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The Fernwood School"High Achievement with Care & Discipline for All"

Parent Information Presentation – Baseline Assessment

Welcome to Y7 Parent Information Presentation

Baseline AssessmentDave Rowe,

Senior Deputy Headteacher

What am I going to talk about?

The Fernwood KS3 Assessment Framework

Y7 Autumn term Baseline Assessment

Future development



Values driven

Respect

Dignity

Diversity

Tolerance & compassion

Happy



“

Achievement with Care & Discipline for

all”Core Purpose



“Achievement with Care & Discipline for

all”

Successful Learner

Confident Individual

Responsible Citizen



Fernwood School

‘Big Picture’

The Fernwood 6

6 Holistic Learning Outcomes



GPVS (Grammar, Punctuation, Vocabulary &

Spelling)

Reading

Mathematics

3 Types of Test



3 Test Results for each type of Test

Raw score Scaled score Outcome

GPVS 0 - 70 80 - 120 AS

Reading 0 - 50 80 - 120 AS

Mathematics 0 - 110 80 - 120 NS

AS – Achieved standardNS – Not achieved standard

This is the pupil’s outcome from the test

Range of raw scoresThe range of raw scores will vary from test

to test and possibly from year to year

Scaled score around 100A scaled score of 100 or more shows the

pupil has met the expected standard in the test



Towards a new Key Stage 3 Assessment Framework

Objectives

Key Stage 3 assessment:

Is tailored to meet the full ability range and positively supports and celebrates progression

irrespective of prior attainment/level of ability

Is focused on outcomes and objectives; what has been learned and what are the next steps in

learning

Enables and supports pupils to progress at different rates and accelerate wherever able

Systematically prepares students for the GCSE examinations through the acquisition of

knowledge and subject skills whilst also developing learning, thinking and personal skills and

competencies

Accurately informs students and their families of learning gains and next steps for further

learning

Builds on robust baseline assessment

Incorporates regular diagnostic assessment and summative testing



Transition &

Induction CurriculumKey Stage 3 Key stage 4 GCSE

BandY7 Autumn Term Year 7 Year 8 Year 9 Year 10 Year 11

Targ

et

Hig

her

Pri

or

Att

ain

men

t &

Tra

nsi

tio

n D

ata

Bas

elin

e A

sses

smen

tH7 (Higher Band Y7)

Assessment Objectives

Knowledge

Skills

H8 (Higher Band Y8)


Knowledge

Skills

H9 (Higher Band Y9)


Knowledge

Skills

GC

SE r

ead

ines

s /

End

of

Key

Sta

ge 3

Att

ain

men

t (M

aste

ry)

9

8

Ab

ove

A7 (Above Band Y7)


Knowledge

Skills

7

6

Mea

n

M7 (Mean Band Y7)


Knowledge

Skills

5

4

Fou

nd

atio

n

F7 (Foundation B’d Y7)


Knowledge

Skills

3

2

Nu

rtu

re

N7 (Nurture Band Y7)


Knowledge

Skills

1

E

Programme of Study Model based on Learning & Assessment Objectives “To be a good Geographer I need to know and be able to ………..”

Planning Grid – Teachers analyse the National curriculum subject content for their subject and translate this into learning objectives on this grid.

The learning objectives will incorporate the ‘Key Concepts and Big Ideas’ and specify the knowledge and skills to be learned.

Vertically the grid shows increasing complexity to meet the needs of differing ability groups. Horizontally the grid plots progress, through the school years, from Baseline to GCSE.

Pupils making rapid progress can move vertically as they progress forward.



BandsH HighA AboveM MainstreamF FoundationN Nurture

Bands

To help us match each child’s learning to their abilities we place them in one of five bands. The table

above illustrates how these bands are structured.

Students in each band work towards a set of learning objectives tailored to meet their needs. In some

subjects the bands are colour coded, so for example, pupils in the mainstream band work towards the

blue learning objectives.



