MARKING, ASSESSMENT, RECORDING & REPORTING

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Academy Policy

MARKING, ASSESSMENT,

RECORDING & REPORTING

Reviewed: February 2018 Created By: Parneeta Davies

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CONTENTS

STATEMENT OF PRINCIPLE ........................................................................................................................................... 3 EQUAL OPPORTUNITIES ................................................................................................................................................ 3 AIMS .................................................................................................................................................................................. 3 RESPONSIBILITIES ......................................................................................................................................................... 3 STUDENTS ........................................................................................................................................................................ 3 PARENTS/CARERS ......................................................................................................................................................... 3 SENIOR LEADERS, HEADS OF DEPARTMENT, RAISING STANDARDS LEADERS & TEACHERS .......................... 4 BASELINE DATA .............................................................................................................................................................. 5 METHOD ........................................................................................................................................................................... 5 CENTRALLY HELD DEMOGRAPHIC DATA ................................................................................................................... 5 BASELINE DATA HELD CENTRALLY............................................................................................................................. 5 CHESTNUT GROVE LEARNING PATH ASSESSMENT SYSTEM .................................................................................. 6 TABLE TO SHOW PROGRESS FOR LEARNING PATH MODEL ................................................................................... 7 LEARNING PATHS FOR LANGUAGES ........................................................................................................................... 8 TARGET SETTING ............................................................................................................................................................ 9 KS3 TARGET SETTING .................................................................................................................................................... 9 KS4 TARGET SETTING .................................................................................................................................................. 10 KS5 TARGET SETTING .................................................................................................................................................. 10 TARGET STICKERS ....................................................................................................................................................... 10 MARKING ........................................................................................................................................................................ 11 PRINCIPLES ................................................................................................................................................................... 11 HOW IS WORK MARKED? ............................................................................................................................................ 12 DETAILED MARKING WITH MRI AND MARK SCHEMES ........................................................................................... 12 INCLUSIVE MARKING AND ASSESSMENT STRATEGIES ........................................................................................ 13 SELF AND PEER ASSESSMENT ................................................................................................................................... 14 FORMATIVE ASSESSMENT .......................................................................................................................................... 14 PRINCIPLES ................................................................................................................................................................... 14 METHOD ......................................................................................................................................................................... 14 SUMMATIVE ASSESSMENT .......................................................................................................................................... 16 PRINCIPLES ................................................................................................................................................................... 16 METHOD ......................................................................................................................................................................... 16 REPORTING TO STUDENTS ON SUMMATIVE ASSESSMENTS ............................................................................... 16 REPORTING SUMMATIVE ASSESSMENT: END OF YEAR EXAMS .......................................................................... 17 WHAT WILL SUMMATIVE ASSESSMENT BE USED FOR? ........................................................................................ 17 REPORTING TO PARENTS ............................................................................................................................................ 18 KS3 REPORT .................................................................................................................................................................. 18 KS4 REPORTS................................................................................................................................................................ 19 KS5 REPORT .................................................................................................................................................................. 20 DATA COLLECTION AND ANALYSIS ........................................................................................................................... 21 DATA ............................................................................................................................................................................... 21 TRAINING ........................................................................................................................................................................ 21 MONITORING EVALUATION AND REVIEW ................................................................................................................. 21 APPENDIX 1 SCHOOL EDITING POLICY ...................................................................................................................... 22 APPENDIX 2 SUBJECT ASSESSMENTS FOR DETAILED MARKING WITH MRI AND MARK SCHEMES & STEP

DESCRIPTORS ............................................................................................................................................................... 23 2A) ENGLISH ASSESSMENT ........................................................................................................................................ 24 2B) MATHS ASSESSMENT ........................................................................................................................................... 31 2C) SCIENCE ASSESSMENT ........................................................................................................................................ 48 2D) GEOGRAPHY ASSESSMENT ................................................................................................................................. 52 2E) HISTORY ASSESSMENT ........................................................................................................................................ 57 2F) SPANISH ASSESSMENT ......................................................................................................................................... 64 2G) FRENCH ASSESSMENT ......................................................................................................................................... 69 2H) PBE ASSESSMENT ................................................................................................................................................. 74 2I) ART ASSESSMENT .................................................................................................................................................. 77 2J) DESIGN AND TECHNOLOGY.................................................................................................................................. 81 2K) PHYSICAL EDUCATION ASSESSMENT ............................................................................................................... 84 2L) MEDIA ASSESSMENT PLAN .................................................................................................................................. 95 2M) COMPUTING ASSESSMENT .................................................................................................................................. 99 2N) PERFORMING ARTS ............................................................................................................................................. 101 APPENDIX 4 DESCRIPTORS FOR RESILIENCE, HOMEWORK & BEHAVIOUR ...................................................... 126

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STATEMENT OF PRINCIPLE

At Chestnut Grove Academy we believe assessment is an integral part of the learning process. Our marking, assessment & reporting systems enable us to:

Judge performance measured against intended outcomes and reflect on progress over time

Ensure marking is motivating, manageable and meaningful and thus impacts on student learning and progress

Ensure feedback to students contributes to improved learning and is focused on specific tangible developmental targets

Provide assessment information through an informative and understandable reporting system that allows parents to know how their child is progressing & what they need to do to support them

Keep up with external best practice and promote ‘mastery learning’

Identify what has not been understood, therefore helping us to inform evaluation of teaching methods and approaches.

EQUAL OPPORTUNITIES

Under the Equality Act in 2010 the Academy acknowledges our legal duty to make ‘reasonable adjustments’ to practice and policy for children with SEND/EAL. We believe that assessment should be inclusive of all abilities. Assessment should be used diagnostically to contribute to the early and accurate identification of children’s special educational needs and disabilities SEND. We recognise that assessment methods for SEND students may need to be adapted, for example by using visual stimuli and alternative means of communication. We will ensure staff working with SEND/EAL students has appropriate training to adjust their practice. In addition to reporting student progress and attainment we also report a ‘resilience score’. This takes into account how well students endeavour to overcome challenges.

AIMS

To ensure that assessment, curriculum design, lesson planning and intervention strategies are fully connected thus impacting on student progress

To focus on how students learn and ensure formative assessment approaches support student attainment and progression

To ensure teachers understand the various purposes of formative, in-school summative and nationally standardised summative assessments

To encourage the best possible progress and the highest academic achievement

To ensure marking, assessment and reporting on student progress is accurate and consistent based on relevant criteria

To differentiate attainment between students of different abilities, giving early recognition of students who are falling behind and those who are excelling

To develop students’ capacity for self-assessment so that they become reflective and self –managing

To provide a training programme for staff on assessment

To ensure that parents and carers are regularly informed about how their child is performing and provide guidance on how they can support their child’s learning

To ensure the Academy is keeping up with external best practice and innovation.

RESPONSIBILITIES

STUDENTS

Students are expected to take responsibility for acting upon the developmental targets set by teachers. They are expected to understand that responding to verbal or written feedback will impact positively on their achievement.

PARENTS/CARERS

Parents/carers are expected to understand how their child is progressing and what their child needs to do in order to achieve the targets set across all subjects. They are responsible for attending parents’ evening to discuss their child’s progress. We expect a partnership with parents /carers to support the education of their child.

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SENIOR LEADERS, HEADS OF DEPARTMENT, RAISING STANDARDS

LEADERS & TEACHERS

Senior leaders HODs RSL s Teachers & other staff

Judge standards Provide overall judgments of achievement, standards and cross-curricular results, teacher assessment, Inspection Data Summary Report, lesson observation and other sources. Identify underperforming groups and individuals and ensure intervention is timely and effective. Analyse and present key school contextual factors that frame development priorities. Gather, analyse and take into account views of learners, parents/carers and other stakeholders from a range of sources. Gather a range of data on learners’ personal development, including behaviour and attendance, progress and achievement in curricular and extra-curricular activities and judge the provision against the quality of this development. Analyse hard evidence on the quality of provision (teaching, assessment, resources, guidance) linked to the quality of learning and student outcomes. Judge the leadership and management of the school through the impact on students and staff. Ensure that the range of evidence is strong. Ensure consistency across judgements, identify patterns & trends for particular groups. Provide systems and processes that support middle leaders and teachers in gathering and analysing evidence, setting targets and prioritising improvements. Bring together all the above evaluations to judge the overall effectiveness of the provision, determine the steps needed to improve and build capacity for further improvement. Locate self-evaluation outcomes within the School Improvement Plan

Judge standards and monitor achievement across the department Analyse and interpret data on students’ attainment in the subject. Review with teachers their assessment of progress for classes, identified groups and individuals, samples students’ work. Identify underperforming groups & individuals and ensure intervention is timely & effective. Devise Raising Achievement Plans (RAPs). Discuss work, progress and attitudes with samples of students. Construct and monitor strategies to gather the views of other stakeholders. Evaluate teaching and learning Monitor progress and evaluate team impact on developing teaching and learning by working alongside colleagues analysing work and outcomes. Evaluate schemes of work to ensure that they focus on consistent and effective teaching and learning. Observe teaching and feed back to colleagues. Review teachers’ planning. Provide evidence of subject contributions to learners’ personal development (student interviews, student peer assessment and self-assessment, links with other subjects, promoting independent learning) Lead sustainable improvement Lead discussion about priorities. Agree actions for raising attainment within the context of whole-school targets. Lead improvement in teaching. Lead the review, construction and resourcing of the curriculum. Liaise with other middle leaders and teachers to share and collaborate in approaches that will support success in your own area for students. Identify and provide for staff training and development needs to impact on student outcomes.

Monitor achievement Manage the use of student transfer data across years, key stages and subject areas. Lead the use of data within the school’s academic review cycle. Feedback implications from assessments, reports, and communications with parents/carers to subject areas. Analyse student assessment data across subjects to establish cross-curricular provision for additional support, intervention or extension. Evaluate teaching and learning Work with other middle leaders to support good, consistent teaching. Communicate outcomes of students’ reviews to other middle leaders. Monitor the impact of teaching and provision across groups of students and subject areas. Lead sustainable improvement Secure partnerships with parents/careers in raising attainment Contribute to target setting for students’ achievement across the year group and work with subject areas to organise appropriate intervention to address underperformance. Lead on securing positive attendance, attitudes and well-being to support learning and attainment. Liaise with other middle leaders and teachers to share and collaborate in approaches that will support success in your own area for students. Liaise with and keep informed school leaders. Identify and provide for staff training and development needs to impact on students outcomes. Inform decisions made at Student Support Services panel meetings.

Take into account and constantly review school contextual factors and prior attainment when planning and teaching lessons. Provide means of gathering stakeholders views in line with subject and year policies – student self-assessment, questionnaires, interactive lessons, fostering student viewpoint. Keep records of test results and teacher assessments to contribute to school and subject/year evaluation Set students’ targets and ensure that progress is tracked through a range of strategies in line with school-wide system. Reflect on the effectiveness of teaching strategies, individual lessons and schemes of work in meeting the needs of all students and ensuring that progress is made. Apply established guidance on effective teaching to your lessons, to ensure use of appropriate pedagogy, teaching repertoire and resources and feed back to colleagues on their effectiveness. Evaluate lessons, incorporating students’ view and responses, in order to reflect and act on strengths, achievements and areas for development. Adapt lessons and identify next steps in response to monitoring and evaluation, performance management processes, school policy and findings from any other review processes. Encourage colleagues to observe your lessons and be prepared to observe others to identify and share good practice. Deliver agreed schemes of work, lessons and pedagogy and ensure that agreed student learning outcomes are met. Contribute to subject, reviews of provision – teaching, use of ICT, homework records, mentoring. Provide parents with an overview of attainment of progress at Parents’ evening.

