tracking for success · size of the group, or the area of weakness, curricular target setting is...

Tracking for success in mathematics

Curriculum and Standards

Guidance

Mathematics subject leaders and teachers of mathematicsStatus: Recommended

Date of issue: 01-2007

Ref: 00007-2007BKT-EN

Disclaimer

The Department for Education and Skills wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form of printed publications or on a website.

In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.

The websites referred to in these materials existed at the time of going to print.

Tutors should check all website references carefully to see if they have changed and substitute other references where appropriate.

00007-2007BKT-EN© Crown copyright 2007

Secondary National StrategyTracking for success in mathematics �

Contents

About this guide 2

Introduction 3

Principles for tracking pupils’ progress 3

Tracking pupils’ progress in mathematics 4

Making tracking manageable for mathematics departments 4

Curricular target setting 6

Contributing to a whole-school tracking system 7

Table 1 – Tracking pupils’ progress in mathematics: questions and tasks 8

Table 2 – Mathematics department’s contribution to a whole-school tracking system

11

Long-term tracking: recording and supporting pupils’ progress 14

Medium-term tracking: recording and supporting pupils’ progress 15

Short-term tracking: recording and tracking pupils’ progress 16

Involving pupils in tracking progress 17

Table 3 – Strategies for peer- and self-assessment 18

Secondary National StrategyTracking for success in mathematics

00007-2007BKT-EN© Crown copyright 2007�

About this guide

This booklet is a mathematics subject version of Tracking for success, a guide to help school leaders develop and refine whole-school pupil tracking procedures. Monitoring and tracking pupils’ progress are fundamental to raising standards through school improvement. This booklet supports mathematics subject leaders in strengthening their approach to and use of pupil tracking. The processes described are also likely to be useful in supporting mathematics departments in their self-evaluation.

This guide:

sets out some underlying principles and describes ways of tracking pupils’ progress in mathematics;

sets out the responsibilities of senior leaders, mathematics subject leaders and mathematics teachers in relation to tracking pupils’ progress;

outlines the mathematics department’s contribution to a whole-school tracking system;

provides guidance on curricular target setting.

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IntroductionSetting appropriately challenging targets through the analysis of pupil performance data and establishing rigorous monitoring and tracking systems are the crucial first steps towards ensuring that the learning needs of all pupils are met.

Mathematics subject leaders can ensure that they set appropriately challenging numerical targets by analysing pupils’ performance against national benchmarks of attainment and progress. These numerical targets then inform planning for teaching, to ensure that pupils have opportunities to make the appropriate progress over time. Pupils’ progress in mathematics can then be tracked towards interim and end of key stage targets.

Monitoring and tracking progress alone will not raise standards in mathematics. Rather, the specific actions made by you as the mathematics subject leader and by your mathematics teachers in response to the outcomes of tracking will make a difference to pupils’ learning and achievement.

Principles for tracking pupils’ progressPupils’ progress is monitored and tracked over time, using a range of performance measures including ongoing teacher assessments and test results.

All staff work collaboratively to gather, share and use information about pupils’ progress. Identification of pupils’ underperformance is early, rapid and accurate.

Data are collected, analysed and shared with the pupils. Pupils’ achievements are benchmarked against local and national data.

Pupils have regular opportunities to discuss progress. Teachers involve pupils in setting their own targets: annual and key stage targets are shared with the pupil, teachers and support staff.

Teaching, intervention and revision programmes are informed by regular monitoring of progress and adjusted in the light of pupils’ needs.

Parents and carers are informed of pupils’ achievements and take part in supporting them.

Performance data are managed through a school-wide system. All mathematics teachers have ready access to data they need, and new data can be entered and processed easily.

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Tracking pupils’ progress in mathematics

This publication, Tracking for success in mathematics, aims to help mathematics subject leaders devise effective tracking systems and use the outcomes to raise pupils’ standards.

Effective tracking of pupils’ progress is essential in promoting high achievement. It ensures that pupils make good progress throughout their school career and, where progress slows or stalls, ensures that difficulties can be picked up quickly and appropriate action taken.

Making tracking manageable for mathematics departmentsThe following guiding principles are likely to be helpful to mathematics departments that are developing or refining their approaches to tracking pupils’ progress.

The mathematics subject leader has a key strategic role in establishing a manageable yet robust approach to ongoing teacher assessment.

Tracking processes need to be based on ongoing teacher assessment and integrated within everyday mathematics teaching and learning.

It is not possible to assess every mathematics objective that is taught; instead, it is necessary to identify those that are the key indicators1 of pupils’ progress towards specific National Curriculum levels or GCSE grades.

Ongoing assessment of these key indicators forms the basis of tracking, reinforced by specific activities or probing questions to secure and refine judgements.

In lessons, teachers can focus on those pupils about whom they are not sure, using the probing questions to initiate dialogue.

Recording systems need to be simple. Often it is sufficient just to take note of those pupils who have difficulties with a key indicator.

It is vital that the information is used formatively. Where weaknesses are identified, the key indicator can be modified to form a curricular target. Teachers then need to adjust planning, to ensure that curricular targets are met.

Where significant weaknesses for large numbers of pupils are identified, this can indicate shortcomings in planning for teaching and learning. Departments may need to review and develop the relevant units of work.

It is important to involve pupils in the tracking process: this helps motivate and secure the learning and pupils can see for themselves that they are making progress.

Pupils’ progress should be reviewed regularly, particularly to ensure that curricular targets have been achieved.

1 Sets of key indicators to track progress towards National Curriculum levels 4, 5 and 6 are included in the Assessing pupils’ progress in mathematics materials.

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Tracking pupils’ progress through ongoing teacher assessment can be supplemented by tracking their performance in Year 7 and Year 8 optional tests, progress tests (for targeted pupils) and school-based tests.

