This year has seen the third year of the new 9-1 GCSEs for English & Maths, and the second year for most other subjects. Ofqual said that the first year of the new GCSEs would have Grade Boundaries that would be slightly lower to account for the expected challenges and resulting impact related to delivering a new course. In the second year, we were warned the boundaries would rise. So, what happened to the Grade Boundaries between June 2018 and 2019? And what does it mean for teachers?
The finalised version of the new Ofsted Framework has now been published, which will govern all school visits from September.
The focus on the way internal data is used in schools has dramatically changed. The intentions behind the changes show that Ofsted has taken onboard the advice from Workload Advisory Group Report, and are now asking more powerful questions “about whether schools’ attainment data collections are proportionate, represent an efficient use of school resources, and are sustainable for staff.”
One of the drivers that led me to leave the teaching profession and start Pupil Progress was that I could see the impact an effective tracking and monitoring system would have on my students’ outcomes and my ability to support teachers in my team and do my job as a Head of Faculty.
Getting your department's assessment plan right is crucial to the success of your students, teaching team and, ultimately, the performance of the whole school.
Getting nasty surprises on results day is not ideal but, unfortunately, it does happen. It may be a small group of students, a class, or a whole course, and there are many ways you can slip up with your grade predictions.
The data looks good, the future doesn’t
While writing this blog for Pupil Progress on behaviour management strategies, I started to reflect on student behaviour more generally.
"Everything works somewhere, nothing works everywhere.” – Dylan Wiliam
“Success is the sum of small efforts, repeated day in and day out” – Robert Collier
Your lesson begins. You present your students with a quick recap quiz to assess their readiness for their GCSE exam (which has somehow crept up on all of us). Answers are given and students score themselves out of 10. Scores range from 2 to 10. The panic and anxiety begins to set in for all students gaining lower scores – they have not been revising. Those gaining perfect scores? Fatigue and exhaustion are obvious – they’ve been doing too much revision!
By Andrew Sweet and Alex Fairlamb