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Linlithgow Academy

Linlithgow Academy. Tracking progress in the BGE ….. a developing model. Currently at LA. Strong tracking tool based on E/ Os Supports learner conversations Encourages professional dialogue Blank template for departments Lacks consistency variety of interpretations and groupings,

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Linlithgow Academy

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  1. Linlithgow Academy Tracking progress in the BGE ….. a developing model

  2. Currently at LA • Strong tracking tool based on E/Os • Supports learner conversations • Encourages professional dialogue • Blank template for departments • Lacks consistency • variety of interpretations and groupings, • some skills based, some task based • For some pupils a record of failure • no level 2 included

  3. Developing model • Increase consistency by • Use of curriculum organisers • Use of Benchmarks • Introduction of BGE checkpoints / updates • Remove clutter using curricular areas • Develop a method to measure and record progress over time taking account of breadth and depth of benchmarks within courses • Increase confidence for staff in achievement of a level • Moving onto next level

  4. Looking for a Trend • Existing traffic lighting system: 1, 2, 3 • New Filemaker versions include Graphing • How could we adapt to plot a trend line • Progress over time • Traffic light each organiser & capture coverage • Equal status not realistic • Breadth and depth varied for each organiser • Need for weighting

  5. The numbers behind the lights! Technologies # Benchmarks • 11 • 2 • 3 • 6 • 4 • 1 • 3 • 26 • 6 • 6 • 10 • 4 • 21 • 5 • 8 • 8 Total = 62 • Digital Literacy • Applications & System skills • Information processing • Cyber resilience • Business • Developments • Impact & Contribution • Design & Technology • Design & construction • Materials • Graphics • Engineering • Computing Science • Computational thinking • Technology • Software development • 33 • 1x2= 2 • 0x3= 0 • 0x6= 0 • 12 • 0x1= 0 • 2x3= 6 • 78 • 3x6= 18 • 0x6= 0 • 0x10=0 • 0x4= 0 • 63 • 1x5= 5 • 2x8= 16 • 0x8= 0 2/33 = 6% 6/12 = 50% 18/78 = 23% 21/63 = 33% Technologies Overall = 47/186 = 25%

  6. The numbers behind the lights! Technologies # Benchmarks • 11 • 2 • 3 • 6 • 4 • 1 • 3 • 26 • 6 • 6 • 10 • 4 • 21 • 5 • 8 • 8 Total = 62 • Digital Literacy • Applications & System skills • Information processing • Cyber resilience • Business • Developments • Impact & Contribution • Design & Technology • Design & construction • Materials • Graphics • Engineering • Computing Science • Computational thinking • Technology • Software development • 33 • 1x2= 2 • 2x3= 6 • 3x6= 18 • 12 • 1x1= 1 • 2x3= 6 • 78 • 3x6= 18 • 1x6= 6 • 2x10=20 • 1x4= 4 • 63 • 1x5= 5 • 2x8= 16 • 1x8= 8 26/33 = 79% 7/12 = 58% 48/78 = 61% 29/63 = 46% Technologies Overall = 110/186 = 62%

  7. The Trend • Capture Overall % • 3 x per year • S1, S2 and S3 • Raw data: • 16, 23, 46, • 48, 68, 77, • 84, 84, 95 • Plot line graph • Numbers create too many questions!

  8. History Business Science

  9. The Big Picture

  10. Considerations during planning • Which assessments are we basing our decisions on? • How the weighting is decided (progress bars) • Allowing professional judgement to supersede summative assessments • Will we have effective differentiated materials for those who need it? • How will we interpret the graphs? • What literacy and numeracy will be tracked this year? • When have pupils achieved a level?

  11. Classroom • Using CAT and CEM scores and access barriers to learning when pupils join the class • Consider literacy and numeracy levels of pupils in class in planning • Complete benchmark profile throughout the year (including Lit & Num), workload is manageable. • Use profile to identify next steps for pupils, this should inform report writing

  12. How will this look over time?

  13. October

  14. January

  15. June

  16. Middle leader • Moderation tool, faculties can look at assessments used for judgements at ‘BGE update’ on calendar • Look at CAT/ CEM vs pupils progress. Potential to identify best practise and share • Are all pupils achieving? Creates a record that can be used when analysing SQA results i.e. Do we need to change anything in the BGE to improve attainment • Pupil support use during course choice

  17. Whole school • Follow targeted groups • Care Experienced • PEF • ESOL • Audit curriculum against organisers • Clear picture of level of challenge in curricular areas • Enhances collegiality

  18. Benefits of developing model • Can now measure progress across all levels • Supports identification of the need for differentiation ( support and challenge ) • Visual to support learner conversations • Allows capture of application of literacy / numeracy across learning • Adds clarity to professional dialogue / moderation across school • Supports work / dialogue already taking place

  19. Next steps / possibilities • Development of a management report  • Measuring the gap, is it reducing? • Potential to raise progress concerns in BGE • Use of data to improve accessibility of reports to parents – a visual ? • Use of data to support course choice • primary data / collaboration

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