A mathematics department has been involved in piloting the Assessing pupils’ progress in mathematics approach and materials.

Initially, the department focused on tracking the progress of Year 7 pupils. It used the sets of key indicators provided in the project materials as the basis for tracking pupils’ progress towards level 4 or level 5. Two teachers analysed the Year 7 scheme of work and identified where each of the key indicators was to be taught. They then decided on the units where each of the key indicators would be a focus for assessment, making sure these were balanced across the whole of Year 7.

When assessing a key indicator, the teachers first reflect on what they already know about the pupils and then identify those about whom they are unsure. They use the probing questions within the main part of the lesson to start a dialogue with the targeted pupils. Teachers use a class record sheet to note and so monitor those pupils who are insecure with the key indicator.

Teachers use the identified areas of weakness to form curricular targets for individual pupils and groups of pupils. They review future planning so they can ensure that the targets are addressed, and use teaching assistants to provide individual or group support.

Each half-term the subject leader collates information on any significant areas of mathematical weakness. The department then reviews the scheme of work to check that progression in teaching is secure and to strengthen teaching approaches.

Key resources

Assessing pupils’ progress in mathematics at Key Stage 3 CD-ROM (DfES 00007-2007CDO-EN)

The CD-ROM includes the handbook and the focused assessment materials, based on key indicators for tracking pupils’ progress towards level 4, 5 and 6 during Key Stage 3.

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Curricular target settingA well-focused tracking process will provide detailed information about specific strengths and weaknesses that pupils have in mathematics. On occasions, these weaknesses will be evident in large numbers of pupils, perhaps because of gaps in the teaching programme or longer-term difficulties in related precursors for learning. More often, smaller groups of pupils reveal specific areas of weakness. Whatever the size of the group, or the area of weakness, curricular target setting is the first step towards improvement.

A curricular target expresses in words a specific aspect of mathematics as a focus for improvement. It can be for a whole cohort, a whole class, a group or an individual pupil and can relate to the long term (for example a year), medium term (for example, a term) or short term (for example a unit or a few lessons).

Curricular targets are identified through:

focused ongoing assessment, in the form of teacher assessment based on the key indicators of progress;

question level analysis of test scripts.

Usually, curricular targets can be achieved by the relevant pupils through modification of the planned teaching programme, for example, a couple of focused oral and mental starters, an extra lesson or two, or careful, focused planning of the next related unit.

Sometimes, groups or individual pupils will require specific focused support, for example in class, small group or one-to-one support from the teacher or teaching assistant or extra provision (for example Mathematics challenge, Booster).

Where identified weaknesses are significant, teachers will need to track through the progression in their schemes of work to highlight and address any notable shortcomings in planning. This process is helpful to subject leaders in prioritising topics for collaborative planning by the mathematics team, thereby enabling focused discussion on progression in areas of mathematics that pupils find difficult.

It is important that pupils are aware of their curricular targets and know what they can do to work towards improvement. Informing parents and carers can also be supportive.

Specific guidance on and examples of curricular targets in mathematics can be found in the following.

Assessing pupils’ progress in mathematics at Key Stage 3 CD-ROM (DfES 00007-2007CDO-EN)

The APP handbook

Implementing APP in mathematics

Assessment for learning: Mathematics subject development materials (DfES 1101-2005 GCD)

Developing curricular target setting in mathematics (Unit 6.1)

Securing progression in mathematics (Unit 6.2)

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Contributing to a whole-school tracking system

Mathematics subject leaders have a key role in contributing to school tracking processes by:

ensuring a secure mathematics contribution to the school-wide focus on raising pupils’ achievements by using Key Stage 2 and Key Stage 3 data to set individual pupil targets for the end of Key Stage 3 and Key Stage 4;

gathering and analysing pupil performance data regularly and systematically, with the aim of maximising pupils’ progress in mathematics;

drawing up a timetable for the regular review of pupils’ performance in mathematics to identify those pupils who are exceeding expectations, those who are on track and those whose performance is a cause for concern;

establishing a system to ensure that the outcomes of mathematics tracking and reviews are acted on quickly and that provision, in the form of planning for teaching and learning, is adjusted as necessary.

The following tables will help you, as mathematics subject leader, review and develop your tracking processes.

Table 1 – Tracking pupils’ progress in mathematics: questions and tasks sets out a number of questions and tasks for senior leaders, mathematics subject leaders and mathematics teachers.

Table 2 – Mathematics department’s contribution to a whole-school tracking system identifies key actions in each of Years 7 to 11 to help ensure tracking is successful in raising pupils’ standards in mathematics.

In addition you may find it helpful to revisit the diagrams for long-, medium- and short-term tracking that were included with the autumn 2005 Subject leader development meetings. These are included on pages 14 to 16.

It is important to note that, in developing and refining your processes for tracking pupils’ progress in mathematics, it is crucial for you to work closely with your senior leadership team.

If you are introducing new assessment and tracking approaches you are likely to need to cut back on existing practice, particularly those aspects that do not contribute to raising standards in mathematics. Effective tracking based on ongoing assessment is integral to good assessment for learning practice.

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Table 1 – Tracking pupils’ progress in mathematics: questions and tasks

Senior leaders

Questions Tasks

Is pupils’ achievement across all subjects in line with expectations?

Are pupils making good progress towards their targets?

What is the variation in attainment and attendance between subjects and what are the possible explanations? What is being done to address in-school variation?

Who are the pupils or groups of pupils who are exceeding expectations? What are the factors that are contributing to this success and are we sharing the good practice across the school?

Which pupils or groups of pupils are achieving in line with expectations within each subject?

Are there pupils or groups of pupils who are achieving below expectations? What are we doing to address this? What intervention strategies are being used to offer support to these pupils?