Bands Prior Attainment (scaled score)

H High 111+A Above 105 - 110M Mainstream 97 - 104F Foundation 90 – 96N Nurture <90

Bands

To help us match each child’s learning to their abilities we place them in one of five bands. The table

opposite illustrates how these bands are structured.

Students in each band work towards a set of learning objectives tailored to meet their needs. In some

subjects the bands are colour coded, so for example, pupils in the mainstream band work towards the

blue learning objectives.



History

Knowledge & Understanding

Historical Enquiry

Interpretations

• The knowledge gained through the study of a topic and how it is expressed in written form to show understanding to historical questions.

Knowledge & Understanding

• The use of sources critically to understand a historical event, character or period.

History Enquiry

• Understanding of different viewpoints on historical events, characters and periods.

Interpretations



Deepreliably comprehend historical periods, topics studied, and select relevant

information.

consistently make supported inferences from more than one source and

form own judgement.

use analysis of a source(s) to explain why events have been interpreted in

different ways.

explain two reasons for why historical events happen or consequences

occur.

make supported inferences from at least one source using the source AND

their own knowledge.

explain why differences exist between two interpretations based on their

content.

clearly explain similarities and differences between events, people and

time periods.

evaluate usefulness of source(s) based on knowledge of what the source

does and does not show.

demonstrate understanding of one or more interpretations through

independent study.

evaluate historical arguments by explaining both sides of an argument. use sources to support historical arguments. explain in detail the reasons why different groups have such different

views of the past.

Deepconsistently describe one or more reasons why historical events happen or

consequences occur.

consistently make supported inferences using sources and own knowledge. use analysis to describe why events have been interpreted in different

ways.

clearly describe one reason for why historical events happen or

consequences occur.

make supported inferences from two or more sources, using the source or

from own knowledge.

begin to explain the differences that exist between two interpretations

based on their content.

clearly describe similarities or differences between events, people and time

periods.

clearly describe why a source is useful using a supported inference. describe how the past is shown in different ways by different groups and

why this has happened.

attempt to evaluate historical arguments by describing one side of the

argument.

use a source(s) to support or challenge a statement or answer a question. describe in detail the reasons why different groups have such different

views on the past.

Deepconsistently describe and link the causes and consequences of key events

studied.

consistently make supported inferences from one or more sources. describe simple differences that exist between two interpretations based

on their content.

describe reasons for why historical events happen or consequences occur. describe why a source is useful using a supported inference. identify simple differences that exist between two interpretations based on

their content.

describe why there are similarities or differences between events, people or

time periods.

make supported inferences from one or more sources. identify why an event has been interpreted in different ways and use own

knowledge.

detailed description supported by some explanation. describe why a source is useful using an unsupported inference. identify why an event has been interpreted in different ways.

consistently describe characteristics of a historical person, event or time

period.

consistently give some reasons why a source is useful using a supported

inference.

consistently identify interpretations from sources and use the source to

back this up.

describe characteristics of a historical person, event or time period. give some reasons why a source is useful using a supported inference. identify interpretations from sources and use the source to back this up.

describe the similarities and differences between historical events, people

or time periods.

make supported inferences from a source. describe how an event has been interpreted in different ways.

describe a reason why a historical event happens. make unsupported inferences from at least one source. simple description of a positive or negative interpretation.

consistently identify a similarity and difference between historical events,

people or time periods.

consistently use historical sources to get information. consistently identify both a positve and negative interpretation.

identify a similarity and difference between historical events, people or

time periods.

identify why a source is useful. identify both a positve and negative interpretation.

identify some features of a historical person, event or time period. use historical sources to get information. identify a positive or negative interpretation.

identify a feature of different time periods. make basic observations of a source. knows that interpretations of the past exist.

Knowledge and Understanding Historical Enquiry InterpretationsThe knowledge ga ined through the s tudy of a topic and how i t i s expressed

in wri tten form to show understanding to his torica l questions .

