ABSTRACT
The key to the success of Provision Mapping is assessment that is robust and reliable. The current established and familiar measures of attainment – A levels, GCSEs, National Curriculum levels and sub-levels and P-levels – have long provided schools with standardised assessment bench-marks. Even though there is a strong indication from the current government that these may be replaced by alternative systems for accreditation and radically different measures of attainment in the future, the need to understand the progress being made towards expected outcomes will continue to be necessary and will need to rely on accurate assessment. This book will focus on the use of National Curriculum levels and sub-levels as, at the time of writing, it is the current measure of achievement. However, this system of Provision Mapping could be adapted to use any standardised measure of progress and attainment.
