not on Levels or Grades!
▫ The grade is the outcome – PROGRESS is what will get them there!
Progress Pathways
So we just forget about grades?
Now Timmy, your KS2
data tells me you should
aim for a Grade 4 in
GCSE
Well, I’m already
getting that so I
can stop trying!
I’ll never get
that, what’s
the point in
trying?
NO
Grades/ Potential grades
are important.
Year 9 when options are
being chosen.
Years 7 and 8 – Build the
best possible
foundations for the best
possible outcome!
How it works
• Teachers have carefully assessed students to get a clear idea of their
individual skills, needs and current position.
Excelling
Confident
Secure
Novice
Emerging
A report will go home
at the end of term
Stating what pathway they
have been placed on in
each subject*
*Drama and Music to follow
Tailored to the student
• Clear success criteria for each pathway –
students will know what they need to
do!
Learning Objective:
To understand what level
you are beginning at in Art.
NOVICE
A simple line drawing,
with limited accuracy.
Tone and colouring
may be untidy.
Writing is brief, making
simple comments.
Learning Outcome:
To undertake a worksheet
which includes drawing,
colouring and writing.
SECURE
A drawing with some
accuracy. Some tone
and detail added.
Tone and colouring is
fairly smooth.
Writing shows a fairly
good understanding,
with some imagination.
CONFIDENT
An accurate outline
drawing, showing
smooth tone and detail.
Tone and colouring is
smooth and a bit
varied.
Writing is thoughtful,
with imaginative
personal comments.
Tailored to the student
• Clear success criteria for each pathway –
students will know what they need to
do!
• A level of challenge appropriate to each
individual student
• Clear links to GCSE
• The start of a longer journey
But how will I know if they’re on track?
At various points in the year you will receive a Progress report.
Working Above
expectations
Meeting
expectations
Working Below
expectations
Subject
Pathway
Current Progress
Art
Confident
Meeting Expectations
Design Technology
Confident
Meeting Expectations
Drama
Secure
Working above Expectations
English Reading
Secure
Meeting Expectations
English Writing
Secure
Working Below Expectations
If a student is seen to be making less than expected progress, the
teacher will have a learning conversation with the student and
parent if necessary
If you have any questions or concerns:
Contact your child’s class teacher if it’s a
subject specific concern.
Email me – [email protected]
Leave any comments on the evaluation
sheet at the end!