Have behaviour and attendance issues been considered in relation to pupils’ ability and confidence to learn and achieve?

Have we built in opportunities to review individual pupils’ progress across subjects? How is information gathered and shared?

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Work with subject leaders to review and report on pupils’ progress towards their targets. Provide challenge for middle leaders and teachers as necessary.

Work with subject leaders to monitor and support adjustments to teaching programmes in response to review findings.

Work with year leaders to ensure that pupils’ effort and progress are systematically reviewed and that findings are acted on.

Work with middle leaders to ensure that special booster and intervention programmes are set up and that individual pupils receive appropriate and coherent support and are not overwhelmed by too many intervention programmes.

Ensure that all staff, particularly core SLs, work together to:

support pupils who are underperforming in all subjects;

identify pupils doing significantly better or worse in one subject and share good practice.

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Mathematics subject leaders

Questions Tasks

Are attainment and attendance in mathematics in line with expectations and with other subjects in your school?

In comparison with other subject areas in the school, are there individual pupils or groups of pupils who are achieving less well in mathematics?

What range of evidence is being used to monitor pupils’ progress?

What does the analysis of assessment information tell you about pupils’ learning in mathematics? Are any strengths or weaknesses revealed?

Do mathematics teaching programmes give opportunities to address all the areas of weakness identified? If not, how will your department address this?

Do reviews highlight particular individuals or groups of pupils who are achieving above or below expectations? What actions are being taken to support and challenge these pupils?

What intervention strategies are being used to support pupils who are achieving below expectations? For example, Targeting level 4, use of learning mentors, Booster programmes?

Where there are strengths, have you identified good practice and provided opportunities to share that good practice?

Can weaknesses be addressed through cross-curricular links with other subjects? Will numeracy across the curriculum links help?

Do your mathematics team meetings prioritise time to discuss ways in which information on pupils’ progress can be used to improve teaching and learning and ensure pupil progress?

How are pupils’ effort and progress in mathematics reviewed?

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Work with teachers to ensure that they understand the nature of progression across levels in mathematics and that this is reflected in schemes of work: for example, identifying where key indicators of pupils’ progress are taught and where they will be assessed.

Work with your team to develop a shared understanding of National Curriculum levels and GCSE grade criteria.

Monitor pupils’ progress towards targets regularly. Identify those pupils who are exceeding expectations and those who are falling behind. Use ongoing assessment of key indicators, question level analysis of tests, work scrutiny and team discussions.

Use the review findings to identify weaker aspects of planning, teaching and learning and adjust programmes as necessary. Work collaboratively and provide support and training for teachers where necessary.

Work with teachers to provide intervention, booster or revision programmes where pupils are falling behind.

Work with senior leaders and your team to provide intervention, booster or revision programmes where pupils’ needs cannot be met in normal lessons.

Support and deploy mentors and teaching assistants to help pupils.

Liaise with other subject leaders and year leaders to share and use information. Encourage your team to do the same, where appropriate.

Work collectively and with tutor teams to review pupils’ progress. Identify pupils making good progress as well as targeting pupils in need of additional support.

Provide regular opportunities for pupils to discuss their progress with their mathematics teacher, including progress with key indicators.

Lead the team in developing and embedding strategies to encourage peer- and self-assessment.

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00007-2007BKT-EN© Crown copyright 2007�0

Mathematics teachers

Questions Tasks

What is the range of attainment in mathematics and attendance in each class you teach?

Are you aware of each pupil’s prior attainment in mathematics, and also in other subjects? How do you use this information?

Do you set and review curricular targets with your pupils?

Do you use the outcomes of tracking to adjust your teaching plans as necessary?

What specific intervention strategies do you use to support pupils who are falling behind? Are these used as part of the lessons or as a special programme, for example Targeting level 4, use of learning mentors, Booster programmes?

Do you use the key indicators of progress in mathematics and share them with pupils so they know what to do to make progress?

How do you maintain an overview of pupils’ progress, discuss their progress and identify those in need of additional support?

How do you encourage and develop pupil and peer- and self-assessment?

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Set and review curricular targets with pupils that focus on specific aspects of knowledge, understanding or skills to secure progression in mathematics. For example, use key indicators and dialogue with pupils to identify appropriate curricular targets.

Involve pupils in regular discussions of their progress and use key indicators of progress to demonstrate what they need to do to improve and attain higher standards.

Share the appropriate set of key indicators with pupils so that they are aware of what they need to know and understand to be able to achieve their target level or grade. Ensure that pupils know when key indicators are being assessed in everyday lessons.

Provide high quality oral and written feedback on pupils’ work and opportunities for pupils to engage in self-evaluation and peer review.

Use review outcomes to inform the use of inclusion and intervention strategies in lessons and adjustment of planning where necessary.

Liaise with your subject leader and other middle and senior leaders as appropriate to ensure that pupils who need them have access to additional intervention, booster or revision programmes, for example, Mathematics challenge, Year 9 Booster, GCSE Study plus, mentoring.

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Secondary National StrategyTracking for success in mathematics ��

Tab

le 2

– M

athe

mat

ics

dep

artm

ent’s

co

ntri

but

ion

to a

who

le-s

cho

ol t

rack

ing

sys

tem

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1

Aut

umn

term

Befo

re th

e st

art o

f ter

m,

gath

er K

S2 p

upil

leve

l dat

a to

info

rm ta

rget

set

ting

and

pupi

l gro

upin

g.

Set K

S3 ta

rget

s us

ing

data

, e.

g. c

onte

xtua

l val

ue a

dded

(C

VA) d

ata.

Set p

upil

leve

l Y7

targ

ets.

