Two years ago as an Assistant Principal in a London school I was asked by the head to provide a solution to ‘life after levels’. I’m not very proud of what I came up with. I suggested that we could pull down the new 1-9 GCSE grades into Key Stage 3, so that students are judged on the same criteria from the moment they walk through the school gates in Year 7 until the day they collect their final grades in Year 11.
I now see that my ‘solution’ contained all the flaws of levels with none of the benefits – at least levels were broadly understood as a vague proxy for students’ progress through each subject. A tweet from one headteacher last week captures one of the issues with my proposal:
Two years on I’m still grappling with school leaders to provide an assessment system that focuses on the…
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