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BASELINE DATA

The use of baseline data is crucial for all teaching staff, as outlined in the following principles

Early identification of ability provides an accurate class profile

Planning can be well informed and differentiated, therefore more likely to engage each individual of any given class

Specific groups can be identified and targeted early

To inform professional debate about realistic and challenging target setting at all levels

To inform target setting and action planning during the academic tutoring process

METHOD

KS2 SATS data in Reading, Grammar, Punctuality and Spelling (GPS) and Mathematics is used as the key baseline from which progress is judged. At the start of Year 7, the following additional baseline testing is also conducted:

ARTi - Access Reading Test (interactive) WRAT - Wide Range Achievement Test (spelling and numeracy) SDQ - Strengths and Difficulties Questionnaire

In instances where KS2 data is not available, either because a student has been below the standard of the KS2 tests in Year 6, did not take the tests or attended an independent school, the additional baseline testing is used to inform target setting.

CENTRALLY HELD DEMOGRAPHIC DATA

The characteristics are

Gender

Ethnicity

FSM 6 (Free School Meal ever) and FSM (Free School Meal) now

EAL (English as an Additional Lanaguage)

SEND

G & T (Gifted & Talented)

CLA (Child Looked After)

Mobility (casual admissions)

BASELINE DATA HELD CENTRALLY

Attendance %

Reading age

KS2 in English & maths

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CHESTNUT GROVE LEARNING PATH ASSESSMENT SYSTEM

Chestnut Grove has developed its own Learning Path Assessment System. Each subject for Years 7- 11 has 9 assessment steps. We have created ‘step’ descriptors (refer to appendix 2 for subject descriptors) for each subject in order to track progress. These descriptors represent our view of how learning progresses in a subject, and how knowledge, understanding and skills build upon each other. The descriptors break down the curriculum and provide an overview of how learning progresses over 5 years. These broadly correspond to the reformed GCSE grades and will be reviewed yearly until we feel that curriculum and assessment changes have been fully embedded in our school.

Step 1 roughly equates to a score of ‘100’ or is equivalent to old style 5c (the national average was 4b, however due to the increased challenge in content we will assume this is more equivalent to 5c). Step 9 represents the highest level of challenge. Sub steps will be used to show how secure students are at each step. They will be indicated as numbers, rather than letters and be fine graded. This will be reported to students and parents at the end of the year.

3 = completely secure at this step at KS3

2 = secure at this step at KS3

1 = developing at this step, not secure at KS3

At KS4 we will use the 4MATRIX fine grades (+, -) for reformed GCSEs. Please note these will not be sent to parents but will be used to support intervention strategies.

Eg 5+ implies completely secure at grade 5

5 secure at this grade 5

5 - borderline, not safe, will require intervention

We have created a range of assessments aligned to the steps and tied into our GCSE specifications. We expect our students to increase a minimum of 5 steps over the 5 years.

By the promotion of ‘mastery learning’ we value that learning should be secured before rapidly moving on. The learning paths do not presuppose that progress over time is linear. Our paths show the trajectory of progress over time within which students need to perform if they reach or exceed the end of Y11 destinations. We appreciate that subjects differ by the amount of learning time allocated and also subjects often vary in their rates of progress. For example students learning a new language may start at a lower starting point (pre transition to secondary) but rapidly progress over time. As a result we have indicated different paths for subjects (refer to the table below).

If students are underperforming on a pathway intervention strategies will be deployed to support learning.

We expect teachers to provide adequate time for practice to embed the students’ knowledge, understanding and skills securely. Teachers introduce subject content progressively and constantly demand more of students. We identify and student any student who is falling behind and enable them to catch-up with timely and effective interventions.

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TABLE TO SHOW PROGRESS FOR LEARNING PATH MODEL

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LEARNING PATHS FOR LANGUAGES

Performing Arts

It is common that students studying Performing Arts do not progress 3 steps by the end of year 9. This is due to the fact that they are in receipt of only one hour per week of music and one hour per week of dance or drama on a carousel basis. This equates to a fraction of the time spent in other subjects.

However, students drastically improve their rate of progress once they are in KS4 especially in relation to theory and composition/choreography/devising skills.

In order to achieve the full three steps at KS3 we recommend that students participate in extra enrichment activities/performances or take advantage of the Peripatetic music lessons available to them. Students must be at least ABRSM grade 3 in their instrument in order to achieve a 5 and should be minimum grade 2 in jazz/tap/ballet (equivalent qualifications are also accepted).

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TARGET SETTING

Target setting is a crucial part of the assessment for learning process. In order to progress students need to have a clear understanding of what they are aiming for. A comparison between the actual performance and the target should both inform students and teacher of the action to close the gap between the two. Target setting should be used to:

Inform the development of the curriculum through long, medium and short term planning

Raise expectations of students

Provide positive motivation to fulfil potential

Provide accountability for each teacher and subject team

Facilitate the evaluation of progress by ensuring targets are updated as appropriate and held centrally

All students will be set a target for each subject for the end of the academic year. Targets will be based on baseline data using KS2 scores for English (Reading and GPS from 2016 onwards) and maths and baseline assessments. The targets will always show a challenging expectation of progress and be agreed by the senior leadership team. Targets are subject to review. The previous table shows the expected ‘ path’ for students. Colours are used to indicate the ‘minimum’ expected progress and the ‘maximum’ expected progress.

KS3 TARGET SETTING

The table below shows how targets are set for KS3 and intended progression for KS4.

KS2 EoY 7 EoY 8 EoY 9 EoY 10 EoY 11

NC level 3

KS2 score 80

TS3 step 1 step 2 step 3 step 4

NC level 4b

KS2 score 100 step 1 step 2 step 3 step 4 step 5

NC level 4a

KS2 score 115 step 2 step 3 step 4 step 5 step 6

NC level 5b/a

KS2 score 120 step 3 step 4 step 5/6 step 6/7 step 8/9

This will be reviewed and subject to change as GCSE reforms are embedded.

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KS4 TARGET SETTING

Targets have been set using Fischer Family Trust (FFT 20) estimates for reformed GCSEs, professional teacher predictions for GCSEs and knowledge of ‘anchor points’ (see below) to arrive at targets. This will be reviewed once the Y11 cohorts have sat the reformed GCSEs.

New GCSE Points

1 2 3 4 5 6 7 8 9

Old GCSE Points

G/F- F/E E+/D C Standard Pass

C+/B- Strong Pass

B/B+ A A+/A* A** New

KS5 TARGET SETTING

Targets are set using the ALPs + 1 model, to provide challenging and aspirational targets, high achievement and exceptional outcomes for all learners. The targets ensure that all students are stretched to make clear progress against their starting positions.

There will be a minimum expectation that students’ attainment will exceed the 75th percentile (ALPs red) at both AS and A level for years 12 and 13; this is fundamental to ensuring that all students make exceptional progress.

TARGET STICKERS

Target stickers are displayed on books or folders using the Academy’s target sticker (below). There is space for students to record their termly progress grades and resilience scores so that they can track their target.

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MARKING

PRINCIPLES

‘The only important thing about feedback is what students do with it.’ Dylan William

Marking is effective when it has a clear purpose:

To correct misconceptions

To provide further clarification

To increase effort

To increase aspiration

To build student confidence

Suggestions aimed at making marking more efficient are:

Use a list of codes which match likely feedback tasks in advance.

Predict likely misconceptions or errors and design a list of numbered actions likely to be required for students to challenge their thinking further. Students are then simply assigned a number and the numbered feedback tasks are displayed on the board.

Prioritise redrafting and only accept and mark work after feedback has been given and acted on; only mark once it has reached a specific quality.

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HOW IS WORK MARKED?

Work is assessed at least once every 3 weeks and assessed on student’s progress towards the learning goal and his/her resilience using a progress grade (PE, PG, PS, PU) and resilience sore (R4, R3, R2, R1). See below for details. In PBE/DT/ICT work is assessed 6 weeks due to reduced frequency of lessons. For consistency teachers will use the school editing code to provide feedback for literacy (Refer to appendix 1 School Editing Policy).

Progress Grade Resilience Score

PE

Excellent Progress towards the learning goal. Extension work completed. R4

Exceptionally hard working and committed to completing work to the best of his/her ability. Perseveres when work is challenging and tries to solve problems independently before seeking help.

PG Good progress towards the learning goal. Homework is good. R3

Usually hard working and committed to completing work to a god standard. Usually perseveres when work is challenging and seeks help when needed.

PS Satisfactory progress towards the learning goal. Homework also satisfactory

R2 Sometimes fails to maintain consistent effort, which can result in leaving work incomplete or below his/her ability. Sometimes gives up if work is challenging.

PU Unsatisfactory progress towards the learning goal.

No homework submitted

R1

Rarely makes satisfactory effort, leaving work incomplete and/or of a poor standard. Gives up very easily if work is challenging. Fails to seek help.

A development target T must be set. Mark every 3 weeks for the subjects (except PBE/DT/ICT/ PA which will be assessed every 6 weeks)

DETAILED MARKING WITH MRI AND MARK SCHEMES

Subjects have identified 3 pieces in the Autumn & Spring term and 2 pieces in the Summer term (except PBE/DT/PA/ICT) of work that will be marked in detail to assess students knowledge, skills and understanding for a learning goal. These assessments will require a written MRI (My response is..) to the feedback. In order to assist in ensuring teacher judgements are accurate, mark schemes have been devised for these assessments. These assessments will be moderated during subject meetings and evidence of moderation kept in a portfolio for monitoring & evaluation purposes. (Refer to appendix 2 Subject Assessments for detail marking with MRIs )

LITERACY MARKING

Academic and career success is impossible without a good level literacy. For that reason, frequent opportunities to develop students’ reading, writing and speaking skills are embedded into curricula across all subjects. We passionately believe that all teachers are literacy teachers and, therefore, the teaching and learning of literacy happens in all lessons. The basis for this is the understanding that rapid and sustained progress in the development of students’ literacy skills is possible only if literacy is constantly and consistently addressed. Therefore, all teachers should:

Correct spelling of relevant subject vocabulary and ask students to rewrite corrected words 3 times on the margin as part of Literacy MRI;

Correct spelling, punctuation and grammar (SPaG) when mistakes create ambiguity and lack of clarity;

Provide all other corrections and literacy instructions that are relevant in your subject, e.g. in subject-specific writing;

Standard English should be used at all times in class: while we believe that all types of English are beautiful, our aim is to help students understand how to effectively code-switch. Therefore, model the use of standard English in class, prompt students to use it themselves and correct ungrammatical spoken English.

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INCLUSIVE MARKING AND ASSESSMENT STRATEGIES

All staff receive CPD sessions on how to mark work sensitively and appropriately for pupils with a range of SEND, including dyslexia, dyspraxia, literacy needs, ADHD, ASD and SLCN needs. Whilst recognising the need to provide Assessment for Learning (AFL) comments that reflect our high expectations all staff are aware of the reasonable adjustments that may need to be made for SEND pupils in order to maintain high self esteem. Examples of reasonable adjustments may include;

Marking spellings of target words only

Exercising sensitivity in marking spelling and grammar

Marking some pieces of work for content only and encouraging the use of ambitious words

Avoiding comments related to presentation for pupils with dyspraxia

Highlighting the parts of a word that are spelled correctly even if parts are incorrect

Ensuring that the language used in AFL is accessible to the whole range of ability

Avoiding repeating comments in books that are directly related to a pupils SEND. For

example an ASD pupil’s work being critiqued for lack of imagination, or an ADHD pupil’s

work being critiqued for lack of focus

Students with dyslexia:

It is essential that you do not overcorrect or ignore SPaG, as the former leads to frustration and the latter to the false impression of accuracy: be judicious – mark 4-5 SPaG mistakes per page;

Write out the correction, rather than only indicate mistakes;

Dyslexia spectrum is very wide – discuss with each student what kind of written feedback they find helpful;

In severe cases of dyslexia (and with dyspraxia) avoid criticising neatness.