Adju

st te

achi

ng

prog

ram

mes

to e

nsur

e th

at

targ

ets

will

be m

et. U

se

inte

rven

tion

prog

ram

mes

, e.

g. T

arge

ting

leve

l 4, a

s ap

prop

riate

.

Iden

tify

key

indi

cato

rs (K

Is)

of p

upils

’ pro

gres

s fo

r tra

ckin

g du

ring

Y7 (S

ee

Asse

ssin

g pu

pils’

pro

gres

s m

ater

ials)

.

Asse

ss K

Is th

roug

hout

the

term

.

Revie

w p

lann

ing

to a

ddre

ss

curri

cula

r tar

gets

iden

tified

fro

m a

sses

smen

t of K

Is.

• • • • • • •

Use

info

rmat

ion

on p

upils

’ pr

ogre

ss in

Y7

to s

et p

upil

leve

l Y8

targ

ets.

Iden

tify

pupi

ls no

t mak

ing

suffi

cien

t pro

gres

s. Ta

lk to

pu

pils

and

anal

yse

reas

ons.

Adju

st te

achi

ng

prog

ram

mes

and

use

sp

ecifi

c in

terv

entio

n pr

ogra

mm

es a

s ap

prop

riate

.

Use

addi

tiona

l sup

port,

e.g

. m

ento

rs, a

s ne

cess

ary.

Set s

tatu

tory

KS3

targ

ets

usin

g da

ta, e

.g. P

AT d

ata,

CV

A da

ta.

Iden

tify

KIs

of p

upils

’ pr

ogre

ss fo

r tra

ckin

g du

ring

Y8 (S

ee A

sses

sing

pupi

ls’

prog

ress

mat

eria

ls).

Asse

ss K

Is th

roug

hout

the

term

.

Revie

w p

lann

ing

to a

ddre

ss

curri

cula

r tar

gets

iden

tified

fro

m a

sses

smen

t of K

Is.

• • • • • • • •

Use

info

rmat

ion

on p

upils

’ pr

ogre

ss in

Y8

to s

et p

upil

leve

l Y9

targ

ets.

Che

ck

agai

nst s

tatu

tory

KS3

ta

rget

.

Iden

tify

pupi

ls no

t mak

ing

suffi

cien

t pro

gres

s. Ta

lk to

pu

pils

and

anal

yse

reas

ons.

Adju

st te

achi

ng

prog

ram

mes

and

use

sp

ecifi

c in

terv

entio

n pr

ogra

mm

es, e

.g. B

oost

er

as a

ppro

pria

te.

Use

addi

tiona

l sup

port,

e.g

. m

ento

rs, a

s ne

cess

ary.

Iden

tify

KIs

of p

upils

’ pr

ogre

ss fo

r tra

ckin

g du

ring

Y9 (S

ee A

sses

sing

pupi

ls’

prog

ress

mat

eria

ls).

Asse

ss K

Is th

roug

hout

the

term

.

Revie

w p

lann

ing

to a

ddre

ss

curri

cula

r tar

gets

iden

tified

fro

m a

sses

smen

t of K

Is.

• • • • • • •

Use

info

rmat

ion

on p

upils

’ pr

ogre

ss in

KS3

to s

et K

S4

pupi

l lev

el ta

rget

s. (E

xpec

t pu

pils

sta

rting

at L

5 to

pr

ogre

ss to

gra

de C

+.)

Iden

tify

pupi

ls n

ot m

akin

g su

ffici

ent p

rogr

ess.

Tal

k to

pup

ils a

nd a

nalys

e re

ason

s.

Adju

st te

achi

ng

prog

ram

mes

and

use

sp

ecifi

c in

terv

entio

n pr

ogra

mm

es, e

.g. S

tudy

pl

us a

s ap

prop

riate

.

Iden

tify

KIs

of p

upils

’ pr

ogre

ss fo

r tra

ckin

g du

ring

Y10.

Asse

ss K

Is th

roug

hout

the

term

.

Revie

w p

lann

ing

to

addr

ess

curri

cula

r tar

gets

id

entifi

ed fr

om a

sses

smen

t of

KIs

.

• • • • • •

Use

info

rmat

ion

on p

upils

’ pr

ogre

ss in

Y10

to id

entif

y pu

pils

not m

akin

g su

ffici

ent

prog

ress

. Tal

k to

pup

ils a

nd

anal

yse

reas

ons.

Adju

st te

achi

ng

prog

ram

mes

and

use

sp

ecifi

c in

terv

entio

n pr

ogra

mm

es a

nd G

CSE

boos

ter a

s ap

prop

riate

.

Iden

tify

KIs

of p

upils

’ pr

ogre

ss fo

r tra

ckin

g du

ring

Y11.

Asse

ss K

Is th

roug

hout

the

term

.

Revie

w p

lann

ing

to a

ddre

ss

curri

cula

r tar

gets

iden

tified

fro

m a

sses

smen

t of K

Is.

• • • • •


00007-2007BKT-EN© Crown copyright 2007��

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1

Sp

ring

ter

mAs

sess

obj

ectiv

es th

at a

re

KIs

of p

upils

’ pro

gres

s th

roug

hout

the

term

.

Revie

w p

lann

ing

to

addr

ess

curri

cula

r tar

gets

id

entifi

ed fr

om a

sses

smen

t of

KIs

.

Keep

ove

rvie

w o

f cur

ricul

ar

targ

ets

and

lead

targ

eted

co

llabo

rativ

e w

ork

to

stre

ngth

en p

lann

ing.

Mat

hem

atic

s su

bjec

t le

ader

revie

ws

and

repo

rts

on p

rogr

ess

tow

ards

Y7

targ

ets.

• • • •

Asse

ss o

bjec

tives

that

are

KI

s of

pup

ils’ p

rogr

ess

thro

ugho

ut th

e te

rm.

