St Bede’s Catholic School
Year 10 Target Setting Evening
Why Target Setting?
Progress and Attainment For All
How we set Aspirational Targets
St Bede’s Catholic School
How we set Aspirational Targets
• National benchmarks
o (2+ levels or progress KS2 - KS3)
o (3+ levels or progress KS2 – KS4)
• Prior attainment (KS2/KS3)
• Individualised
• FFT / Internal Assessment
Pupil A
Pupil B
Pupil C
Pupil D
Expected
Outcome
Aspirational
Target
St Bede’s Catholic School
2017.....an unusual year
•
•
•
•
•
Mathematics & English 1-9 grades
All other subjects A*-G
Expectation that a ‘5’ will be a good GCSE
Hybrid data sheets for parents with a mix of numbers
and grades.
Mathematics & English will formally report from Module
2 due to transition. Internal data will be used to identify
students for support and intervention.
St Bede’s Catholic School
How we assess against these targets
• Key pieces of work throughout each
Module
• Linked to KS3/KS4 criteria
• Teacher Assessment
• High priority – expectations
• End of year examinations
St Bede’s Catholic School
Progress and Attainment For All
3 progress updates per year
1 for each module:
• December 2015
• March/April 2016
• June 2016
St Bede’s Catholic School
Outcomes for each Student
By Subject....Feedback on
o End of Year Target
o Years 10-11: Current Working Grade and
Predicted Final Grade
o KS4 Target
o Behaviour For Learning (BFL)
o Independent Learning (IL)
St Bede’s Catholic School
Outcomes for Parents
You will:
o Receive a Module Summary Sheet (Next Slide)
o Opportunity for feedback
o Opportunity for support
St Bede’s Catholic School
Y10 PUPIL PROFILE TERM 1
Name: A N Other
Subject
English
Maths
Science
MFL
Geography
History
RE
Art
IT
Working Predicted
at
Final
Grade
Grade
6+
7
6
7
C+
B
C+
B
B
A
B
B
AA*
C+
B
B
A
IFL
BFL
1
1
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
Aspirational
Target
Grade
7
7
A
B
A
A
A
B
A
St Bede’s Catholic School
Behaviour For Learning
1
2
Independent Learning & Homework
3
Always on task in lessons.
Highly committed to learning.
Always gives of their best.
Sometimes needs to be
Often needs to be brought
brought onto task. Usually
onto task. Rarely completes
completes work to their best work to their best and does not
and often takes opportunities
take opportunities to reach
to reach their potential
their potential
Actively gets involved in
lessons. Shares ideas with
enthusiasm for others. When required, willing
learning
to make contributions to
discussions and collaborative
work.
Has a habit of being passive.
Unlikely to share ideas with
others will take a limited role in
collaborative work, an
approach which limits their
progress
focus and
determination
Will share ideas with others
will take an active role in
collaborative work.
Rarely prepared for lessons.
Almost always prepared for
Often missing essential items
Always has required
lessons. Brings essential
such as pen, book or
work readiness resources required for lesson. items such as pen, book or
calculator and/or often late for
Is punctual and well prepared calculator. Rarely late for the
the lesson without good
lesson without good reason.
reason.
progress and
resilience
Gives up too easily. Not
Dilligent in their work and
Continually looking to improve
prepared to take on a
prepared to take on a
and demonstrates that they
challenge. Does not respond
challenge. Will respond procan respond to feedback.
pro-actively to constructive
actively to constructive
They learn from mistakes and
feedback. Does not learn
feedback. Learns from past
because of this are making at
from past mistakes and is
mistakes and is making close
least expected progress.
making significantly below
to expected progress.
expected progress.
1
2
3
Homework diary is always
present in lessons this allows
student to effectively
organise and time manage
homework. Homework
sheets are never misplaced.
Homework diary is usually
present in lessons this allows
student to organise and time
manage homework well.
Homework sheets are
occasionally misplaced.
The homework diary is often forgotten.
This can lead to issues handing
homework in on time. Homework
sheets are frequently misplaced.
quality of homework
Homework is completed and
presented to the best of a
students ability.
Homework is completed to a
standard which although
acceptable is below that of
which they are capable.
Homework quality can vary
across the year (be
inconsistent).
Homework is often rushed and rarely
completed to the best of their ability.
punctuality of
homework
All homework deadlines are
met.
A significant number of homework
Most homework deadlines are tasks are missed across the module.
met.
And where missed for good reason not
caught up.
organisation of
homework
Student demonstrate a capacity
Student shows limited capacity to
to work independently from
improve from feedback given. They
feedback given. They
Students work independtly
are not pro-active in correcting
Sometimes ask for assistance
from feedback given. They
misconceptions in their learning. They
outside the lesson and/or attend
can independently set goals
rarely asks for assistance outside the
capacity to progress
required intervention sessions.
and targets and demonstrate
lesson and can be resistant to support.
There is evidence of progress
that they can work towards
When provided, they demonstrate
being made due to these
them.
limited progress from intervention.
interventions. They are
They do not show a capacity to set
beginning to independently set
targets for themselves.
targets for themselves.
St Bede’s Catholic School
Action by the school
o Tutors review the module summary sheet with students
o Class teachers to assist in setting smart targets
o Intervention, when required, via pastoral team
o HODs to review teaching provision based on attainment
o Class teacher to allow opportunities for students to
demonstrate that they can meet targets
St Bede’s Catholic School
Progress and Attainment For All
• Any Questions?