All staff are aware of the SEND of pupils in their class and are able to plan reasonable adjustments for assessing pupil progress. These may include;

A reader

A scribe

A laptop

Extra time

A prompt

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SELF AND PEER ASSESSMENT

We believe students will benefit from strategies to develop their capacity for self and peer assessment. Listed below are some suggestions:

Introduce students to an anonymous piece of work and ask students to describe the feedback they might give

Ask students to reflect on something they found challenging or easy or how they might improve if they did the task again

Teachers share a good answer to share with the class and students use this to improve

Issue highlighters to students so that they highlight areas of work where they have demonstrated evidence of skills according to the mark scheme

Develop students’ meta-cognitive skills so they understand how they learn best and can apply their own self-assessment

FORMATIVE ASSESSMENT

PRINCIPLES

Formative assessment is used by teachers to evaluate students’ knowledge and understanding on a day to day basis and to tailor teaching accordingly.

It should ensure that students have regular opportunities to engage in effective question and answer in class, produce work which exemplifies their learning, demonstrate their learning in a variety of ways and consolidate learning with appropriate homework.

We believe that teachers should promote ‘deep learning’ by securing learning for all.

METHOD

Questioning that uncovers student’s reasoning behind answers

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Use of ‘incorrect’ answers to explore a concept in greater depth and to identify and address misconceptions

Marking of students’ work

Observational assessment

Regular short re-cap quizzes or short tests

Scanning work for student attainment and development

Question and answer during class using Bloom’s Taxonomy

What pupils need to do

Examples of possible question structures

Knowledge Define, recall, describe, label, identify, match, name, state

What is...? How is...? Where is...? When/how did ......happen? How would you explain...?

Comprehension Translate, predict, explain, summarise, describe, compare (events and objects), classify

How would you classify the type of...? How would you compare..? Contrast....? How would you rephrase the meaning...? What facts or ideas show...? Which statements support...?

Application Demonstrate how, Solve Try it in a new context, use,interpret, relate, apply ideas

How would you use...? What examples can you find to ....? How would you solve....... using what you have learned..? How would you organise....to show....? How would you show your understanding of....? What approach would you use to .....? How would you apply what you learned to develop?

Analysis Analyse, explain, infer, break down, prioritise, reason, logically, reason critically, draw conclusion

What are the parts or features of...? How is ...... related to.......? Why do you think...? What is the theme.....? What motive is there.....? What conclusions can you draw....?

Synthesis Design, create, compose, combine, reorganise, reflect, predict, speculate, hypothesise, summarise

What changes would you make to solve...? How would you improve...? What would happen if ....? How can you elaborate on the reason....? What alternative can you propose.....? How can you invent.....? How would you adapt.......to create a different...?

Evaluation Assess, judge, compare/contrast, evaluate

Why do you agree with the actions? the outcomes? What is your opinion of ...? How would you prove...? Disprove....? How can you assess the value or importance of ....? What would you recommend....? How would you rate or evaluate the ....?

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SUMMATIVE ASSESSMENT

PRINCIPLES

Summative assessment provides information on how well students have learned or understood their learning goals over a period of time. Refer to appendix 3 for Calendar for Assessments and Reporting.

METHOD

Students will be given a formal test for all Ebacc subjects each term as outlined in the assessment calendar. For consistency at KS3 a common template for assessments has been devised.

This allows students to reflect on their progress and provide useful feedback on what they need to do to improve.

REPORTING ON SUMMATIVE ASSESSMENTS

At KS3 students will receive the following for Autumn & Summer. In the Spring term students are expected to mark their assessments. These are used as a diagnostic tool to prepare students for the summer exams.

Test % for EBacc subjects (this will be tiered for differentiation)

Progress score (AEP = Above expected progress, EP= Expected progress, BEP= Below expected progress). This progress score assesses the progress made over time which includes performance in lessons, homework, practical assessments and test scores.

Resilience score (R4 –R1)

At KS4 students will receive

A working at grade/mock/Pre Public Exam grade and a GCSE predicted grade

Resilience score (R4 –R1)

At KS5

Students will be awarded an AS level grade of A-E, or U

Students will be awarded an A level grade of A*- E, or U

Students will be awarded a BTEC grade of either pass, merit, distinction or distinction*

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REPORTING SUMMATIVE ASSESSMENT: END OF YEAR EXAMS

End of year summative assessment provides information on how well students have learned over a year or more. Where possible exams will be held in the exam hall.

Students will be informed of the ‘sub step’ which they are working at for KS3 or GCSE grade at KS4 or A level grade at KS5. Teachers will record a ‘4MATRIX’ fine grade at KS4 and PIXL fine grade at KS5.

WHAT WILL SUMMATIVE ASSESSMENT BE USED FOR?

Leaders and teachers will use summative assessment to monitor performance across subjects and groups. We will use this information to improve teaching and learning.

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REPORTING TO PARENTS

KS3 REPORT

Parents receive Progress Data twice per year, at the end of the Autumn and Summer Terms, along with one full written report per year.

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Predicted GCSE grade is the grade the student is likely to achieve if he/she continues to make progress at the same rate for the remainder of the course

KS4 REPORTS

Parents of Year 10 students receive Progress Data twice per year, at the end of the Autumn and Summer Terms, along with one full written report per year. Parents of Year 11 students receive a full written report in the Autumn Term, along with the Mock Exam Results in January and Pre-Public Exam Results in April.

Refer to appendix 3 Descriptors for Resilience, Homework and Behaviour Scores

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KS5 REPORT

Parents of Sixth Form students receive Progress Data three times per year (October is an early check on Resilience), January (PPE results) and May along with one full written report per year in February.

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DATA COLLECTION AND ANALYSIS

Data is collected and analysed throughout the academic year. Refer to appendix 3 . This document highlights the summative assessment weeks and key questions for analysis.

DATA

The Academy will store all students’ assessment data on MIS alongside the students’ contextual data. This will facilitate analysis and allow any underperformance of a particular group to be identified and intervention put in place.

TRAINING

Our training programme supports our policy by providing training on the following areas of assessment:

Theories of assessment- why, when and how?

Important concepts in assessment: validity, reliability & utility

How to use a range of assessment approaches including SEND

How to give effective feedback for progression

How to use student data to improve outcomes.

MONITORING EVALUATION AND REVIEW

Heads of Department, Raising Standards Leaders and the Senior Leadership Team are responsible for monitoring and evaluating the Marking, Assessment and Reporting policy. In their area of responsibility, middle leaders assess the impact on students and standards of:

provision – teaching, curriculum, care, guidance, support;

levels of management;

aspects special to a school, e.g. ethnic diversity, specialisms, religious character;

links between the school and other agencies. Middle leaders develop monitoring processes to provide information on students and provision that significantly contribute to the continuous cycle of school self-evaluation (MSER). They ask the following key questions:

How well does the aspect (subject, year, initiative) serve its learners?

How does it compare with the best schools and the best comparable schools?

Is it integral to the school's key management systems?

Is it based on a good range of telling evidence?

Does it involve key people in the school and seek the views of parents/carers, learners, staff, external agencies?

Does it lead to action and fit the school's longer-term improvement priorities? All staff should contribute to an understanding of and information about the characteristics of the subject or aspect. They will do this partly through evidence gathered during routine monitoring, and also through interviews and questionnaires that middle leaders will carry out to seek their views about their work and the impact on student outcomes.

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APPENDIX 1 SCHOOL EDITING POLICY

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APPENDIX 2 SUBJECT ASSESSMENTS FOR DETAILED MARKING

WITH MRI AND MARK SCHEMES & STEP DESCRIPTORS

a) English b) Mathematics c) Science d) Geography e) History f) MFL g) ART h) Design & Technology i) PE

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2A) ENGLISH ASSESSMENT in Key Stage 3: In English, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year. Term Year 7 Year 8 Year 9

Autumn 1. Sci-Fi Story 2. Writing Victorian London 3. Language Analysis from an extract in Curious

Incident of the Dog in the Night Time or Stone Cold.

4. Autumn term assessment (Week Beginning XXX) – SATs Paper

1. The Edge/ Jekyll and Hyde analysis of extracts.

2. Analysis of The Edge/ Jekyll and Hude extract (structure focus)

3. Non-fiction writing 4. Autumn term assessment (Week

Beginning XXXX) – SATs Paper

1. Practice essay on Of Mice and Men/ Lord of the Flies Essay

2. Of Mice and Men/ Lord of the Flies Essay

3. Analysis of a Gothic Extract 4. Autumn term assessment (Week

Beginning XXXv) – Paper 1 GCSE

Spring 1. Analysis of A Midsummer Night’s Dream Extract Interim

2. Analysis of A Midsummer Night’s Dream Extract

3. Non-fiction writing Quarantine 4. Spring term assessment (Week Beginning

XXX) – content test on MND and grammar.

1. Much Ado About Nothing Essay 2. Much Ado About Nothing Essay 3. Creative Writing on Heroes. 4. Spring Term Assessment (week

beginning XXX) on Much Ado about Nothing and Grammar.

1. Comparison between 2 poems Poetry Anthology

2. Comparison between 2 poems Poetry Essay

3. Non-Fiction/Media Writing 4. Spring term assessment (Week

Beginning XXXX) on Poetry

Summer 1. Unseen extract analysis 2. End of Year Exam (Week Beginning XXX

th

May) – SATS paper

5. Unseen extract analysis 6. End of Year Exam (Week Beginning

XXXXMay) – SATs Paper.

1. Modern Drama Unseen Extract 2. End of Year Exam (Week Beginning

XXXX May) – Poetry and Transactional Writing.

3. Great Expectations Exam Question

English Assessment in Key Stage 4:

Term Year 10 Year 11

Autumn 1. Great Expectations Exam Question 2. Great Expectations 3. Non-fiction Writing 4. Autumn term assessment (Week Beginning 14

th November) –

Great Expectations and Transactional Writing.

1. Romeo and Juliet Extract Question 2. Autumn term assessment (Week Beginning 3

rd October) Romeo and Juliet.

3. Creative Writing. (Your Mock Exams are the week beginning December 5th

and you will receive this feedback straight after Christmas), AF, R&J, Ppaer 1 and Paper 2

Spring 1. Paper 2 Exam – transactional writing and non-fiction texts. 2. Spring term assessment (Week Beginning 6

th Feb) – paper 2

3. Animal Farm Essay 4. Animal Farm Essay

1. Poetry Anthology 2. Poetry Anthology 3. Unseen Poetry 4. PPE Exam (Week Beginning 21

st March) – paper 1, Paper 2, GE and

Poetry.

Summer 1. Paper 1 – Creative Writing and pre-1900 fiction texts. 2. Speaking and Listening Exam (real) 3. End of Year Exam (Week Beginning 3

rd July) – Animal Farm,

Great Expectations, Paper 1 and Paper 2.