Revie

w p

lann

ing

to a

ddre

ss

curri

cula

r tar

gets

iden

tified

fro

m a

sses

smen

t of K

Is.

Keep

ove

rvie

w o

f cur

ricul

ar

targ

ets

and

lead

targ

eted

co

llabo

rativ

e w

ork

to

stre

ngth

en p

lann

ing.

Mat

hem

atic

s su

bjec

t le

ader

revie

ws

and

repo

rts

on p

rogr

ess

tow

ards

Y8

targ

ets.

• • • •

Use

moc

k KS

3 m

athe

mat

ics

test

s to

re

view

and

repo

rt on

pup

ils’

prog

ress

tow

ards

targ

ets.

Mat

hem

atic

s su

bjec

t le

ader

revie

ws

and

repo

rts

on p

rogr

ess

tow

ards

KS3

ta

rget

s.

Use

ques

tion

level

analy

sis

of m

ock

pape

rs to

iden

tify

curri

cular

targ

ets

for p

upils

at

risk

of m

issin

g, e

.g. le

vel 5

.

Adju

st te

achi

ng

prog

ram

mes

and

use

sp

ecifi

c in

terv

entio

n pr

ogra

mm

es, e

.g. B

oost

er,

as a

ppro

pria

te.

Use

addi

tiona

l sup

port,

e.g

. m

ento

rs, a

s ne

cess

ary.

Asse

ss o

bjec

tives

that

are

KI

s of

pup

ils’ p

rogr

ess

thro

ugho

ut th

e te

rm.

Revie

w p

lann

ing

to

addr

ess

curri

cula

r tar

gets

fro

m a

sses

smen

t of K

Is.

• • • • • • •

Asse

ss o

bjec

tives

that

are

KI

s of

pup

ils’ p

rogr

ess

thro

ugho

ut th

e te

rm.

Revie

w p

lann

ing

to

addr

ess

curri

cula

r tar

gets

id

entifi

ed fr

om a

sses

smen

t of

KIs

.

Keep

ove

rvie

w o

f cur

ricul

ar

targ

ets

and

lead

targ

eted

co

llabo

rativ

e w

ork

to

stre

ngth

en p

lann

ing.

Adju

st te

achi

ng

prog

ram

mes

and

use

sp

ecifi

c in

terv

entio

n pr

ogra

mm

es, e

.g. S

tudy

pl

us, a

s ap

prop

riate

.

Mat

hem

atic

s su

bjec

t le

ader

revie

ws

and

repo

rts

on p

rogr

ess

tow

ards

GCS

E ta

rget

s.

• • • • •

Use

moc

k GC

SE

mat

hem

atic

s ex

amin

atio

n to

che

ck o

n pu

pils’

pr

ogre

ss.

Mat

hem

atic

s su

bjec

t lea

der

revie

ws

and

repo

rts o

n pr

ogre

ss to

war

ds G

CSE

targ

ets.

Use

ques

tion

leve

l ana

lysis

of m

ocks

to id

entif

y cu

rricu

lar t

arge

ts fo

r pup

ils

at ri

sk o

f miss

ing,

e.g

. gr

ade

C.

Adju

st te

achi

ng

prog

ram

mes

and

use

sp

ecifi

c in

terv

entio

n pr

ogra

mm

es a

nd G

CSE

boos

ter a

s ap

prop

riate

.

Asse

ss o

bjec

tives

that

are

KI

s of

pup

ils’ p

rogr

ess

thro

ugho

ut th

e te

rm.

Revie

w p

lann

ing

to a

ddre

ss

curri

cula

r tar

gets

iden

tified

fro

m a

sses

smen

t of K

Is.

Use

revis

ion

prog

ram

mes

fo

r tar

gete

d to

pics

.

• • • • • • •



Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1

Sum

mer

ter

mAs

sess

obj

ectiv

es th

at a

re

KIs

of p

upils

’ pro

gres

s th

roug

hout

the

term

.

Revie

w p

lann

ing

to

addr

ess

curri

cula

r tar

gets

id

entifi

ed fr

om a

sses

smen

t of

KIs

.

Keep

ove

rvie

w o

f cur

ricul

ar

targ

ets

and

lead

targ

eted

co

llabo

rativ

e w

ork

to

stre

ngth

en p

lann

ing.

Use

Y7 o

ptio

nal a

nd

prog

ress

test

s to

revie

w

and

repo

rt on

pup

il pr

ogre

ss to

war

ds ta

rget

s.

Mat

hem

atic

s su

bjec

t le

ader

revie

ws

prog

ress

of

pup

ils fo

llow

ing

inte

rven

tion

prog

ram

mes

.

• • • • •

Asse

ss o

bjec

tives

that

are

KI

s of

pup

ils’ p

rogr

ess

thro

ugho

ut th

e te

rm.

Revie

w p

lann

ing

to a

ddre

ss

curri

cula

r tar

gets

iden

tified

fro

m a

sses

smen

t of K

Is.

Keep

ove

rvie

w o

f cur

ricul

ar

targ

ets

and

lead

targ

eted

co

llabo

rativ

e w

ork

to

stre

ngth

en p

lann

ing.

Use

Y8 o

ptio

nal t

ests

to

revie

w a

nd re

port

on p

upils

’ pr

ogre

ss to

war

ds ta

rget

s.

• • • •

Asse

ss o

bjec

tives

that

are

KI

s of

pup

ils’ p

rogr

ess

thro

ugho

ut th

e te

rm.

Revie

w p

lann

ing

to

addr

ess

curri

cula

r tar

gets

id

entifi

ed fr

om a

sses

smen

t of

KIs

.

Keep

ove

rvie

w o

f cur

ricul

ar

targ

ets

and

lead

targ

eted

co

llabo

rativ

e w

ork

to

stre

ngth

en p

lann

ing.

