NC 2018/19 Frameworks: Working Towards, Working At, Greater Depth
The NC 2018/19 frameworks for Reading, Writing, Maths and Science give teachers the best of both worlds! Assessment statements are taken from the relevant programmes of study and broken down into specific, age-related expectations for Years 1 through to 6.
Within each year group, learners are assessed as Working Towards, Working At or Greater Depth. This enables teachers to analyse learners' areas of strength and weakness and to monitor 'in year' progress as pupils' understanding and competency develops through the year.
At the same time, teachers can also monitor learner attainment in relation to current end of Key Stage expectations . This is possible because statements from the 2018/19 Teacher Assessment Frameworks (TAFs) for both key stage 1 and key stage 2 have been included in the new 2018/19 frameworks.
Assessments are entered for each pupil under the relevant assessment statements. The depth of learning ( Working Towards , Working At , Greater Depth ) is indicated by the colour awarded. This is altered by simply clicking on the relevant boxes. It is also possible to apply the same assessment to all pupils. To do this, click on the colours next to the tick/all under the blue assessment statements.
The assessments Working Towards and Working At can be thought of as the 'core learning' that all pupils should progress through, whilst Greater Depth represents the optional, in-year broadening and deepening of age-related expectations that may only be achieved by more able learners. Therefore, broadly speaking, Working At can be considered as the overall expected standard that all pupils should reach.
Power Clumps are statements within the NC 2018/19 frameworks that allow Year 2 and Year 6 teachers to jump between a broad view of all skills taught within a particular year group and a more focused view on those statements which are contained within the Teacher Assessment Frameworks.
For other year groups, it is also possible to isolate Core Progression statements. These are statements from Years 1, 3, 4 and 5 age-related expectations that are thought to be pre-requisite to attaining the skills listed in the Teacher Assessment Frameworks at the end of Key Stages 1 and 2 (not to be confused with the NAHT KPIs).
For more information on how to use Clumps, see ' How to use Clumps '.
Exemplification of Working Towards, Working At and Greater Depth is available for each statement in the Reading, Writing and Maths frameworks. Simply click on a blue statement at the top of the framework and an exemplification window will appear:
For more information on Exemplifications, click here .
Once pupils have been formatively assessed, use the Results > Achievement Summary page to analyse the strengths and weaknesses across a class, set or group. This can be used to inform planning, interventions and CPD priorities.
For full notes on using the Achievement Summary, see ' How to view class/cohort achievements '.
The Wall of Learning gives an overview of an individual's attainment across the framework you have selected. Summative Results derived from the learner's formative assessment are shown at the top of the page. Underneath, the learner's latest formative assessment against their age-related expectation is shown. To see a learner's achievements on a different Age Level or Framework, change the settings at the top of the page.
A more detailed analysis of a learner's attainment can be found on the Achievement List (see the top of the Wall of Learning page).
For full notes on using the Achievement List, see ' How to view individual pupil achievements '.
Schools want to monitor progress formatively as well as summatively. Increasingly, teachers are not only measuring progress in terms of points gained or steps achieved, but are also describing progress by talking about the number skills a learner has gained, the areas they have progressed in, the gaps they have closed and the depth of learning they have achieved.
Pupil Asset supports this approach to monitoring progress on the Results > DNA Ticks page.
Each box represents a skill from the corresponding framework which can be viewed by hovering over them. The total number of skills attained at each level is shown on the right-hand side. This is also expressed as a percentage. This facilitates quick, easy analysis of learners attainment during, for example, pupil progress meetings or parent-teacher consultations.
To analyse progress, teachers can to compare DNA Strips showing current levels of attainment with those from previous points in time. This is done by selecting past terms in the Ghost Rows section within the Display Options . You can select a maximum of three Ghost Rows.
For more information on using DNA Ticks for formative analysis, see ' How to use DNA Ticks '.
The Power Clumps on the DNA Ticks page can be used to support teacher assessment against the Teacher Assessment Frameworks at the end of key stages 1 and 2. Using Power Clumps, teachers can isolate the statements needed to achieve a particular Standard as set out in the TAFs.
To demonstrate that learners have met a Standard within the TAF, teachers will need to have evidence that a learner demonstrates attainment of all of the statements within that Standard and, where applicable, all the statements in the preceding Standards. Here are some examples of what this looks like on a DNA Strip.
Power Clump: KS1 TAF: Working Towards
Clare is likely to have met the Working Towards standard as all necessary statements have been achieved to a Working Towards level.
Power Clump: KS1 TAF: Working At
Clare is not likely to have met the Working At standard as NOT all necessary statements have been achieved to a Working At level.
Power Clump: KS1 TAF: Greater Depth
Clare is likely to have met the Greater Depth standard as all necessary statements have been achieved at a level of Greater Depth . This assumes, however, that Clare has also attained all preceding skills that are required (all Working Towards standard and all Working At standard).
NB: As with all assessment practice, the accuracy of the standard given will be influenced by the professional judgement of the teacher. Pupil Asset accepts no responsibility if moderators challenge or disagree with the judgments teachers have made. Whilst Pupil Asset endeavours to use the most up to date exemplification of the Teacher Assessment Frameworks, we cannot accept responsibility if exemplification changes from that currently available at www.pupilasset.com . Similarly, we cannot accept responsibility for different interpretations of the TAF statements as these remain subjective.