How we use assessment to accurately measure the curriculum aims are being met

KPI = Key performance indicators. These are the statements taken from the national curriculum that identify what a child should be able to do.

A.R.E =  Age related expectations. This is where pupils are expected to be working at the end of their year group, milestone or key stage.

Developing: Pupils begin to apply their understanding – this is usually with the support of a teacher or adult. They often struggle with knowing ‘how’ and ‘what’ to do to ‘get better’. Reports home will show your child is ‘below expected’.

Securing: Pupils apply their understanding independently, they know ‘how’ and ‘what’ they are doing. They lack consistency when altering the context of performance or when put under some pressure. Reports home will show your child is working at ‘expected’ level.

Mastering They are consistently working at this level under press. They know ‘what’ and ‘how’ in regards to ‘how to get better’.  Reports home will show your child is working ‘above expected’.

 

We assess pupils in three areas; know, show and glow. These are our adapted version from the well researched and popular framework Head, Heart Hands.

 

SHOW:

We aim for students to become more competent, confident and expert in their techniques, and apply them across different sports and physical activities.

 

KNOW:

 

Pupils should understand what makes performance effective and how to apply these principles to their own and others’ work (know how).

Students undertake home learning to build on their PE knowledge, developing aspects such as how to lead a healthy and active lifestyle, the benefits of physical activity as well as tactics, rules and strategies.

GLOW:

 

Pupils should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life. They develop character and soft skills such as leadership, confidence, excellence as well as respect and teamwork.

 

Tracking and reporting assessment decisions

Every lesson, pupils will have a key concept or learning intention what they are assessed against using a tiered success criteria, this is seen as developing, securing or mastering the concept within the lesson.

See below an example from one of our badminton lessons.

 

 

After learning a particular sport or activity (block of learning) pupils are graded in their know, show and glow areas of learning. This is tracked and contributed towards their overall grade.

See below an example of the descriptors we use to assess pupils in a block of learning.

 

Throughout the academic year pupils undertake and learn between 10-12 learning blocks and will be given an overall grade based on age-related expectations. We use a flight pathway specifically created from the PE community which is commonly used with all schools using Pupil Progress. The tiered assessment grid grows from developing, securing and mastering and includes emerging (working below expectation) and advancing (working above expectation). This 5 tiered model allows teachers to track progress with enthesis on what a pupil might need to work on to ‘get better’ and ‘achieve’. 

See below an example at Year 7 – age related expectation flight pathway.

 

Each term students will receive an assessment card with clarity on what level they are working at and what areas they need to achieve to ‘get better’.