Assessment Without Levels

Years 7 & 8

The Future has Arrived

A Life without Levels & ‘A Mastery Curriculum’ at Tring School – Years 7 & 8

At Tring we have taken the decision to move away from the old national curriculum levels that have previously been used to assess students’ progress throughout key stage three. Although this is a big decision we are excited about the opportunity this has presented to develop a bespoke assessment system that really tells us about what our students can do across a broad and exciting curriculum.

This curriculum has been launched with our new year seven and can be viewed by clicking the link below. The intention with the new curriculum was to map students learning from Year 7-9 to ensure students are stretched and challenged and ready to start a package of GCSE courses at the end of Year 9. The curriculum has a much stronger focus on developing skills in learners as well as ensuring mastery of key knowledge in all subjects.

To assess students accurately against key skills and knowledge we have introduced the language of:

  • Emerging
  • Developing
  • Securing
  • Mastering

This language is key to creating a system that supports the assessment of work and conversations between teacher and pupil about a student’s competency with relation to the identified key skills and knowledge for a particular unit within a subject.

The intention is not to simply create a tracking system but to facilitate a language that can be used in the classroom with students to create a challenging environment in which students are clear about what they can do and their competencies with core knowledge and skills.

This system is underpinned by the use of statements (commonly referred to as ‘I can’ language) which subject areas have created that will support the assessment process but also inform students of what being secure with a skill looks like and what you need to be able to do in order to master a skill or key topic.

By tracking skills and knowledge we will be able to give a clear and detailed picture of what students can do and what they understand in each subject area rather than focus on giving a broad and often vague level that says very little about what a student is capable of.

Mr I Rogers

Assistant Headteacher