Use

ques

tion

anal

ysis

of

KS3

pape

rs to

iden

tify

curri

cula

r prio

ritie

s fo

r gr

oups

of p

upils

, e.g

. pu

pils

with

low

leve

l 5.

Rev

iew

pla

nnin

g fo

r Y1

0 te

achi

ng. L

ook

at im

plic

atio

ns fo

r Y9

teac

hing

.

• • • •

Asse

ss o

bjec

tives

that

are

KI

s of

pup

ils’ p

rogr

ess

thro

ugho

ut th

e te

rm.

Revie

w p

lann

ing

to

addr

ess

curri

cula

r tar

gets

id

entifi

ed fr

om a

sses

smen

t of

KIs

.

Keep

ove

rvie

w o

f cur

ricul

ar

targ

ets

and

lead

targ

eted

co

llabo

rativ

e w

ork

to

stre

ngth

en p

lann

ing.

Use

ques

tion

leve

l ana

lysis

of

moc

ks to

iden

tify

curri

cula

r tar

gets

for p

upils

at

risk

of m

issi

ng, e

.g.

grad

e C.

Revie

w p

rogr

ess

with

GC

SE c

ours

ewor

k an

d le

ad

targ

eted

col

labo

rativ

e w

ork

to s

treng

then

pla

nnin

g.

• • • • •

Use

revis

ion

prog

ram

mes

fo

r tar

gete

d to

pics

.

Use

spec

ific

inte

rven

tion

prog

ram

mes

and

GCS

E bo

oste

r as

appr

opria

te.

Revie

w th

e fin

al o

utco

mes

fro

m c

ours

ewor

k an

d co

nsid

er im

plic

atio

ns fo

r cu

rrent

Y10

.

Orga

nise

an

end

of y

ear

revie

w o

f pup

ils’ p

rogr

ess

and

iden

tify

actio

ns to

st

reng

then

pro

visio

n fo

r cu

rrent

Y10

.

• • • •



Long-term tracking: recording and supporting pupils’ progress

3 2535 5

7 7 7

1

6

4

End-of-KS3 leveltarget used to setinterim targets forend of Y7 andend of Y8

End-of-KS2 testand TA and otherassessments usedto set end-of-KS3level target

KS2 level target Level target Level target KS3 level target

Level achieved recordedKey indicator profileCurricular targets

Level achievedKey indicator profileCurricular targets

Level achievedKey indicator profileCurricular targets


LT assessment broken down into annual assessments,using progress/optional tests and TAUsed to identify curricular targets for following year andinform planning

LT planning broken downinto yearly programmes

Level target Level target

Recording for each pupil

LT assessment: end-of-KS3 test and TA:

used to set grade target for next KS

used to set curricular targetsinforms planning for KS3 and KS4

End-of-KS3 level target used to ensure LT planning matches pupils’ potential

Y7 Y8 Y9



Medium-term tracking: recording and supporting pupils’ progress

388 8

9 9 9

5

Level target

Start of Y7

KS2 level target End-of-Y7 level target


Key indicatorprofile

Key indicatorprofile


MT assessment using ongoing TA and task/test againstkey indicators taught that termUsed to assess and set curricular targets for thefollowing term


LT assessment using progress/optional tests and TA

Used to identify curricular targets and inform planning

LT planning: learning objectives from yearly teaching programme

End of Y7

7

autumn spring summer

MT planning learning objectives



Short-term tracking: recording and tracking pupils’ progress

108

8

ST assessments against lessonobjectives particularly keyindicators using TAST curriculum targets couldbe set/reviewedOutcomes of ST assessmentinform lesson planningand next related unit

Start of Y7


MT assessment using ongoing TA and task/test against key indicators taught that te

rm

Used to assess and set curricular targets for the following term

MT planning learning objectives

End of autumn term Y7

9

11Unit 1 Unit 2Unit 3

ST planning fromlearning objectivesUnit and individual lessons

Only informal recording required for exceptional performance against objectives/key indicators including ST curricular targets



Involving pupils in tracking progressPupils benefit greatly from being involved in the assessment and tracking of their own progress. Direct involvement helps pupils to recognise their own achievements and focuses them on what they need to do to progress further. It also helps pupils to identify their own strengths and weaknesses, giving greater relevance to individual curricular target setting. Purposeful pupil involvement can make assessment and tracking easier for teachers to manage. Pupils become more aware of demonstrating what they know, understand and are able to do.

The following suggestions may be useful for involving pupils in assessing and tracking their own progress.

It is helpful for pupils to have access to the key indicators used for tracking progress. For example, teachers might give pupils the set of key indicators to be assessed during each half-term, and draw attention to each key indicator as it is taught and when it is a focus for assessment.

Pupils’ learning can be strengthened through peer- and self-assessment. Table 3 (pages 18 to 20) describes a selection of strategies that teachers might adopt when involving pupils in their own assessment.

Pupils need to be aware of their curricular targets and the opportunities they will have to work on them.

Pupils should be aware of the outcomes of the reviews of progress and know what they need to do to achieve their target level or grade.

•

•

•

•



Tab

le 3

– S

trat

egie

s fo

r p

eer-

and

sel

f-as

sess

men

t

Str

ateg

ies

for

pee

r- o

r s

elf-

asse

ssm

ent

Key

ben

efits

Exa

mp

les

of

how

and

whe

re it

co

uld

be

used

in a

less

on

Enco

urag

e pu

pils

to li

sten

to e

ach

othe

r’s

resp

onse

s to

que

stio

ns a

nd p

rese

ntat

ions

mad

e in

cl

ass

and

to a

sk q

uest

ions

abo

ut p

oint

s th

at th

ey

do n

ot u

nder

stan

d.