The use of sources cri tica l ly to understand a his torica l event, character or

period.

Understanding of di fferent viewpoints on his torica l events , characters and

periods .

High

Above

Mains

tream

Found

ation

Nurtur

e



DeepThe learning objectives are secure and demonstrated at a deeper

level, e.g. applied to unfamiliar situations or within different contexts

Secure Learning objectives have been achieved (known & understood)

Developing Some of the learning objectives have been achieved

Emerging Beginning to achieve the learning objectives



A01 Interpreting texts AO2 The Writer’s

Methods

A03 Purpose and Audience A04 Context and Links

E

M

E

R

G

I

N

G

I make points that answer

the question

I use evidence from the

text

I know how a character

feels

I use the words on the

page as evidence

I make a simple point about

the order of the ideas in the

text

I identify the powerful words

in a quotation

I explain the powerful words

in some quotations

I explain the general purpose

of the text

I explain how the reader

thinks or feels

I make simple statements about the

time the text was set

I make a simple statement about the

genre of the text

D

E

V

E

L

O

P

I

N

G

I make relevant points

that answer the

question

I use quotations and

textual references

I use more than one

piece of evidence

I make points about structure

I identify the powerful words in each quotation

I use suggests and implies

to explain my evidence

I explain the purpose of

the text in some detail

I explain what the writer

thinks or feels

I explain what the reader

thinks, feels or realises and

why

I make a link between the text

and its context

I explain how readers from the

past might feel about the text

I explain the genre of the text

I identify how two texts are

similar or different

E

X

C

E

E

D

I

N

G

I make a range of relevant

points

I select evidence from

different places in the

text

I look at the whole text

before drawing conclusions

I make relevant points about the text's structure

I explain the writer's language choices in some detail

I start to identify language features

I comment on the writer's

methods

I explain the purpose of the

text and how this is achieved

I explain the writer's

viewpoint and link this to

evidence

I explain the reader's

response and link this to

evidence

I explain the message the

writer wants the reader to

understand

I make links between the text and

its context

I show an understanding of how

readers from different times might

think/feel

I comment on the genre of the text

I find some links between two texts

Teacher’s comment: Purple pen target:

Pupil comment:Award Point Effort Grade



Key Assessment & Reporting Points through Key Stage 3

Year 7 Year 8 Year 9

Autumn Term

Spring Term

Summer Term

Autumn Term

Spring Term

Summer Term

Autumn Term

Spring Term

Summer Term

Induction Report

Baseline Assessment

InterimReport

FullReport

Interim Report

Interim Report

Full Report

End of Key Stage report

Y7 Parents’eve

Y8 Parents’eve

Y9 Parents’eve & KS4 Options eve

Tue 13th June 2017


Please welcome:

Mr Craig Patterson,

Assistant Head-teacher

Friesland School


Y7 Parents’ Information Evening – 1st Feb 2017Key Stage 3 Assessment Framework including Y7 Baseline Assessment

Parent FeedbackMany thanks for attending tonight’s information evening. We are very keen to receive parental feedback to support the future development of our KS3 Assessment Framework, with particular reference to reporting to parents. Please take the time to complete and return the questionnaire below.

1. Having had time to read your child’s report; does the report give you sufficient information about your child’s progress?

2. If you have answered no to question 1 could you suggest what other information you would like to see on the report?

3. Does the report help you to understand the ‘next steps’ your child has to take in order to make further progress in each subject area?

4. If you have answered no to question 3 could you suggest what other information you would like to see on the report?

5. Did you find the presentation on baseline assessment and reporting helpful in understanding your child’s report?

6. Which aspects of the presentation were particularly helpful?


Child’s name Registration Group: 7

Your (Parent) name

Your contact details

Telephone Email address

If you would you like to join our Reporting to Parents’ Working Party please add your contact details below.

baseline assessment - fernwood · pdf fileparent information presentation –baseline...

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