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Similar to CANDI SFC pdd Nov 2018 ppt
CANDI SFC pdd Nov 2018 ppt
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- 2. AGENDA CONSTANT JOURNEY OF IMPROVEMENT •Retention and achievement on linear • Gscores with 1-9 • Ofsted • Progress
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- 4. BUT LET’S KICK OFFWITH A QUIZ!! • Please get out your device and open up Kahoot!
- 5. 2 YEAR ALEVELS AND RETENTION • Retention is a measure used by OFSTED to see how many students have stayed on any given course between the START and END date • When A levels were modular retention was measured over AS, then the measure would start again for the A2 course. • AS retention for the SFC was typically 89.5% • A2 retention for the SFC was typically around 95.5%
- 6. HOWEVER - FORLINEAR A LEVELS….. • Retention is now calculated over a 2 year period • “linear retention will simply count the students who left during the AS year and those who left in the A2 year” • Is this statement correct? Yes/No
- 7. • Achievement isanother key measure used by OFSTED, and it is benchmarked against the national data • Achievement takes into account both how many people PASSED the course and how many people STAYED ON the course ACHIEVEMENT IS THE SAME AS PASS RATE, RIGHT?
- 8. SO… • A typicalmodular AS course may START with 132 students, and by June of the following year have 120 students still on the course, so RETENTION would be 120/132 = 91% • of the 120 students who finish the course, 116 might pass, so the PASS RATE would be 116/120 = 96.6% • ACHIEVEMENT is calculated as PASS over STARTS, so 116/132 = 87.8%
- 9. BUT WHAT ABOUTLINEAR?? • Let’s extend this over a 2 year journey. Of our 132 starters: • 120 completed the first year • 6 didn’t return over summer • 4 were withdrawn in Y13 • so at the end of Y13 we are left with 110 students • retention over 2 years is 83% • we have lost 22 students from the course
- 10. …LINEAR ACHIEVEMENT • ofthose 110 students who got to the end of Y13, 6 failed, so the pass rate is 94.5% • Achievement over 2 years would be calculated as 104 students who PASSED over 132 students who STARTED = 78.7%
- 11. WITH THE PEOPLEYOU ARE SITTING NEXT TO, DISCUSS…. WHAT QUESTIONS DOES THIS RAISE ABOUT RETENTION AND ACHIEVEMENT? • You have the information from the previous slides to help you - look on your table!
- 12. POTENTIAL QUESTIONS… • Whatis happening to all of those students withdrawn from the subject? • Is it ok to ‘fail’ almost a quarter of students? • Is there any more we can be doing to support these students? • Would we expect this to be the number of students who do not achieve at the end of a two year A level? • Is this acceptable? • What is the norm?
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- 14. GSCORES ARE DIFFERENT Theold way of calculating a G score:
- 15. 1-9 GCSES • Withthe 1-9 GCSEs the method used to calculate the G score is easier, but the same principle. You add up the number awarded to each GCSE, then divide by the total number of GCSEs taken
- 16. BUT….. • During thetransition period there is NOT a direct correlation between grades and numeric scores
- 17. SO TAKING OURFIRST EXAMPLE… • Using the OLD Scale • A 7 • A 7 • B 6 • B 6 • B 6 • B 6 • C 5 • C 5 • C 5 • E 3 • = 56 divided by 10 = 5.6 Using the NEW scale • A 7 • A 7 • B 5 • B 5 • B 5 • B 5 • C 4 • C 4 • C 4 • E 2 • = divided by 10 = 4.8
- 18. SO… • So youcan see that because of the way the new and old GCSE scores have been calculated the results feel very different
- 19. WHAT HAPPENS ATTHE VERY TOP END?? • The OLD calculation: • A*A*A*AAAAA • 8 8 8 7 7 7 7 7 • 57 divided by 8 = 7.1 • The NEW calculation: • A*A*A*AAAAA • 8.5 8.5 8.5 77777 • 60.5 divided by 8 = 7.6 Note: A* is the only grade that will result in a higher G score
- 20. TARGET GRADES • Willa lower G score result in a lower target grade?? • No - an adjustment has been made so the target grades will not be any lower than those we are used to seeing for our cohort
- 21. TARGET GRADE REMINDER •Target grades are benchmarked against national achievement. • At CIC we have chosen to benchmark against the ‘70th percentile’ • this means that if a student achieved their target grade, they would be in the top 30% highest achieving students with the same GSCORE nationally
- 22. SUBJECT SPECIFIC TARGET GRADESARE ALSO SUBJECT SPECIFIC • For student with a new G score of 5.8….
- 23. MOVING SWIFTLY ONOUR BUDDIES AT
- 24. OFSTED HANDBOOK 1 • Ofsteddo not require lesson plans. They are more interested in the effectiveness of planning rather than the form it takes • conduct short, focused visits to lessons or workshops. ….5-15 minutes and may have a specific focus…..inspectors would not normally give feedback to individual members of staff following these sessions
- 25. OFSTED HANDBOOK 2 • Judgementsabout current learners’ progress and standards of work carry more weighting than historic achievement rates • Inspectors will spend much more time in lessons judging TLA • lessons are not graded, teachers do not usually receive feedback, managers will not receive feedback on individual teachers or lessons
- 26. OFSTED HANDBOOK 3 • ‘learners’views are central to inspection’ • ‘discussions with learners and analysis of their work’ • ‘analysis of provider and learner records showing planning for and monitoring of, learners’ individual progress from their starting points’ • ‘the main focus will be on evaluating the impact of actions taken by providers’ staff on learners personal development, their learning and progress and/or their outcomes’
- 27. FEEDBACK FROM OFSTED INSPECTIONREPORT CANDI 2016
- 28. FEEDBACK FROM OFSTED INSPECTIONREPORT CANDI 2016 • Teachers and managers do not monitor the progress of students well enough and, as a result, do not give them clear and specific enough guidance to help them improve. (progress) • A high proportion of students achieve their A levels, although not enough students achieve A or B grades in their A levels (stretch and challenge)
- 29. FEEDBACK FROM OFSTED INSPECTIONREPORT CANDI 2016 • …in a minority of lessons across all centres, teachers do not plan learning well enough to be sufficiently demanding of the most able students (stretch and challenge) • Not enough teachers are sufficiently skilful at using strategies effectively in lessons to assess students’ understanding and skills; as a result, they do not always have a clear picture of what students have understood, what they can do and what they still need to learn or master (progress)
- 30. WHAT INSPECTORS ARE LOOKINGFOR • learners’ progress has developed over time since the start of their qualification • learners have a knowledge of their progress grades and where they are currently • positive attitudes to learning • development in leaner’s knowledge which teachers and students can articulate • impact of teaching strategies on learning and progress • challenge for the least and most able students • formative assessment for learning
- 31. DISCUSSION TOPIC -PROGRESS • How do the teachers know the student is learning and making progress over time/in a lesson? • What methods can a teacher employ to know a student is learning and making progress during a lesson? • How do the students know they are learning and making progress, and what that progress is, over time? • How do students know they are making progress during a lesson?
- 32. PROGRESS • Creating opportunitiesfor students to demonstrate what they know, and talk about their learning • evidence of dialogue between the teacher and student • feedback that enables progress and learning is given • students have time and opportunity to, and expectations that they will, respond to feedback • students are engaged and talk enthusiastically about their learning • purposeful assessment - what do we need to assess and when?