1.Pu

pils

thin

k ab

out w

hat t

hey

have

not

und

erst

ood.

Pupi

ls p

ublic

ly a

ckno

wle

dge

that

they

can

– a

nd w

ant t

o –

lear

n fro

m e

ach

othe

r.

Prom

otes

the

idea

of c

olla

bora

tive

wor

king

– ‘m

any

brai

ns

bette

r tha

n ju

st o

ne’.

Can

help

est

ablis

h ‘w

orki

ng to

geth

er’ p

roto

cols

.

• • • •

Hold

who

le-c

lass

disc

ussio

n, m

akin

g co

njec

ture

s ab

out c

ompa

rativ

e da

ta d

ispla

yed

in tw

o pi

e ch

arts

. Pu

pils

resp

ond,

usin

g m

ini-w

hite

boar

ds, f

ollo

wed

by

episo

des

durin

g w

hich

suc

cess

ive p

upils

add

to o

r ref

ute

expl

anat

ions

.

•

Use

exam

ples

of w

ork

from

ano

nym

ous

pupi

ls

and

ask

thei

r pee

rs to

sug

gest

pos

sibl

e w

ays

of

impr

ovin

g th

e w

ork

and

how

they

wou

ld m

eet t

he

lear

ning

out

com

es.

2.Pu

pils

see

wha

t lea

ds to

suc

cess

and

exp

licitl

y id

entif

y th

e fe

atur

es o

f a g

ood

piec

e of

wor

k.

Help

s m

oder

ate

shar

ed u

nder

stan

ding

of s

tand

ards

.

Sets

ben

chm

arks

for t

arge

t set

ting.

• • •

Pupi

ls ar

e gi

ven

som

e so

lutio

ns to

a p

robl

em a

nd a

sked

to

eva

luat

e th

e ef

ficie

ncy

of th

e st

rate

gies

cho

sen,

iden

tify

erro

rs a

nd m

ake

sugg

estio

ns fo

r im

prov

emen

t.

•

Ask

pupi

ls to

use

the

expe

cted

out

com

e to

co

mm

ent o

n st

reng

ths

of e

ach

othe

r’s w

ork

and

to

iden

tify

area

s fo

r im

prov

emen

t.

3.Pu

pils

iden

tify

thei

r ow

n st

reng

ths

and

area

s fo

r dev

elop

men

t.

Pupi

ls a

re s

omet

imes

mor

e re

cept

ive

to c

onst

ruct

ive

criti

cism

fro

m p

eers

than

from

the

teac

her.

Help

s m

oder

ate

shar

ed u

nder

stan

ding

of s

tand

ards

.

• • •

The

who

le c

lass

eva

luat

es a

nd re

vises

an

anon

ymou

s w

ritte

n dr

aft e

xpla

natio

n, in

terp

retin

g th

e da

ta g

iven

in a

gra

ph o

r ch

art.

Pupi

ls th

en w

ork

in p

airs

and

four

s to

dra

ft, e

valu

ate

and

join

tly re

vise

simila

r exp

lana

tions

for o

ther

cha

rts.

•

Ask

pupi

ls to

mar

k ea

ch o

ther

’s w

ork

but w

ithou

t gi

ving

them

the

answ

ers.

Inst

ead,

ask

them

to fi

nd

the

corr

ect a

nsw

ers

from

ava

ilabl

e re

sour

ces.

4.He

lps

pupi

ls di

stin

guish

bet

wee

n le

arni

ng o

bjec

tives

and

lear

ning

ou

tcom

es (a

nd h

ow to

‘com

e up

with

the

good

s’).

Help

s pu

pils

reco

gnise

a ra

nge

of a

ltern

ative

app

ropr

iate

resp

onse

s.

Prom

otes

rese

arch

and

inde

pend

ent l

earn

ing.

• • •

Pupi

ls, i

n pa

irs, m

ark

each

oth

er’s

wor

k, c

ompa

ring

and

disc

ussi

ng d

iffer

ent m

etho

ds, e

.g. f

or fi

ndin

g ar

eas

and

perim

eter

s of

sha

pes

mad

e fro

m re

ctan

gles

. The

y ch

eck,

us

ing

a di

ffere

nt m

etho

d if

nece

ssar

y.

•



Str

ateg

ies

for

pee

r- o

r se

lf-as

sess

men

tK

ey b

enefi

tsE

xam

ple

s o

f ho

w a

nd w

here

it c

oul

d b

e us

ed in

a le

sso

n

Ask

pupi

ls to

writ

e th

eir o

wn

ques

tions

on

a to

pic

to

mat

ch th

e ex

pect

ed le

arni

ng o

utco

mes

, and

in a

dditi

on

prov

ide

answ

ers

to o

ther

s’ q

uest

ions

.

5.He

lps

pupi

ls d

istin

guis

h be

twee

n le

arni

ng o

bjec

tives

and

le

arni

ng o

utco

mes

(and

how

to ‘c

ome

up w

ith th

e go

ods’

).

Help

s pu

pils

reco

gnis

e a

rang

e of

alte

rnat

ive

appr

opria

te

resp

onse

s.

• •

At th

e en

d of

wor

k on

Pyt

hago

ras’

theo

rem

, the

pup

ils

wor

k in

pai

rs to

dev

ise fo

ur p

robl

ems,

som

e w

ith a

nd s

ome

with

out d

iagr

ams,

that

can

be

solve

d us

ing

Pyth

agor

as’

theo

rem

. The

y al

so p

rovid

e ex

ampl

e so

lutio

ns.

•

Ask

pupi

ls in

gro

ups

to w

rite

five

ques

tions

and

afte

r w

hole

-cla

ss d

iscu

ssio

n id

entif

y th

e be

st tw

o fro

m

each

gro

up (t

o ge

nera

te 1

0 to

12

ques

tions

, e.g

. for

ho

mew

ork)

.