Practice past papers

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English Marking Policy English books will be marked on a 3-week cycle. KS3: Independent work in class will be assessed – whether by teacher, peer or self-assessment - but teachers will not mark C/W (e.g. Modelled writing, notes taken from the board, mind-maps etc.) except for important literacy errors which will enable crucial progress for the students. All students will label their work with the following: C/W – For shared class work and note taking. I/W – Independent work completed in class (e.g. PQE paragraphs, creative writing, detailed quotation tables etc.) H/W – 2 pieces per week (1 of which will be independent in nature, 1 will be written in books). Guided Reading will be assessed once per half term in the form of a speaking and listening assessment, with sticker stuck in their book. KS4: Homework and Independent work in class will be assessed – whether by teacher, peer or self-assessment - but teachers will not mark C/W (e.g. Modelled writing, notes taken from the board, mind-maps etc.) except for literacy errors which will enable progress for the students. All students will label their work with the following: C/W – For shared class work and note taking. I/W – Independent work completed in class (e.g. PQE paragraphs, creative writing, detailed quotation tables etc.) H/W – Teachers will mark extended HW using Progress and Resilience markers, as well as targets. Grammar Books will be self-assessed by students. Annotations in literary texts will not be marked, but will be checked that they are complete by the teacher

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KS5 Teachers will mark 2 examination-style essays per half term, with mark schemes and grids as appropriate, while other extended pieces of writing might be more dependent on self and peer assessment. If students are studying coursework, feedback will be mostly verbal and developmental in the initial drafting process and work will not be in their folders. Teachers will not mark class notes, annotations or activity based work and students will be responsible for organising their own files and folders using the guidelines provided. For Retake, students will complete 2 practice papers per half term that will be detailed marked.

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English Step Descriptors

Step Reading Writing

5 **including under timed conditions

- Can read and pick out subtle aspects of a range of types of texts independently of a teacher: fiction, non-fiction, drama and poetry.

- To confidently argue their personal response to texts, evaluating alternative interpretations of the writer’s purpose and intended meanings.

- Can analyse extracts, write coherent essays and answer comparative questions on unseen texts.

- Being able to evaluate with confidence how writers’ achieve their purposes (characterisation, tension, humour etc.)

- To be able to synthesise (or note similarities) between texts briefly and concisely, with supporting quotation.

- To be able to compare in detail the similarities and differences between texts particularly how they achieve their ideas.

- Being able to pick out detailed and specific quotations in order to support ideas and interpretations of texts.

- Being able to memorise a range of key quotations from texts and be able to use them to support an argument.

- To be able to analyse in detail the variety of effects of individual words on the reader and pinpoint accurately why the writer has chosen that language.

- To be able to identify and explain the effect of a wide range of terminology (literary and grammatical) accurately at all times.

- To be able to analyse why a writer uses specific, named sentence structures and how they affect the reader.

- How a writer uses the overall structure of a text to convey meaning and how they manipulate their chosen form.

- To be able to consistently link to appropriate and varied contexts that affected the production of the text.

- Perceptively exploring the difference between contemporary and modern readers/ audiences.

- Manipulates writing content and style to suit audience and purpose for particular task in both fiction and non-fiction.

- Can consistently write in appropriate tone and register to task. - Uses appropriately and accurately a wide range forms

(broadsheets, informal letter) - Manipulating structure of overall piece of work effectively to

engage the reader and allow progression of ideas (flashbacks, motifs, narrative voices)

- Mastering consistent use of a range of tenses and narrative voices.

- Chooses a range of paragraphs for effect and can use connectives to link ideas to aide readers’ understanding.

- To be able to manipulate a range of sentences (beginning with a verb, complex, compound etc.) accurately and for deliberate effect.

- To be able to use complex punctuation accurately (semi-colon, colon and speech) and for effect. Completely accurate use of commas and basic punctuation including apostrophes.

- Ambitious vocabulary consistently used for effect and appropriate to audience and purpose throughout.

- Spelling must be accurate with only occasional misspellings of rarely used words (e.g. allegory).

- Confident development of a ‘critical style’ (no first person, sophisticated argument, technical terminology)

4 ** including under

- Can read and pick out important themes, ideas and genres of a range of types of texts independently of a teacher: fiction, non-fiction, drama and poetry.

- To develop a personal response to texts, exploring alternative

- Selects writing content and style to suit audience and purpose for particular task.

- Can write in appropriate tone and register to task in both fiction and non-fiction.

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timed conditions.

interpretations of the writer’s purpose and intended meanings. - Can analyse extracts, write essays and compare texts, including unseen

texts. - Being able to evaluate how writers’ achieve their purposes

(characterisation, tension, humour etc.) - To be able to synthesise (or note similarities) between texts. - To be able to compare the similarities and differences between texts

particularly how they achieve their ideas. - Being able to pick out detailed and specific quotations in order to support

ideas and interpretations of texts. - Being able to memorise key quotations from texts and be able to use them

to support an argument. - To be able to analyse the variety of effects of individual words on the

reader and pinpoint accurately why the writer has chosen that language. - To be able to use a wide range of terminology (literary and grammatical)

accurately at all times. - To be able to analyse why a writer uses sentence structures and how they

affect the reader. - How a writer uses the overall structure and form of a text to convey

meaning. - To be able to ink to appropriate contexts that affected the production of

the text. - Exploring the difference between contemporary and modern readers/

audiences.

- Uses appropriate and accurate forms (letters, newspapers etc .)

- Structures overall piece of work effectively to engage the reader and allow progression of ideas (circular structure, repetition)

- Accurate use of appropriate tense and narrative voices. - Uses a range of paragraphs for effect and can use connectives

to link ideas. - To be able to use a range of sentences (beginning with a verb,

complex, compound etc.) accurately and for deliberate effect. - To be able to use complex punctuation accurately (semi-colon,

colon and speech). All basic punctuation is correct (capitals, full stops, apostrophes); rare use of commas splices.

- Ambitious vocabulary used for effect and appropriate to audience and purpose.

- Spelling must be accurate with only occasional misspellings of ambitious vocabulary (e.g. idyllic, melancholy)

- Being able to write about texts in a ‘critical style’ (no first person, sophisticated argument, technical terminology)

3 **mostly under timed conditions

- Can read and pick out important themes and ideas of a range of types of texts: fiction, non-fiction, drama and poetry.

- To develop a personal response to texts, identifying alternative interpretations.

- To be able to analyse extracts, write clearly structured essays and comparative questions.

- Beginning to evaluate clearly how writers’ achieve their purposes (tension, humour etc.)

- To be able to synthesise (or note similarities) between texts. - To be able to compare the similarities and differences between texts,

identifying the way the writer uses language. - Being able to pick out quotations in order to support ideas

- Selects writing content and style to suit audience and purpose for particular task both fiction and non-fiction.

- Can write in appropriate tone and use Standard English at all times.

- Uses appropriate forms mostly accurately (eg address on the wrong side of a letter).

- Clear beginning, middle and end with a logical progression. - Mostly accurate use of appropriate tense and basic narrative

voices (e.g. sometimes slips on ‘has’/’had’) - Uses a range of paragraphs and clear connectives. - To be able to use a range of sentences (beginning with a verb,

complex, compound etc.) accurately.

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- Being able to memorise some quotations from texts to back up ideas. - To be able to analyse individual words clearly, explaining why the writer

has chosen that language. - To be able to identify terminology (literary and grammatical) mostly

accurate. - To be able to analyse how sentence structures affect the reader. - How a writer uses the overall structure and form of a text to convey

meaning. - To be able to make links to appropriate contexts when the writer was

writing.

- To be able to use complex punctuation mostly accurately (semi-colon, colon and speech). All basic punctuation is correct (capitals, full stops, apostrophes); very few comma mistakes.

- A wide range of appropriate vocabulary used for purpose. - Spelling mostly accurate bar slips in more irregular words (e.g.

accommodation etc.) - Attempting to write about texts in a ‘critical style’ (no first

person and technical terminology)


- Can read and pick out important ideas of a range of types of texts: fiction, non-fiction, drama and poetry.

- Can write a response to extracts and produce a basic, correctly structured essay on texts.

- To develop a personal response to texts. - Beginning to evaluate how writers’ achieve their purposes (tension,

humour etc.) - To be able to synthesise (or note similarities) between texts. - To be able to compare clearly the similarities and differences between

texts. - Being able to pick out appropriate quotations in order to support ideas,

writing them accurately at all times. - Being able to memorise some quotations from texts on characters and

themes. - To be able to analyse individual words explaining why the writer has

chosen that language. - To be able to identify a wide range of terminology (literary and

grammatical). - To be able to comment on how sentence structures affect the reader. - To comment on the structures and forms a writer uses and why - To be able to make links to contexts when the writer was writing.

- Can clearly write to entertain and audience for a specific purpose both fiction and non-fiction.

- Tone is mostly appropriate and standard English is used throughout.

- Can use a range of forms of texts mostly accurately. - Clear beginning, middle and end with connectives used. - Can use a range of tenses and narrative voices accurately,

though may not be consistent at all times. - Uses accurate paragraphs in all pieces of work (mostly 4-6

sentences). - To be able to use simple sentence forms accurately and

attempting to use more ambitious forms mostly accurately. - Beginning to use semi-colons and colons appropriately. Mostly

accurate use of speech punctuation. All basic punctuation is correct (capitals, full stops, apostrophes); very few comma mistakes.

- A range of appropriate vocabulary used. - Spelling mostly accurate with only occasional mistakes in

complex words.

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- Can read and pick out ideas from a range of types of texts: fiction, non-fiction, drama and poetry.

- Can analyse extracts from texts in detail and write responses to them. - To have an opinion on characters or ideas in the texts. - To be able to say why a text is successful and how in achieving its purpose. - To be able to note what ideas are similar between two texts (synthesis) - To be able to compare the similarities and differences between texts. - Being able to pick out quotations in order to support ideas, writing them

accurately at all times. - Being able to memorise some quotations from texts on characters and

themes. - To be able to analyse individual words and explain how the words makes

the reader feel. - To be able to identify a range of terminology (literary and grammatical). - To be able to comment on how sentence structures affect the reader. - To comment on the structures and forms a writer uses and why - To begin to make links to contexts when the writer was writing.

- Writes for particular audiences and for different purposes (to persuade, to entertain, to inform etc.) both fiction and non-fiction.

- Standard English is used throughout. - Can use a wide range of forms – letters, newspapers, diary etc. - Always using a beginning, middle and end with connectives

used. - Can use a range of tenses and narrative voices mostly

accurately. - Uses clear paragraphs in all pieces of work (mostly 4-6

sentences). - To be able to use simple sentence forms accurately and

attempting to use more ambitious forms. - Beginning to use semi-colons and colons. Mostly accurate use

of speech punctuation. All basic punctuation is correct (capitals, full stops, apostrophes); very few comma mistakes.

- A range of appropriate vocabulary used. - Spelling mostly accurate with few mistakes.

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2B) MATHS ASSESSMENT Key Stage 3 In Maths you will receive detailed written feedback, linked to the mark scheme/criteria, to which you will make MRI responses on the following pieces of work this year.

