A Parent’s Guide to Progress Trackers.

1 A Parent s Guide to Progress Trackers. November, Version 2 2014 It is important that the communication between school and home is regularly updated to ensure that you have all the information you need to generate discussion at home. In this Guide you will find a breakdown of the key pieces of information contained within your child s Progress tracker . Please keep this guidance at home for future reference. Please feel free to contact any of child s teachers to discuss how you can support your child and find out what they need to do to move forward. These one to one conversations often make the difference!

2 In line with National legislation, the way that schools assess learning and Progress is beginning to change. At Brighton Hill Community School this will affect students currently in Year 7 and all future students. Key Stage 3 (KS3) Years 7 & 8 Year 7 only In Year 7, for the first Progress tracker , we only report an Attitude to Learning Grade. This grade reflects your child s attitude and motivation towards his/her studies. The better a student s attitude to learning the more likely they are to achieve their potential. For the second and subsequent Progress Trackers, we report on your child s Flight Path (FP), Target Steps (TS), Current Step (CS), Progress Indicator (PI) and their Attitude to Learning. These are explained below. Flight Path: Based upon prior attainment, and considering CAT Scores, Teacher Assessments from Primary school and a Baseline Assessment completed in school, a Flight Path is allocated: Purple (P), Orange (O) or Turquoise (T).

3 These Flight Paths represent the journey each student is expected to make from Key Stage 2 to Key Stage 4. Given your child s particular and personal starting point, defined by the school as a Flight Path, this shows how we would expect your child to Progress from Key Stage 2 to Key Stage 3 in readiness for Key Stage 4. Target Steps: These are the steps we require students to be confident and articulate in, in order to move along their particular flight path. Each flight path has steps which are progressive. An aspirational target is the upper range of each Flight Path. Overall, it is about the journey along the Flight Path. Current Step: (theses are entered by subject teachers on the second and all subsequent Progress Trackers) The level at which your child is working at, in line with their allocated Flight Path & Target Steps.

4 Each subject Faculty and member of staff will regularly track the Progress of all students in their classes, in order to ensure the Current Step recorded on the Progress tracker is accurate. It also provides the knowledge and awareness of what is still to be learnt and how much Progress your child is making in line with their Target, along their journey. Progress Indicator: (theses are entered by subject teachers on the second and all subsequent Progress Trackers) This will be recorded as: A (Above), E (Expected) or B (Below) These reflect where your child is within their Flight Path, for each subject. Stating that they are: Working above (A) the steps to be covered on their Flight Path journey Working within (E expected) the steps to be covered on their Flight Path journey, or Working below (B) the steps to be covered on their Flight Path journey Please refer to Appendix 3 for further explanation and a worked example of a Year 7 Progress tracker Year 8 only We will continue to assess Year 8 students based upon Attainment Levels in each subject.

5 The average attainment for a student at the end of KS3 (end of Year 8) is a Level 5 [shaded in blue, see Appendix 1]. It is normal for students levels to go up and down throughout their studies but a significant unexplained drop or even an unexpected increase is something to watch for. In these circumstances a phone call to the appropriate subject teacher is the best way forward. All students at KS3 (Years 7 and 8) study the following subjects: English, mathematics, science, history, geography, modern foreign languages, design and technology, computing, art and design, music, dance, drama, physical education, citizenship and religious education (PEB). Key Stage 4 (KS4) Years 9, 10 & 11 Key Stage 4 courses are varied and are assessed in different ways depending upon the subjects being studied. Therefore, the attainment for a student at the end of KS4 will vary depending upon the nature of the subject and the student s Target Minimum Grade.

6 It is normal for students grades to go up and down throughout their studies but a significant unexplained drop or even an unexpected increase is something to watch for. In these circumstances a phone call to the appropriate subject teacher is the best way forward. Please take the time to familiarise yourself with the courses that your child is studying. We hold information evenings for Key Stage 4 students and their families during the course of each year to provide further information, advice and guidance about the different pathways and the requirements of individual courses. During Key Stage 4 most students work towards national qualifications - usually GCSEs and the BTEC qualification. Subjects our KS4 students have to study: English Mathematics Science Physical education Citizenship/PSHE BHCS also offers at least 1 subject from each of these areas: Expressive and Performing Arts Design and Technology including ICT Humanities Modern Foreign Languages PE and Sport Appendix 1 For Years 8 to 11 only: How does KS2 link to KS4?

7 KS2 Level End of KS3 Level GCSE Grade Applied GCSE Grade BTEC FCSE Entry Level Certificate 8 A* A*A* D Distinction 5U 7U 5M 7M A AA 5L 7L 4U 6U B BB M Merit 4M 6M 4L 6L C CC P Pass 3U 5U 3M 5M D DD D Distinction 3L 5L 2U 4U E EE M Merit 2M 4M 4L F FF P Pass 3U 3M G GG 3L 2U U U 3 Advanced Level 2L B (below level 2) 2 Intermediate Level D (disapplied from assessment) 1 Elementary Level Please note: The table above shows the grades used for each Key Stage or qualification type. The arrows represent the GCSE grade equivalents for FCSE and Entry Level Certificate courses. The average level of attainment at the end of Key Stage Three is Level 5. KS4 non-examined subjects will only report on a student s Attitude to Learning. Students are expected to make at least two levels of Progress during each key stage.

8 An X indicates that we are unable to comment at this time. Appendix 2: Attitude to Learning Guide ALL Years How well are our students engaging in their learning? Attitude to Learning reflects the student s attitude and motivation towards his/her studies. The better a student s attitude to learning the more likely he/she is to achieve or exceed his/her minimum target grade or level. This model is a best-fit model and your child may not display all of the characteristics in the category. Please note that when an ATL grade is allocated your child s teacher will take into account individual needs. Please note: An X indicates that we are unable to comment at this time. 1 An outstanding attitude to learning. A pro-active approach taking responsibility for his/her own learning A significant amount of resilience is shown, relishes work that is challenging and stretching.

9 Energetic and positive attitude shown towards making Progress , strives to exceed his/her target grade. A self reflective approach to learning consistently shown. A creative approach is evident and, is willing to take risks with his/her learning 2 An enthusiastic attitude to learning Well motivated, demonstrates enthusiasm to learn, and determined to achieve his/her potential. Attentive in lessons, willingly contributes, shares ideas and asks questions. Completes tasks thoroughly, to the best of his/her ability and with extra attention to detail. Acts upon advice given, developing the skills to enhance his/her own learning independently. Independent work is managed well. Deadlines are met. 3 A passive attitude to learning Cooperative and complies with instructions. Complacent/too easily satisfied.

10 Lacks initiative/self-motivation. Lacks enthusiasm for/interest in the subject. Satisfies the minimum requirements. Participates & contributes if encouraged. 4 An inconsistent attitude to learning Performs well, needs monitoring, and lacks focus and effort for parts of the lesson. Is not the first to get involved with activities, answer questions or attempt work. Can lack motivation, needs regular encouragement to engage in learning. Class and homework are often attempted but not always completed; no real effort is made to improve the quality of work. Unorganised and can often attend lessons without the appropriate equipment needed for the lesson. 5 A reluctant attitude to learning. Only contributes to group or individual discussion when it is asked of him/her. Can easily go off task but does respond to the intervention of the teacher.