Key Stage 3 (Years 7-9)
Assessments will be ongoing throughout the year with a more formal assessment in each subject in December and June. Attainment from the formal assessments will be reported with a percentage and a band this percentage falls into; Emerging, Developing, Embedding or Mastering.
Parents will receive twice yearly reports about their child’s achievements in January and July along with an Attitude to Learning report in April.
Your child will receive a report in November outlining the band we expect them to achieve in their assessments. The expectation is based on KS2 results.
For more information about the new system, please click here
Example Expectation and Achievement reports with explanations can be found here
Specific support for assessments is available on individual subject pages.
You can download and view our Assessment Information Booklets which have been designed to support our Year 7, 8 and 9 students with the assessment process including how they will be assessed and a range of resources to help them prepare for assessments.
Key Stage 4 (Years 10 and 11)
Predicted GCSE grades for students who start their GCSE programme in September 2017 will be reported using the 9-1 scale
Students who started their GCSE programme in 2016 will see their grades reported using the 9-1 scale in all subject EXCEPT DT Resistant Materials and DT Electronic Products.
Other vocation qualifications (BTEC, NCFE and DiDa) continue to be graded are graded Distinction*, Distinction, Merit and Pass.
Note for Parents and Students
The majority of GCSE courses have been revised and a new grading system has been introduced that grades GCSEs from 9-1 (9 being the top grade).
The new Government threshold for success is Grade 5 (strong pass), although at present most FE colleges are accepting a minium of Grade 4 in English and Maths for the majority of Level 3 courses. However, this is likely to change over the next 2 years and we expect the threshold for entry to college will become Grade 5 in the near future.
Criteria set by the Government, which is likely to become the benchmark for FE and HE courses in the future, expects student to achieve good grades in:
In 2017 we reviewed and published a new Feedback Policy. Click here to view the Feedback Policy.
Regular teacher feedback checks must be spread out throughout a half term and are likely to involve a mixture of these elements:
Teacher feedback of assessments/end of unit tests must be acknowledged and this will usually take place at least once a half term. Assessment feedback should be clearly connected to the success criteria (usually linked to mark schemes) provided prior to completing an assessment and should enable students to understand what went well [WWW] and what they need to do to improve (Even Better If [EBI]). The aim of this is to move progress on by closing a learning gap identified or to excel their learning when all criteria has been met. Aseessment feedback must be dated and initialled.
Core Subjects (Maths, English and Science)
A minimum of 3 feedback checks should happen each half term (at least one of which will be an assessment check).
The feedback should enable students to see if they are progressing and actions they need to take to improve their progress. The feedback must be dated and initialled, this will be on average on average every 2 weeks.
This document will help you understand the abbreviations and codes used as part of our feedback process.