6.Pu

pils

gai

n co

nfide

nce

as th

ey c

reat

e th

eir o

wn

ques

tions

and

ans

wer

s.

Help

s pu

pils

reco

gnis

e a

rang

e of

alte

rnat

ive

appr

opria

te

resp

onse

s.

• •

Pupi

ls di

scus

s an

d de

cide

on

an e

njoy

able

pro

gres

s ch

ecki

ng a

ctivi

ty th

at c

an b

e pr

ovid

ed a

t the

end

of a

n im

porta

nt s

ectio

n of

wor

k on

a te

xt o

r top

ic.

•

Ask

pupi

ls to

ana

lyse

mar

k sc

hem

es a

nd d

evis

e th

eir

own

for a

spe

cifie

d ta

sk.

7.Pu

pils

are

abl

e to

iden

tify

the

key

aspe

cts

or id

eas

in a

un

it of

wor

k or

task

and

refin

e th

eir o

wn

inte

rpre

tatio

ns

of re

quire

men

ts a

nd p

ossi

ble

pitfa

lls.

Help

s pu

pils

reco

gnis

e a

rang

e of

alte

rnat

ive

appr

opria

te

resp

onse

s.

• •

The

who

le c

lass

eva

luat

es s

hort

resp

onse

s to

the

‘exp

lain

’ par

t of a

test

que

stio

n, in

terp

retin

g th

e da

ta

give

n in

a g

raph

or c

hart.

Pup

ils m

ake

a ju

dgem

ent a

s to

w

hich

resp

onse

wou

ld g

ain

the

mar

k in

the

test

.

The

teac

her s

ets

hom

ewor

k fo

cuse

d on

a k

ey in

dica

tor,

then

ask

s th

e cl

ass

wha

t the

suc

cess

crit

eria

will

be.

Af

ter c

ompl

etio

n, th

e w

ork

is p

eer m

arke

d.

The

teac

her c

onst

ruct

s an

exe

mpl

ar c

opy

of a

n as

sess

men

t tas

k w

ith m

odel

ans

wer

s an

d sh

ows

this

to

pupi

ls w

hen

retu

rnin

g th

eir w

ork,

allo

win

g tim

e fo

r pup

ils

to c

ompa

re th

eir w

ork

with

the

exem

plar

s.

• • •


00007-2007BKT-EN© Crown copyright 2007�0

Str

ateg

ies

for

pee

r- o

r se

lf-as

sess

men

tK

ey b

enefi

tsE

xam

ple

s o

f ho

w a

nd w

here

it c

oul

d b

e us

ed in

a le

sso

n

Ask

pupi

ls to

dec

ide

whe

ther

they

thin

k an

ans

wer

is

reas

onab

le, w

heth

er th

ey c

an a

dd to

the

answ

er, o

r w

heth

er th

ey w

ould

hav

e gi

ven

anot

her a

nsw

er.

8.Pu

pils

can

eva

luat

e th

e va

lidity

of s

tate

men

ts a

nd

gene

ralis

atio

ns a

nd d

iscu

ss c

omm

on m

ista

kes

and

mis

conc

eptio

ns.

Help

s m

oder

ate

shar

ed u

nder

stan

ding

of s

tand

ards

.

• •

Pupi

ls di

scus

s th

e va

lidity

of g

ener

al s

tate

men

ts, a

nd

whe

ther

they

are

som

etim

es, a

lway

s or

nev

er tr

ue, e

.g.

mul

tiplic

atio

n m

akes

num

bers

big

ger;

if a

squa

re a

nd a

re

ctan

gle

have

the

sam

e pe

rimet

er, t

he s

quar

e ha

s th

e gr

eate

r are

a.

•

Enco

urag

e pu

pils

to d

evel

op a

sses

smen

t crit

eria

for

perio

dic

asse

ssm

ent t

asks

.9.

Help

s pu

pils

focu

s on

wha

t the

y ne

ed to

pro

duce

or

dem

onst

rate

to h

ave

thei

r ach

ieve

men

t rec

ogni

sed.

•As

a s

tarti

ng p

oint

for a

new

seq

uenc

e of

less

ons,

hav

ing

foun

d ou

t wha

t pup

ils a

lread

y kn

ow, a

sk th

em to

iden

tify

wha

t the

y w

ant t

o le

arn

durin

g th

e co

min

g le

sson

s an

d ho

w

they

will

know

if th

ey h

ave

succ

eede

d.

•

Ask

pupi

ls fo

r the

ir le

vel o

f con

fiden

ce w

ith a

par

ticul

ar

piec

e of

wor

k.10

.Pu

pils

can

iden

tify

prod

uctiv

e ar

eas

on w

hich

to fo

cus

thei

r effo

rts a

nd d

evel

op m

aste

ry o

f par

ticul

ar c

once

pts

and

skill

s.

•Th

e te

ache

r ask

s pu

pils

to tr

affic

ligh

t the

key

indi

cato

rs a

nd

thei

r cur

ricul

ar ta

rget

s be

fore

and

afte

r a p

artic

ular

pie

ce o

f w

ork.

(Gre

en is

‘hap

py’,

ambe

r is

‘not

qui

te s

ure’

and

red

is ‘v

ery

unsu

re’.)

•

This booklet is available for download from:

www.standards.dfes.gov.uk

www.teachernet.gov.uk/publications

Copies may be available from:

DfES Publications Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60 e-mail: [email protected]

Ref: 00007-2007BKT-EN

© Crown copyright 2006

Produced by the Department for Education and Skills www.dfes.gov.uk

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The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.

Applications to reproduce the material from this publication should be addressed to:

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AS

HFO

RD

CO

LOU

R P

RE

SS

01-

2007

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