Introducing Pearson’s
Support for Progression
from 11-16
Version 1.1
Contents
1.
Introduction to the support for 11-16 progression from Pearson
2.
The progression scales
3.
How progression maps work
4.
Progression tests
5.
Markbooks and reports
6.
How to use this progression support to track progress
7.
FAQs and other updates
Visit www.pearsonschools.co.uk/progression
1. Introduction to the support for 11-16 progression from Pearson
We know that it’s important for you to understand and monitor the progress of your students, so
you can make sure they are on track to achieve their potential. With the removal of national
curriculum levels, a new grading structure at GCSE (9-1 replacing A*-G) and the emphasis on
measuring progress from 11-16 through Progress 8, this has become even more critical.
In order to help, Pearson’s new progression services will provide the following tools…

Progression scales to track progress through each subject, divided into steps of increasing
demand. For ages 11-16 we have created 12 Steps from low to high performance.

Progression maps which represent our view of how learning progresses in a subject, and
how skills build upon each other. These give you richer insight into student performance in a
way that is easy to understand and is reliable.

Tests mapped to the scale and reporting in steps. You can also use the scale for your own
assessments.

An online markbook to help you track student progress against target.
2. The progression scales
For ages 11-16, from KS3 to GCSE, we have created 12 Steps representing low to high
performance. There are descriptors to describe what a student on each step should be expected to
do in each of the four skills and what grammar they should be able to use.
 We assume no prior knowledge from KS2 so the 1st step is indicative of an old NC level 1.
 It currently only goes up to the 8th step which is the top achievement that most schools would
see in KS3. We will be adding the 9th to 12th steps in due course.
 The 12th Step will represent the highest level of skill and work a student might perform at GCSE.
 It is structured by skill, with a strand for Listening, Speaking, Reading, Writing and Grammar.
There is a map for each of French, Spanish and German, but the Listening, Speaking, Reading and
Writing strands are the same (other than the tenses specified for each one). Only the Grammar
strand is specific to each language.
 You will recognise some elements from the old NC levels which we have kept, as teachers are
familiar with working with these. However, we have added a Grammar strand and introduced
the elements which are new to the new National Curriculum and GCSE: translation, transcription
and authentic/literary texts.
 The Grammar strand is based loosely on the grammar content and progression of our KS3
courses: Studio, ¡Viva! and Stimmt!
Expected progress
The first four steps are closer together to reflect students’ more rapid progress when they start
learning a language. We would expect most students to reach the 4th step by the end of Year 7.
We would then expect students to make one step of progress in Year 8 and one in Year 9, so
finishing KS3 on the 6th step. This expectation can be adjusted if they reach higher or lower than the
4th step by the end of Year 7.
Example of expected progress from Years 7 to 9
Steps
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th 11th 12th
Steps are described as nth Steps, i.e. a student is working on the “6th Step” or “7th Step”, primarily to
differentiate Steps from old NC Levels, Attainment Points and Grades.
Aspirational progress
Schools may want to set aspirational progress targets with students progressing two steps in each of
Years 8 and 9.
Aspirational progress from Years 7 to 9
Steps
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th 11th 12th
 Students making expected progress are “On track.”
 Making more than one step of progress per year in Years 8 and 9 means the student is working
“Above expectations.”
 Making less than one step of progress per year in Years 8 and 9 means the student is working
“Below expectations.”
 Making little or no progress per year means the student is working “Well below expectations.”
Working at / on a Step
Through evaluation of students’ work, and through formative and summative assessments, students
can be reported on as “working at or on the nth Step”:
 “Stephen is working on the 4th Step.”
 “Shahid is working at the 8th Step. He is strong in Writing, but struggles with Speaking.”
In some situations or subjects, schools may also want to report on a student’s position on a step
with more detail, as: Red, Amber, Green, Gold.
This “RAGG” information will be imparted in the test mark schemes if appropriate, and in the
