1. science
2. mathematics

Secondary Governors’ Conference
Wednesday 25 March 2015
Curriculum and assessment
what is changing and what should we be doing?
Chris Martin
General Inspector/Adviser (data, performance and sold services)
HIAS School Improvement
Hampshire Children’s Services
chris.martin@hants.gov.uk
Year on Year
2015
(Year 11)
Current KS2
Levels
Current KS3
Levels
Current KS4
5 A*-C EM
2016
(Year 10)
Current KS2
Levels
Current KS3
Levels
Current KS4
Progress 8
2017
(Year 9)
Current KS2
Levels
KS3 change
part - levels
New E&M
Progress 8
2018
(Year 8)
Current KS2
Levels
KS3 change
part - levels
More new GCSEs
Progress 8
2019-20
(Year 6/7)
Current KS2
Levels
New KS3
No levels
Final new GCSEs
Progress 8
2021
(Year 5)
New KS2
Std. Score
New KS3
No levels
Final new GCSEs
Progress 8
Changes to the curriculum
When will the new GCSE qualifications be taught?
• 2015 – English language, English literature and maths
• 2016 – geography, history, biology, chemistry, physics,
double science, modern foreign languages (French, German
and Spanish), ancient languages (classical Greek and Latin),
religious studies, art and design, drama, dance, music,
physical education, computer science, citizenship studies,
food preparation and nutrition.
• 2017 – remaining subjects either new GCSEs, including
design and technology (or no GCSE)
Specifications to be available in schools one year before first teaching.
Ofqual – benchmarking new grades
Current grades
A*
A
B
Current
benchmark
C
D
E
New Grades
9
8
7
6
5
4
3
International
benchmark –
new
expectation?
(DfE decision)
2
F
G
1
U
U
Outcomes of Consultation on Setting the Grade
Standards of new GCSEs in England (Ofqual, April 2014)
Ofqual summary
Progress 8 vs Current Value Added
Similarities
• Calculation done in same way
• Same confidence interval
method (sig -, sig +)
• Double counting of English
and Mathematics
• Use of KS2 levels as baseline
(until 2020, KS2 standardised
scores from 2021)
Differences
• New points system
• Based around ‘0’ rather than
1000
• Use of previous years
‘estimates’ from 2019 (and
possibly 2017/18)
• New restricted structure
(English, Maths, 3 Ebacc, 3
high value others)
From Value added to Progress 8
VA/Old Points Progress 8/New Pts
1060
1
1030
0.5
1024
0.4
1018
0.3
1012
0.2
1006
0.1
1000
0
994
-0.1
988
-0.2
982
-0.3
976
-0.4
970
-0.5
No Ofsted – 1 grade above
½ grade above in all subjects
Average performance
½ grade below – floor target
Attainment 8/Progress 8 Quiz
How do you do it?
•
Decide which ‘bucket’ a subject is in:
‘Basics’ (B)
Ebacc (E)
Mathematics
English language OR English
literature (which ever has
the highest grade)
The highest 3 grades from The 3 highest other grades,
History, Geography, any
including the lowest English
language, any science
grade and any ‘left over’
Ebacc grades
•
•
•
High Value Others (O)
Work out the points score for each qualification (don’t forget to double the ‘Basics’)
Grade
A*
A
B
C
D
E
F
G
U
Points
8
7
6
5
4
3
2
1
0
Calculate the individual student’s Progress 8 score and their value added score (÷10)
given the estimated attainment 8 score which has been given
If these 6 students were the entire cohort of one school what would be the school’s
progress 8 score (Note: an individuals value added score
Quiz Example
Student A
GCSE Mathematics
GCSE English Language
GCSE English Literature
GCSE History
GCSE Physics
GCSE Chemistry
GCSE Art
GCSE PE
GCSE French
Attainment 8
Estimated Attainment 8
Progress 8/VA Score
A
A
B
A
B
C
A*
A*
A
70
64
+6/+0.6
B
B
O
E
E
14
14
6
7
6
O
O
E
8
8
7
Attainment 8 in 2013
KS2
Level
3
4c
4b
4a
5
Best 8
VA 2013
Total
Points
339
383
411
442
520
Best 8 VA
2013
Grades
8 Ds
6 Cs, 2 Ds
1 B, 7 Cs
5 Bs, 3 Cs
8 As
Attainment 8
total New
Points 2013
(old points)
Average
Progress 8 number of
Grades subjects
FFT analysis
entered
26 (256)
En D-, Ma E,
EBacc F,
Others D+
EBacc 1.2,
Others 2.6
38 (328)
En D+, Ma D+,
EBacc E,
Others C
EBacc 1.8,
Others 2.8
44 (364)
En C, Ma C,
EBacc D,
Others C+
EBacc 2.3,
Others 2.8
51 (406)
En B-, Ma C+,
EBacc C,
Others B
EBacc 2.6,
Others 2.9
69 (514)
En A, Ma A,
EBacc A,
Others A
EBacc 2.9,
Others 3.0
Using FFT Progress 8 Analysis
Average entries
EBacc
Nat. D+ Hants C-
High entries
Low grades
High entries
High grades
Nat. 2.2
Hants 2.4
Low entries
Low grades
Low entries
High grades
Average grade
Assessment – what to consider
Which year groups?
Reporting – internal, parents?
How are you going to show progress?
What do subject leaders need to do – curriculum
and assessment?
• Planning to adapt – mistakes or change in national
results/policy.
• What does our data tell us – how can we model our
decisions to consider impact and limit surprises.
•
•
•
•
Secondary benchmarking
English &
Maths
Ebacc
Subjects
Art, PE,
Drama etc
Leadership decisions
Curriculum
framework
Tracking
framework
Judgements, moderation,
assessments
Detailed
Curriculum
steps
Ofsted guidance – June 2014
“Inspectors will not expect to see a particular
assessment system in place and will recognise
that schools are still working towards full
implementation of their preferred approach.”
“However, inspectors will…spend more time
looking at the range of pupils’ work to consider
what progress they are making in different areas of the
curriculum”