Term Year 7 Year 8 Year 9 Autumn 1. Half Term Assessment

2. End of Term Assessment 1. Half Term Assessment 2. End of Term Assessment

1. Half Term Assessment 2. End of Term Assessment

Spring 1. Half Term Assessment 2. End of Term Assessment



Summer 1. Half Term Assessment 2. End of year Assessment

1. Half term Assessment 2. End of Year Assessment

1. Half term Assessment 2. End of Year Assessment

In Maths we expect students to:

• Write and underline titles and dates at the beginning of each lesson’s work • Write page numbers and exercises in their books when working from a textbook • Self-assess starter questions which test prior knowledge in red • Self-assess classwork in red • Label examples modelled by the teacher (eg. “Example By Miss/Sir”) • Proof read all written communication answers • Self- or peer-assess homework in red when asked to by the teacher

In Maths we expect teachers to:

• Correct misconceptions • Address literacy needs in written communication • Set homework on previously studied topics, not just this week’s topics • Mark at least 50% of students’ homework (the rest will be self-assessed) and give progress grades. • Record all assessment marks in a mark book

• EVERY 3 WEEKS: Write progress and resilience grades in students’ books and set at least one misconception question for the following lesson. The target or misconception question can be in the form of a similar question or a mocked-up answer where the student has to spot mistakes or misconceptions.

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KEY STAGE 4 In Maths you will receive detailed written feedback, linked to the mark scheme/criteria, to which you will make MRI responses on the following pieces of work this year.

Term Year 10 Year 11 Autumn 1. Half term assessment

2. Autumn term assessment 1. Autumn term skills assessment 2. PPE1

Spring 1. Half term assessment 2. Spring term assessment

1. PPE2

Summer 1. Half term assessment 2. End of Year Exam (Week Beginning 3rd July)

Practice exam papers

In maths we expect students to:

• Write and underline titles and dates at the beginning of each lesson’s work • Write page numbers and exercises in their books when working from a textbook • Self-assess starter questions which test prior knowledge in red • Self-assess classwork in red • Label examples modelled by the teacher (eg. “Example By Miss/Sir”) • Proof read all written communication answers • Self- or peer-assess homework in red when asked to by the teacher

In maths we expect teachers to:

• Correct misconceptions • Address literacy needs in written communication • Set homework on previously studied topics, not just this week’s topics • Mark at least 50% of students’ homework (the rest will be self-assessed) and give progress grades. • Record all assessment marks in a mark book • EVERY 3 WEEKS: Write progress and resilience grades in students’ books and set at least one misconception question for the following

lesson. The target or misconception question can be in the form of a similar question or a mocked-up answer where the student has to spot mistakes or misconceptions.

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KEY STAGE 5 In Maths you will receive detailed written feedback, linked to the mark scheme/criteria, to which you will make MRI responses on the following pieces of work this year.

Term Autumn November PPE

November GCSE exams (GCSE retake)

End-of-unit tests Spring March PPE

End-of-unit tests Summer Past exam papers

Final exams In maths we expect students to:

• Write and underline titles and dates at the beginning of each lesson’s work • Write page numbers and exercises in their books when working from a textbook • Self-assess starter questions which test prior knowledge in red • Self-assess classwork in red • Label examples modelled by the teacher • Proof read all written communication answers • Self- or peer-assess homework in red when asked to by the teacher • Come up with formative targets for each piece of self- or peer-assessed work • Record the assignment, grade received and formative targets for each piece of work on the assessment grid for that chapter

In maths we expect teachers to:

• Correct misconceptions • Address literacy needs in written communication • Set homework on previously studied topics, not just this week’s topics • Mark at least 50% of students’ homework (the rest will be self-assessed) and give progress grades and a formative target • Record all assessment marks in a mark book

• At the end of every unit or chapter: Give students a summative assessment (either a test or homework) and set at least one misconception question for the following lesson. The target or misconception question can be in the form of a similar question or a mocked-up answer where the student has to spot mistakes or misconceptions.

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KS3 NUMBER – GUIDE TO GRADES

TOPIC 2 3 4 5 6 7 8 9

INTEGERS, RECIPROCALS, FACTORS, MULTIPLES AND PRIME NUMBERS

Use times tables to do division

Do calculations using BIDMAS

Write a number as a product of prime factors inc. use of powers

Irrational and rational numbers (3 sorts integer, fraction, decimal)

Find the factors of a number

Know negative number rules

Put a list of integers in order

Know multiples, factors and prime numbers

Find reciprocals of numbers inc. use of negative indices

Find the LCM or HCF of numbers

Know inverse ops

ROUNDING AND APPROXIMATIONS

Round to the nearest integer, 10, 100 or 1000

Round to a given number of decimal places

Estimating calculations inc. division by less than 1

Estimate square roots Know not to round intermediate calculations.

Max and min. values in calculations

Use inequality notation eg error intervals If x = 2.1 rounded to 1 dp 2.05 ≤ x < 215 If x = 2.1 truncated to 1dp,

2.1 ≤ x < 2.2

Estimate answers to dec calculations

Round given number of significant figures

Upper and lower bounds

WHOLE NUMBER AND DECIMAL CALCULATIONS

Order a list of decimal numbers

Multiply and divide decimals inc negatives

0.3 0.6

Multiply and divide whole nrs

Add, subtract decimals

Convert a terminal decimal to a fraction and vice versa

FRACTIONS

Find equivalent fractions

Fractions of a quantity Use division to convert fractions to decimals

Convert recurring decimals to an equivalent fraction 0.4141.. = 41/99

Calculations with simple fractions

Calculations with fractions

Calculations with improper fractions

Simplifying Common denominators: ordering fractions

Find one number as a fraction of another

Convert mixed numbers to improper fractions

SQUARES, CUBES, POWERS, SURDS AND ROOTS

Know square and cubic numbers

Use the function keys on a calculator for powers and roots

Know the key rules for indices; multiplying dividing raising one power by another powers of 1 & 0 1 to any power is 1 raising fractions to powers

Know the harder rules; negative, fractional and two-stage fractional

Simplify expressions using the key rules

Know square & cube roots of nrs

Manipulating surds using the key rules

Rationalising the denominator

POWERS OF 10 AND STANDARD FORM

Know how to multiply by 10, 100 or 1000

Know how to multiply by 0.1, 0.01 or 0.001

Convert between ordinary and standard form notation

Calculations with standard form both with and without a calculator

Write 2^25 x 5^27 in standard form

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Know how to divide by 10, 100 or 1000

Understand the effect of multiplying or dividing by a nr. between 0 and 1

PERCENTAGES

Know percentage equivalents of common fractions

Work out a percentage of an amount inc. simple interest

Find the percentage change

Working with percentages and using a multiplier

Increase or decrease a given quantity by a percentage

Find the original value (reverse percentage)

Understand and work out compound percentage growth and decay

Express one quantity as a percentage of another

Convert between fractions, decimals and percentages

RATIO AND PROPORTION

Write down a ratio from given information

Write a ratio as a fraction

Sharing in a ratio Solve more complex ratio problems inc. write ratios as equations and solve simultaneously

Simplify a ratio inc. decimals, fractions, mixed units and

Solve ratio problems using the unitary method

Solve direct and inverse proportion problems

Reduce to the form 1 : n eg 50cm : 1.5m

Direct and inverse proportion

y kx or y k/x (no powers or roots)

Interpret the graphs of direct and inverse proportion relationships

UNITS AND MEASUREMENTS

Use and convert standard units of

measurement for length, area,

volume/capacity, mass, time and money.

Converting area and volume measurements

Use and convert compound units; speed, rates of

pay, unit pricing

Know and apply speed = dist /time

Know and apply density = mass/vol pressure = force/area

CONVERSIONS Convert metric

measures Convert area and volume measures

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ALGEBRA – GUIDE TO GRADES

TOPIC 3 4 5 6 7 8 9

ALGEBRA BASICS

Simplify/collect like terms;

Multiply letters (gn)² = gxgxnxn

Expand single brackets

Expand double brackets

Expand triple brackets

Factorise 3x² +6x

Factorise 6xy +15y²

Difference of two squares Factorise x² - 16y²

Factorise 6x -42 x² - 49

SOLVING AND SIMPLIFYING

Solve equations: 2x +5 = 17 -4x

Solve equations: 4(y +3) = 3y +16

Solve equations: 3x +4 + 4x – 1 = 14 5 4 2x² +8 = 80

Simplify algebraic fractions; 21x³y² 14xy³

Simplify algebraic fractions; x^4 -4y² x³ -2xy

Simplify algebraic fractions; _2_ + _3_ x +5 x -2

REARRANGING

Rearrange formulas; y =mx +c (m)

Rearrange formulas; a = (v –u)/t (v) x = y²/4 (y)

Rearrange formulas; x = y (y) y -z

SEQUENCES

Types of sequence; Arithmetic (+0.2) Geometric (x 0.5) Fibonacci

Find the ‘n’th term rule for a linear sequence

Using sequences to solve problems;

Find the ‘n’th term rule for a quadratic sequence

Decide if a term is in the sequence

INEQUALITIES

Use inequality symbols

Show inequalities on a number line

Solve inequalities inc. flip the inequality sign

Show inequalities on a graph

Solve quadratic inequalities (use a sketch to help)

ITERATIVE METHODS

Use iterative methods to find approx. solutions. Know related notation

PROOF

Proof by counter -example; Prove the difference between two consecutive nrs is not always prime.

Proof by rearranging; ie show LHS = RHS (n+3)²-(n-2)² = 5(2n+1)

Prove things are odd, even or multiples; Prove the sum of any three odd numbers is odd. 4x +2 = 3(3a +x) for odd integer values of a prove x is never a multiple of 8

Geometric proof; Prove the sum of ext angle in a triangle sum to 360º

Proof by counter –example, inequalities; If x › y, then x²› y² is this always true?

QUADRATICS

Factorise quadratics coefficient of x² is 1 x² - 9x +22 = 2

Factorise quadratic expression; coefficient of x²›1 3x²+10x-8 =0

Complete the square; x² - 12x +23 in the form (x +p)² +q

Complete the square 2x² +3x -5 in the form a(x +p)² +q Hence sketch the

Plot quadratic graphs from a table;

Know and use the quadratic formula

Use graphs to estimate solutions;

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Y = 2x² +3 Sketch a quadratic graph and label; turning pts, x and y intercepts, line of symmetry

2x² -3x =7 graph

LINEAR GRAPHS

Plot linear graphs from a table

Plot linear graphs; rearrangment into the form y=mx +c

Find the equation of a line given two points

Find the equation of the perpendicular bisector

Find the gradient of a line

Find the equation of a line given the graph

Find the midpoint of a line segment

Find the equation of parallel lines passing thru a given point

SIMULTANEOUS EQUATIONS

Solve simultaneous equations both linear; use substitution and elimination methods

Solve simultaneous equations, linear, quadratic and circle

Graphical solutions

HARDER GRAPHS

Recognise and plot from

a table polynomial and

reciprocal graphs

y = x³-2x y = 1

x

2x +3y = 6

Know the reciprocal graphs; y = A x

Know the equation for a circle; x²+ y² = r²

Know the trig. graphs; y = sinx, y = cosx y = tanx

Find the equation of the tangent to a circle at a given point Know Exponential

(growth) graphs; y = k^x or y = k^-x

Solve trig equations using graphs; sinx = 0.7 where -360°≤ x ≤ 360º

GRAPH TRANSFORMATIONS Graph translations; parallel to y axis f(x) ± a

Graph translations; parallel to x axis f(x ± a)

Graph reflections; in x axis -f(x) in y axis f(-x)

REAL-LIFE GRAPHS

Reading from simple graphs inc. dist-time

Gradient of a graph represents the rate; m/s, litres/sec, people/min

Graphs showing rates of change; Filling different shaped glasses

Finding the average gradient between two point on a curve

Estimating the rate at a given point on a curve by drawing the tangent

Estimating the area under a curve using trapeziums

Reading from velocity-

time graphs

inc area under graph =

total distance

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GEOMETRY – GUIDE TO GRADES

TOPIC 3 4 5 6 7 8 9

ANGLES

Angles on a line sum to 180º Apply angle properties in more formal proofs of geometrical results.