reporting views of the Online Markbook. However, teacher judgement will always play the most
important role in determining this.
3. The progression map
Following feedback on version 1.1 of our progression scale, we will be developing a progression map
with greater detail.
We will do a version with exemplification to show, for example, the sort of passage a student would
be expected to understand to be working at the 7th step in Listening or the sort of text a student
would be expected to produce to be working at the 8th step in Writing.
We would welcome your feedback on what other further detail you would like to see in our
progression map.
How will the progression map/scale be used?
By schools and learners…
 Schools can use the progression maps/scales as a framework around which to build their student
progress tracking systems in a consistent way across multiple subjects.
 The scale gives a view of what work might be expected at the differentiated Steps. The teacher
can make evaluations on whether the student is consistently performing at that Step, and where
there are opportunities for improvement.
 Students can see the steps they need to take to improve. For example, schools could issue parts
of a progression scale as self-assessment tick sheets to be stuck in exercise books, or as posters
for general display.
By Pearson…
 Resources such as textbooks, courses and schemes of work from Pearson are underpinned by
the progression maps/scales.
 Pearson will be mapping its tests to Steps, so that mark scores can be allocated to Steps.
 We will update the progression maps over time, based on data and feedback from users.
By third parties…
 With Pearson permission and acknowledgement, third parties may build other free and paid-for
resources and services around the 11-16 Progression Maps.
4. Progression tests
Pearson will be updating their KS3 Assessments so that they report in terms of steps and the tests
for their new GCSE courses will also be based on the steps.
Listening and Reading test mark boundaries, which currently report on old NC sub-levels, will be
updated to show RAGG status on a Step.
Step
6 marks
4-5
marks
3 marks
0-3
marks
1st step
Gold
Green
Amber
Red
2nd step
Gold
Green
Amber
Red
3rd step
Gold
Green
Amber
Red
4th step
Gold
Green
Amber
Red
5th step
Gold
Green
Amber
Red
5. Markbooks and reports
 Schools can record progress data in the normal way on their own systems.
 Pearson is also providing Excel markbooks for its tests, so that Steps can be easily output.
 These Excel markbooks will provide a range of simple reports, and data can be output to schools’
information systems such as SIMs.
6. How to use this progression support to track progress
Pearson’s progression tools are designed to give you data you can use to help inform your target
setting for students, and to monitor progress against those targets.
1
Set expected and aspirational targets, using the Progression Scale and other data.
2
Using homework, teacher evaluation and the stepped tests as apt, monitor student progress
compared to planned progress.
3
Use the progression scale/map and the online markbook reports to identify if a student is
weaker in some skills than others.
4
Support, intervene or extend as required.
It is important to note that Steps are not GCSE exam grades and have no equivalence. There are
12 Steps in the 11-16 Progression Scale, and there are 9 grades in the new GCSE Awards.
7. FAQs and further updates
a)
What is the difference between the principle of Steps and Levels?
As most teachers are accustomed to using the old NC levels, we have retained some
elements of them in our Steps to aid the transition. However, we have responded to teacher
feedback by adding a Grammar strand and also making them more relevant to the new
National Curriculum and GCSE with the addition of translation, transcription and
authentic/literary texts. Our Steps will also go to the top of achievement at GCSE so they
give you one scale on which to measure progress from 11-16.
b)
Should a school report on Steps to parents?
It’s the school’s choice whether to use Steps explicitly with parents, or whether to describe
the student’s performance as “On track”, “Below expectations”, etc. Schools will usually want
to qualify the report with reflection on the student’s strengths and opportunities for
improvement.
c)
Where can we find more information?
In the short term, we direct you to www.pearsonschools.co.uk/progression
Soon, we will have embedded the free services more thoroughly within the Pearson
Qualifications support pages, and both free and paid-for services within Pearson’s ActiveLearn
Digital Services.
d)
How can we contribute feedback?
Pearson’s Progression Services will evolve and improve in response to your feedback. Please
e-mail progressionscale@pearson.com with your comments.