Angles at a point sum to 360º

Derive and use the sum of the interior angles of a triangle is 180º

Derive and use the sum of the exterior angles of a polygon is 360º

Find the sum of the interior angles of a polygon using triangulation

Find the interior angle of a regular polygon.

Understand and use the angle properties of parallel lines alternate supplementary corresponding

PROPERTIES OF POLYGONS

Know and use the properties of isosceles, equilateral

and right-angled triangles.

Know and use the properties of the square, rectangle,

parallelogram, trapezium, kite & rhombus.

Identify reflection and rotation symmetries of triangles,

quadrilaterals and polygons.

CIRCLE GEOMETRY

Prove and use the facts that: angle between a tangent and radius is 90° tangents from an external point are equal in length. two radii form an isosceles triangle the perpendicular bisector of a chord passes through the centre the angle at the centre is twice the angle at the circumference the angle in a semi-circle is 90º angles in the same segment are equal opposite angles in a cyclic quadrilateral are equal the alternate segment theorem

CONGRUENCE AND SIMILARITY

Prove the congruence of triangles using; SSS, SAS, ASA and RHS

Understand similarity (enlargement w. SF) Prove similarity; equal angles same ratio sides 2 sides in same ratio & angle betwn is the same

PLANS & VIEWS Draw and interpret plans and elevations of 3D solids inc. use of isometric paper

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AREAS AND VOLUMES

Use terms; vertices, edges and faces; Euler theorem

Surface area and volumes of ; sphere cone pyramid formulae will be given

Surface area of a; hemisphere pyramid composite shapes

Understand how enlargement affects area and volume

Recall and use formulae C = 2πr or C = πd , A = πr2 Know and apply the

formula:

area = ½ab sin c

Rates of flow; cm³/s into L/min Know and use formulae for the areas of;

triangle parallelogram trapezium Volumes of a; frustums 3D composite shapes

Calculate areas of composite shapes Areas of sectors and segments

Surface area of cuboids, prisms inc. cylinders

LOCI AND CONSTRUCTION

Ruler and compass construction; Construct a triangle with sides 3cm, 4cm and 5cm

Construct 4 key loci; fixed distance from a pt fixed distance from a line equidistant from two lines equidistant from two given pts

BEARINGS Find or plot bearings with use of a scale; know the 3 key words Plot a bearing & calc. a distance

/angle using sine/cosine rules;

PYTHAGORAS & TRIGONOMETRY

Know, derive & apply Pythagoras’ theorem; a²+ b² = c² to find lengths in right-angled triangles in 2D figures.

Apply Pythagoras’ theorem in more complex

figures, including 3D figures.

Know and apply the trig.

ratios, SOH CAH TOA

Apply the trigonometry of right-angled triangles in more complex figures, including 3D figures.

Know the exact trig.

values of special angles

30º, 45º, 60º and 90º.

Know and apply both Sine and Cosine rules, including 3d figures

VECTORS

Know vector notation Use vectors to show points lie on a straight line or are parallel

Vectors involving ratios Addition, subtraction and

scalar multiplication

TRANSFORMATIONS

Reflect 2D shapes Identify the equation of reflection

Enlarge a shape inc.

fractional SF

Enlarge a shape by a negative SF, with or without the use of a grid

Translate a shape using a column vector

Identify the SF & C of E

Rotate shapes with/without a grid & describe rotations

Combine transformations

PROBABILITY AND STATISTICS – GUIDE TO GRADES

TOPIC 3 4 5 6 7 8 9

BASIC PROBABILITY All probabilities are between 1 and 0 on a probability scale

Listing all outcomes and finding probabilities from sample space diags eg show sum of throwing two dice

The AND rule giving P(both events happening) ie. P(A and B) = P(A) x P(B)

Conditional probabilities P(A and B) = P(A) x P(B given A) Use tree diagrams; eg You may watch TV or read before bed. The P( watch TV) is 0.3. If you read the P(tired the next day) is 0.8. Show that P(you read and are not tired the next day) = 0.14

40

Probability formula Estimating probabilities using relative frequency

The OR rule giving P(at least one event happens) ie. P(A OR B) = P(A) + P(B) – P(A and B)

Probabilities add up to 1 Record results in frequency trees

Use tree diagrams inc independent and dependent (conditional) events structure given

Use probability to find an ‘expected frequency’

VENN DIAGRAMS

Use two circle Venn diagrams to classify outcomes and calculate probabilities.

Construct a Venn diagram to

classify outcomes and calculate

probabilities.

Construct a Venn diagram to classify outcomes and calculate probabilities inc. conditional; Out of 80 students buying ice cream; 48 had syrup, 28 sprinkles, 16 had both Show on a Venn diagram & find P(student doesn’t have either given they don’t have sprinkles)

Use set notation;

A = even numbers

Use set notation;

A = x: x is prime

POPULATIONS & SAMPLING

Understand the difference between population and sample. Define a

population. Know what is meant by simple random sampling and bias

in sampling.

DATA

Know different types of data;

categorical, numerical

discrete, continuous

Design tables to classify/capture data. No surveys required

REPRESENTING & ANALYSING DATA

Interpret and construct; Pie charts, pictograms, composite bar chart

Find averages from freq. tables Find averages from grouped freq.

tables

Interpret and construct; Cumulative frequency graphs and box plots Make comparisons of distributions using the medians and IQR

Interpret and construct Histograms

Calculate the mean, median, mode and range inc. calc new statistic as a result of changes to original set

Interpret and plot scatter diagrams

& lines of best fit, recognise

outliers

Interpret and construct graphs

from Time series data and identify

trends (eg. seasonal)

41

GCSE ALGEBRA – GUIDE TO GRADES

TOPIC 3 4 5 6 7 8 9

D C B/C B A A/A* A*

ALGEBRA BASICS

Simplify/collect like terms;

Multiply letters (gn)² = gxgxnxn

Expand single brackets

Expand double brackets

Expand triple brackets

Factorise 3x² +6x

Factorise 6xy +15y²

Difference of two squares Factorise x² - 16y²

Factorise 6x -42 x² - 49

SOLVING AND SIMPLIFYING

Solve equations: 2x +5 = 17 -4x

Solve equations: 4(y +3) = 3y +16

Solve equations: 3x +4 + 4x – 1 = 14 5 4 2x² +8 = 80

Simplify algebraic fractions; 21x³y² 14xy³

Simplify algebraic fractions; x^4 -4y² x³ -2xy

Simplify algebraic fractions; _2_ + _3_ x +5 x -2

REARRANGING

Rearrange formulas; y =mx +c (m)

Rearrange formulas; a = (v –u)/t (v) x = y²/4 (y)

Rearrange formulas; x = y (y) y -z

SEQUENCES

Types of sequence; Arithmetic (+0.2) Geometric (x 0.5) Fibonacci

Find the ‘n’th term rule for a linear sequence

Using sequences to solve problems;

Find the ‘n’th term rule for a quadratic sequence

Decide if a term is in the sequence

INEQUALITIES

Use inequality symbols

Show inequalities on a number line

Solve inequalities inc. flip the inequality sign

Show inequalities on a graph

Solve quadratic inequalities (use a sketch to help)

ITERATIVE METHODS

Use iterative methods to find approx. solutions. Know related notation

PROOF

Proof by counter -example; Prove the difference between two consecutive nrs is not always prime.

Proof by rearranging; ie show LHS = RHS (n+3)²-(n-2)² = 5(2n+1)

Prove things are odd, even or multiples; Prove the sum of any three odd numbers is odd. 4x +2 = 3(3a +x) for odd integer values of a prove x is never a multiple of 8

Geometric proof; Prove the sum of ext angle in a triangle sum to 360º

Proof by counter –example, inequalities; If x › y, then x²› y² is this always true?

QUADRATICS

Factorise quadratics coefficient of x² is 1 x² - 9x +22 = 2

Factorise quadratic expression; coefficient of x²›1 3x²+10x-8 =0

Complete the square; x² - 12x +23 in the form (x +p)² +q

Complete the square 2x² +3x -5 in the form a(x +p)² +q Hence sketch the

Plot quadratic graphs from a table;

Know and use the quadratic formula

Use graphs to estimate solutions;

42

Y = 2x² +3 Sketch a quadratic graph and label; turning pts, x and y intercepts, line of symmetry

2x² -3x =7 graph

LINEAR GRAPHS

Plot linear graphs from a table

Plot linear graphs; rearrangment into the form y=mx +c

Find the equation of a line given two points

Find the equation of the perpendicular bisector

Find the gradient of a line

Find the equation of a line given the graph

Find the midpoint of a line segment

Find the equation of parallel lines passing thru a given point

SIMULTANEOUS EQUATIONS

Solve simultaneous equations both linear; use substitution and elimination methods

Solve simultaneous equations, linear, quadratic and circle

Graphical solutions

HARDER GRAPHS

Recognise and plot from

a table polynomial and

reciprocal graphs

y = x³-2x y = 1

x

2x +3y = 6

Know the reciprocal graphs; y = A x

Know the equation for a circle; x²+ y² = r²

Know the trig. graphs; y = sinx, y = cosx y = tanx

Find the equation of the tangent to a circle at a given point Know Exponential

(growth) graphs; y = k^x or y = k^-x

Solve trig equations using graphs; sinx = 0.7 where -360°≤ x ≤ 360º

GRAPH TRANSFORMATIONS Graph translations; parallel to y axis f(x) ± a

Graph translations; parallel to x axis f(x ± a)

Graph reflections; in x axis -f(x) in y axis f(-x)

REAL-LIFE GRAPHS

Reading from simple graphs inc. dist-time

Gradient of a graph represents the rate; m/s, litres/sec, people/min

Graphs showing rates of change; Filling different shaped glasses

Finding the average gradient between two point on a curve

Estimating the rate at a given point on a curve by drawing the tangent

Estimating the area under a curve using trapeziums

Reading from velocity-time graphs inc area under graph = total distance

43

GCSE GEOMETRY – GUIDE TO GRADES

TOPIC 3 4 5 6 7 8 9

D C B/C B A A/A* A*

ANGLES

Angles on a line sum to 180º Apply angle properties in more formal proofs of geometrical results.

Angles at a point sum to 360º

Derive and use the sum of the interior angles of a triangle is 180º

Derive and use the sum of the exterior angles of a polygon is 360º

Find the sum of the interior angles of a polygon using triangulation

Find the interior angle of a regular polygon.

Understand and use the angle properties of parallel lines alternate supplementary corresponding

PROPERTIES OF POLYGONS

Know and use the properties of isosceles, equilateral

and right-angled triangles.

Know and use the properties of the square, rectangle,

parallelogram, trapezium, kite & rhombus.

Identify reflection and rotation symmetries of triangles,

quadrilaterals and polygons.

CIRCLE GEOMETRY

Prove and use the facts that: angle between a tangent and radius is 90° tangents from an external point are equal in length. two radii form an isosceles triangle the perpendicular bisector of a chord passes through the centre the angle at the centre is twice the angle at the circumference the angle in a semi-circle is 90º angles in the same segment are equal opposite angles in a cyclic quadrilateral are equal the alternate segment theorem

CONGRUENCE AND SIMILARITY

Prove the congruence of triangles using; SSS, SAS, ASA and RHS

Understand similarity (enlargement w. SF) Prove similarity; equal angles same ratio sides 2 sides in same ratio & angle betwn is the same

44

PLANS & VIEWS Draw and interpret plans and elevations of 3D solids inc. use of isometric paper

AREAS AND VOLUMES

Use terms; vertices, edges and faces; Euler theorem

Surface area and volumes of ; sphere cone pyramid formulae will be given

Surface area of a; hemisphere pyramid composite shapes

Understand how enlargement affects area and volume

Recall and use formulae C = 2πr or C = πd , A = πr2 Know and apply the

formula:

area = ½ab sin c

Rates of flow; cm³/s into L/min Know and use formulae for the areas of;

triangle parallelogram trapezium Volumes of a; frustums 3D composite shapes

Calculate areas of composite shapes Areas of sectors and segments

Surface area of cuboids, prisms inc. cylinders

LOCI AND CONSTRUCTION

Ruler and compass construction; Construct a triangle with sides 3cm, 4cm and 5cm

Construct 4 key loci; fixed distance from a pt fixed distance from a line equidistant from two lines equidistant from two given pts

BEARINGS Find or plot bearings with use of a scale; know the 3 key words Plot a bearing & calc. a distance

/angle using sine/cosine rules;

PYTHAGORAS & TRIGONOMETRY

Know, derive & apply Pythagoras’ theorem; a²+ b² = c² to find lengths in right-angled triangles in 2D figures.

Apply Pythagoras’ theorem in more complex

figures, including 3D figures.

Know and apply the trig.

ratios, SOH CAH TOA

Apply the trigonometry of right-angled triangles in more complex figures, including 3D figures.

Know the exact trig.

values of special angles

30º, 45º, 60º and 90º.

Know and apply both Sine and Cosine rules, including 3d figures

VECTORS

Know vector notation Use vectors to show points lie on a straight line or are parallel

Vectors involving ratios Addition, subtraction and

scalar multiplication

TRANSFORMATIONS

Reflect 2D shapes Identify the equation of reflection

Enlarge a shape inc.

fractional SF

Enlarge a shape by a negative SF, with or without the use of a grid

Translate a shape using a column vector

Identify the SF & C of E

Rotate shapes with/without a grid & describe rotations

Combine transformations

45

GCSE NUMBER – GUIDE TO GRADES

TOPIC 2 3 4 5 6 7 8 9

E D C B/C B A A/A* A*

INTEGERS, RECIPROCALS, FACTORS, MULTIPLES AND PRIME NUMBERS

Use times tables to do division

Do calculations using BIDMAS

Write a number as a product of prime factors inc. use of powers

Irrational and rational numbers (3 sorts integer, fraction, decimal)

Find the factors of a number

Know negative number rules

Put a list of integers in order

Know multiples, factors and prime numbers

Find reciprocals of numbers inc. use of negative indices

Find the LCM or HCF of numbers

Know inverse ops

ROUNDING AND APPROXIMATIONS

Round to the nearest integer, 10, 100 or 1000

Round to a given number of decimal places

Estimating calculations inc. division by less than 1

Estimate square roots Know not to round intermediate calculations.

Max and min. values in calculations

Use inequality notation eg error intervals If x = 2.1 rounded to 1 dp 2.05 ≤ x < 215 If x = 2.1 truncated to 1dp,

2.1 ≤ x < 2.2

Estimate answers to dec calculations

Round given number of significant figures

Upper and lower bounds

WHOLE NUMBER AND DECIMAL CALCULATIONS

Order a list of decimal numbers

Multiply and divide decimals inc negatives

0.3 0.6

Multiply and divide whole nrs

Add, subtract decimals

Convert a terminal decimal to a fraction and vice versa

FRACTIONS

Find equivalent fractions

Fractions of a quantity Use division to convert fractions to decimals

Convert recurring decimals to an equivalent fraction 0.4141.. = 41/99

Calculations with simple fractions

Calculations with fractions

Calculations with improper fractions

Simplifying Common denominators: ordering fractions

Find one number as a fraction of another

Convert mixed numbers to improper fractions

SQUARES, CUBES, POWERS, SURDS AND ROOTS

Know square and cubic numbers

Use the function keys on a calculator for powers and roots

Know the key rules for indices; multiplying dividing raising one power by another powers of 1 & 0 1 to any power is 1 raising fractions to powers

Know the harder rules; negative, fractional and two-stage fractional

Simplify expressions using the key rules

Know square & cube roots of nrs

Manipulating surds using the key rules

Rationalising the denominator

POWERS OF 10 AND STANDARD FORM

Know how to multiply by 10, 100 or 1000

Know how to multiply by 0.1, 0.01 or 0.001

Convert between ordinary and standard form notation

Calculations with standard form both with and without a calculator

Write 2^25 x 5^27 in standard form

46

Know how to divide by 10, 100 or 1000

Understand the effect of multiplying or dividing by a nr. between 0 and 1

PERCENTAGES

Know percentage equivalents of common fractions

Work out a percentage of an amount inc. simple interest

Find the percentage change

Working with percentages and using a multiplier

Increase or decrease a given quantity by a percentage

Find the original value (reverse percentage)

Understand and work out compound percentage growth and decay

Express one quantity as a percentage of another

Convert between fractions, decimals and percentages

RATIO AND PROPORTION

Write down a ratio from given information

Write a ratio as a fraction

Sharing in a ratio Solve more complex ratio problems inc. write ratios as equations and solve simultaneously

Simplify a ratio inc. decimals, fractions, mixed units and

Solve ratio problems using the unitary method

Solve direct and inverse proportion problems

Reduce to the form 1 : n eg 50cm : 1.5m

Direct and inverse proportion

y kx or y k/x (no powers or roots)

Interpret the graphs of direct and inverse proportion relationships

UNITS AND MEASUREMENTS

Use and convert standard units of

measurement for length, area,

volume/capacity, mass, time and money.

Converting area and volume measurements

Use and convert compound units; speed, rates of

pay, unit pricing

Know and apply speed = dist /time

Know and apply density = mass/vol pressure = force/area

CONVERSIONS Convert metric

measures Convert area and volume measures

47

GCSE PROBABILITY AND STATISTICS – GUIDE TO GRADES

TOPIC 3 4 5 6 7 8 9

D C B/C B A A/A* A*

BASIC PROBABILITY All probabilities are between 1 and 0 on a probability scale

Listing all outcomes and finding probabilities from sample space diags eg show sum of throwing two dice

The AND rule giving P(both events happening) ie. P(A and B) = P(A) x P(B)

Conditional probabilities P(A and B) = P(A) x P(B given A) Use tree diagrams; eg You may watch TV or read before bed. The P( watch TV) is 0.3. If you read the P(tired the next day) is 0.8. Show that P(you read and are not tired the next day) = 0.14

Probability formula Estimating probabilities using relative frequency

The OR rule giving P(at least one event happens) ie. P(A OR B) = P(A) + P(B) – P(A and B)

Probabilities add up to 1 Record results in frequency trees

Use tree diagrams inc independent and dependent (conditional) events structure given

Use probability to find an ‘expected frequency’

VENN DIAGRAMS

Use two circle Venn diagrams to classify outcomes and calculate probabilities.

Construct a Venn diagram to

classify outcomes and calculate

probabilities.

Construct a Venn diagram to classify outcomes and calculate probabilities inc. conditional; Out of 80 students buying ice cream; 48 had syrup, 28 sprinkles, 16 had both Show on a Venn diagram & find P(student doesn’t have either given they don’t have sprinkles)

Use set notation;

A = even numbers

Use set notation;

A = x: x is prime

POPULATIONS & SAMPLING

Understand the difference between population and sample. Define a

population. Know what is meant by simple random sampling and bias

in sampling.

DATA

Know different types of data;

categorical, numerical

discrete, continuous

Design tables to classify/capture data. No surveys required

REPRESENTING & ANALYSING DATA

Interpret and construct; Pie charts, pictograms, composite bar chart

Find averages from freq. tables Find averages from grouped freq.

tables

Interpret and construct; Cumulative frequency graphs and box plots Make comparisons of distributions using the medians and IQR

Interpret and construct Histograms

Calculate the mean, median, mode and range inc. calc new statistic as a result of changes to original set

Interpret and plot scatter diagrams

& lines of best fit, recognise

outliers

Interpret and construct graphs

from Time series data and identify

trends (eg. seasonal)

48

2C) SCIENCE ASSESSMENT in Key Stage 3:

2017-18 Science Assessment in Key Stage 3: In Science, you will receive detailed written feedback, linked to a mark scheme/criteria, to which you will make MRI responses on the following pieces of work this year.

Term Year 7 Year 8 Year 9

Autumn 1. Particle model extended task or

Model of a cell extended task

2. Autumn term assessment (Week

Beginning 27th Nov) – Combined test

of module 1 world of tiny particles &

module 2 staying alive.

3. One additional piece of work specific

to each class.

1. Chemical reactions extended task or

Plants and photosynthesis extended

task

2. Autumn term assessment (Week

Beginning 27th Nov) – Combined test

module 6 the chemical apprentice &

module 7 the food factory


to each class.

1. Microscopy practical assessment or Enzymes extended task

2. Autumn term assessment (Week Beginning 27th Nov)- Biology Test

3. One additional piece of work specific to each class.

Spring 1. Module 3 HSW test – Ecstatic Energy

2. Spring term assessment (Week

Beginning 12th March) – Combined

test of module 3 ecstatic energy &

module 4 what is the matter.


to each class.

1. Selective breeding extended task

2. Spring term assessment (Week

Beginning 12th March) combined test -

module 8 evolve & module 9 waves


to each class.

1. Density practical assessment 2. Spring term assessment (Week

Beginning 12th March) – End of Biology & Physics test.


Summer 1. Forces extended task

2. End of Year Exam (Week Beginning

8th May) – test of modules 1-5

(module 5 – blast off forces)

1. The rock cycle extended task

2. End of Year Exam (Week Beginning

8th May) – test of modules 6-10

(module 10 – Earth Science)

1. Data exam question 2. End of Year Exam (Week

Beginning 8th May) Biology 1, Chemistry 1 & Physics 1 test

49

2017-18 Science Assessment in Key Stage 4: In Science, you will receive detailed written feedback, linked to a mark scheme/criteria, to which you will make MRI responses on the following pieces of work this year.

Term Year 10 Combined Science Year 11 Combined Science

Autumn 5. Biology mid-module (or ELC) test 6. Autumn term assessment (Week Beginning 13th

November) – Biology exam 7. One additional piece of work specific to each

class.

4. Autumn term assessment (Week Beginning 2nd October) Biology topic test

5. (Your Mock Exams are the week beginning December 4th and you will receive this feedback straight after Christmas)


Spring 5. Practical data exam Question 6. Spring term assessment (Week Beginning 5th

Feb) – Biology & Chemistry test 7. One additional piece of work specific to each

class.

1. Practical data exam Question 2. PPE Exam (Week Beginning 19th March) 3. One additional piece of work specific to each class.

Summer 4. Physics mid-module (+ELC) test 5. End of Year Exam (Week Beginning 2nd July)

Biology, Chemistry & Physics


Term Year 10 Triple Science Year 11 Triple Science

Autumn 1. Homework exam pack 1 Bio, Chem & Phys 2. Autumn term assessment (Week Beginning 13th

November) – Biology, Chemistry & Physics end of topic exam


1. Biology, Chemistry & Physics mid-module test 2. Your Mock Exams are the week beginning December 4th and

you will receive this feedback straight after Christmas) 3. One additional piece of work specific to each class.

Spring 1. Practical data exam question 2. Spring term assessment (Week Beginning 5th

Feb) – Biology, Chemistry & Physics end of topic exam


1. End of topic Biology, Chemistry & Physics test 2. PPE Exam (Week Beginning 19th March) 3. One additional piece of work specific to each class.

Summer 1. Practical data exam question 2. End of Year Exam (Week Beginning 2nd July)

Biology, Chemistry & Physics


50

In Science we expect students to:

Respond to written targets from the teacher

Self assess class work and some homework

Proof read all written communication questions

Respond to all teachers targets

In Science we expect teachers to: Every three weeks teachers will mark a piece of the student’s work. Over the autumn and spring term 3 tasks class will be deeply marked from the

assessment grid. Only 2 tasks in the case of the summer term.

In addition teacher will shallow mark 1-2 additional pieces of work per term, such as homework tasks or class exercise books.

Give students the opportunity to improve areas of weakness, either by setting target questions on marked work, going through the answers or giving students another opportunity to improve on a task depending on the most appropriate for the particular activity.

When marking books use a code to look for SPaG – the focus to be on correcting commonly miss-spelt scientific words.

51

Learning Pathway

Step Diagnostic (You can...)

10

Mastery

9

Apply advanced scientific knowledge to complex scientific situations that have not been met before and confidently link in relevant additional information. Judge and analyse investigations and research that has been carried out and publicly shared to make decisions on the validity of the investigation. Be critical on the data obtained and suggest alternative investigations to obtain more reliable data. Independently select one or more relevant complex calculations to support data that has been collected and analysed in an investigation and will lead to the support of a scientific explanation.

8

Evaluate scientific concepts and ideas to balance view points and argue an accurate, justified scientific opinion. Apply complex scientific knowledge to answer some challenging scientific questions. Formulate questions or ideas that can be investigated by synthesising information from a range of sources and plan a detailed investigation from this. Carry out given complex calculations to support data that has been collected and analysed in an investigation and will lead to the support of a scientific explanation.

7

Students make connections between abstract ideas and/or models in explaining processes or phenomena. Identify the strengths and weaknesses of particular models, proposing alternatives. Apply scientific knowledge to answer straight forward simple scientific questions Propose a relevant detailed practical investigation that can be carried in order to answer a complex question that has been provided. Carry out given simple calculations to support data that has been collected and analysed in an investigation.

6

Analyse data or information to explain processes or phenomena. Use abstract ideas or models or multiple factors when explaining processes or phenomena. Identify key variables in complex contexts, explaining why some cannot readily be controlled and planning appropriate approaches to investigations to take account of this.Effectively represent abstract ideas using appropriate symbols, flow diagrams and different kinds of graphs in presenting explanations and arguments.

5

Compare and contrast simple relevant ideas and processes. Use abstract ideas and/or models when explaining more complex processes or phenomena. Suggest solutions to problems or answer questions by drawing on abstract ideas or models. Make accurate, complex scientific predictions to relevant proposed questions. Apply scientific knowledge and understanding in the planning of investigations, identifying significant variables and recognising which are independent and which are dependent. Distinguish between data and information from primary sources, secondary sources and simulations, and present them in the most appropriate form.

4

Use simple models to describe scientific ideas. Use scientific ideas when explaining simple ideas, processes or phenomena. Make simple scientific predictions to relevant proposed questions Recognise significant variables in investigations, selecting the most suitable to investigate Decide on the most appropriate formats to present sets of scientific data, such as using line graphs for continuous variables.

3

Use straightforward scientific evidence to answer questions, or to support your findings. Use more complex scientific descriptions when communicating scientific ideas, processes or phenomena. Interpret graphs with a simple description. Identify one or more variables in investigations from those provided. Select appropriate ways of presenting scientific data

2

Define the main scientific key words involved in a module. Use simple scientific descriptions when communicating simple scientific ideas, processes or phenomena. Give examples when stating a simple scientific description. Select appropriate equipment or information sources to address specific questions or ideas under investigation. Present simple scientific data in more than one way, including tables and bar charts.

1

Respond to ideas given to you to answer questions or suggest solutions to problems. Recognise and label simple scientific diagrams. Recall relevant simple scientific key words. Record data into a given table and follow given steps to carry out a scientific investigation. Record data into a table to an appropriate level of precision.

52

2D) GEOGRAPHY ASSESSMENT in Key Stage 3


Autumn 1. Coltan Mining in Africa 2. Flooding Essay 3. Autumn term assessment (Week

Beginning 28th Nov)

1. Japan Ageing Population Essay 2. Climate Change Essay 3. Autumn term assessment (Week

Beginning 28th Nov)

1. Bangladesh Secondary Sector Essay 2. Ethiopia SWOT Analysis Project 3. Madagascar Deforestation Report 4. Autumn term assessment (Week

Beginning 28th Nov)

Spring 1. Happisburgh Coastal Protection Essay

2. Sustainable cities: designing a new Cairo

3. Spring term assessment (Week Beginning 13th March)

1. Evaluating the One Child Policy 2. Glacial Retreat essay 3. Impact of Tourism in the Himalayas

1. Tectonic processes annotated diagrams.

2. Haiti vs Japan EQ Comp 3. arison 4. Should Russia drill for oil in The

Arctic?

Summer 1. Rocks, Weathering and Soils: Zion National Park explanations

2. OS Skills Test 3. End of Year Exam (Week Beginning

8th May)

1. UK Landscapes Test 2. Issue Evaluation Essay 3. End of year test

1. Hurricane essay 2. Issue Evaluation 3. End of year test.

Geography Marking Policy Geography books will be marked on a 3-week cycle, with marking focused on a particular piece of work linked to learning goal. KS3: Homework and Independent work in class will be assessed – whether by teacher, peer or self-assessment - but teachers will not mark C/W (e.g. Modelled writing, notes taken from the board, mind-maps etc.) except for important literacy errors which will enable progress for the students. When teachers mark, feedback will be given as progress and resilience score. Feedback is given by the following methods: target codes, feedback stickers, assessment grid criteria and written comments. Students are expected to act upon and respond to the feedback, including writing out the meaning of the codes when asked.

53

Students are expected to carry out peer and self assessment as part of a continued focus on improving their progress by reflecting on misconceptions and shortcomings in technique. Where appropriate teachers also take the opportunity to give whole class feedback through the use of model answers and other relevant techniques. KS4 and 5: Homework and Independent work in class will be assessed – whether by teacher, peer or self-assessment - but teachers will not mark C/W (e.g. Modelled writing, notes taken from the board, mind-maps etc.) except for important literacy errors which will enable progress for the students. The majority of feedback will be focused on exam questions set during class and for homework. When teachers mark, feedback will be given as progress and resilience score. Feedback is given by the following methods: target codes, feedback stickers, assessment grid criteria and written comments. Students are expected to act upon and respond to the feedback, including writing out the meaning of the codes when asked. Students are expected to carry out peer and self assessment as part of a continued focus on improving their progress by reflecting on misconceptions and shortcomings in technique. Where appropriate teachers also take the opportunity to give whole class feedback through the use of model answers and other relevant techniques. As courses progress, feedback will be focused upon longer mark exam questions.

54

Learning Ladder Step Descriptor – GEOGRAPHY

Learning Ladder Step

Diagnostic (You can...)

9

AO1 KNOWLEDGE OF PLACES

a) Demonstrate a wide range of very detailed knowledge of locations, places and processes and environments around the world. Some of this will be based on independent reading.

b) Show a detailed knowledge of variation within countries, cities and continents.

c) Recall the majority of this information in examination conditions. AO2 UNDERSTANDING OF CONCEPTS

a) Identify, explain and analyse complex relationships between people, processes and the environment. This includes explaining how different geographical theories or concepts apply to different places.

b) Evaluate the validity of different geographical theories.

c) Apply knowledge of a wide range of geographical concepts, processes and patterns in a wide variety of both familiar and unfamiliar physical and human contexts. Explain why some places do not fit theories.

AO3 APPLICATION OF KNOWLEDGE AND UNDERSTANDING a) Identify and evaluate current geographical problems and issues making links to theories (showing detailed

understanding of different perspectives/sides of the argument).

b) Make perceptive and well informed geographical judgments and decisions which are very well justified, draw

on extensive evidence, take all aspects of sustainability into account and link to geographical theories.

c) Critically evaluate the validity of geographical evidence, using your own research. d) Detect and respond to bias and take this into account when reaching decisions or conclusions. Recognise the

reasons for bias. AO4 GEOGRAPHICAL SKILLS

a) Use a wide range of geographical terminology fluently, accurately and appropriately. b) Select, evaluate and use effectively a wide range of relevant skills and appropriate techniques and

technologies. Use appropriate statistical techniques and tests accurately and with increasing independence.

c) Identify relevant and perceptive questions and issues and establish appropriate sequences to undertake investigations independently. Identify the flaws with geographical fieldwork.

d) Collect and accurately record a range of appropriate evidence from a wide range of sources, including fieldwork.

8

AO1 KNOWLEDGE OF PLACES a) Demonstrate a wide range of detailed specific knowledge of locations, places and processes and environments

around the world.

d) Show knowledge of variation within countries, cities and continents. b) You should be able to recall the majority of this information in examination conditions.

AO2 UNDERSTANDING OF CONCEPTS a) Identify, explain and analyse complex relationships between people, processes and the environment. This

includes explaining how different geographical theories or concepts apply to different places.

b) Apply knowledge of a wide range of geographical concepts, processes and patterns in a wide variety of both

familiar and unfamiliar physical and human contexts.

AO3 APPLICATION OF KNOWLEDGE AND UNDERSTANDING a) Identify and evaluate current geographical problems and issues (showing detailed understanding of different

perspectives/sides of the argument).

b) Make perceptive and well informed geographical decisions which are very well justified, supported by extensive

evidence and take a wide range of aspects of sustainability into account.

c) Critically evaluate the validity of geographical evidence. d) Detect and respond to bias and take this into account when reaching decisions or conclusions.

AO4 GEOGRAPHICAL SKILLS a) Use geographical terminology fluently, accurately and appropriately. b) Select, evaluate and use effectively a wide range of relevant skills and appropriate techniques and technologies.

Begin to use appropriate statistical techniques and tests. c) Identify relevant and perceptive questions and issues and independently establish appropriate sequences to

undertake investigations. d) Collect and record accurately a range of appropriate evidence from a wide range of sources, including fieldwork.

7

AO1 KNOWLEDGE OF PLACES a) Demonstrate detailed specific knowledge of locations, places and processes and environments around the world b) Recall the majority of this information in examination conditions.

AO2 UNDERSTANDING OF CONCEPTS a) Identify and explain complex relationships between people, processes and the environment. This includes

explaining how different geographical theories or concepts apply to different places.

b) Apply knowledge of a wide range of geographical concepts, processes and patterns in a variety of both familiar

and unfamiliar physical and human contexts.

AO3 APPLICATION OF KNOWLEDGE AND UNDERSTANDING a) Identify and evaluate current geographical problems and issues (showing understanding of different

perspectives/sides of the argument). b) Make perceptive and informed geographical decisions which are very well justified, supported by a range of

relevant evidence and take sustainability into account.

55

c) Critically evaluate the validity of geographical evidence.

d) Detect and respond to bias and take this into account when reaching decisions or conclusions.

AO4 GEOGRAPHICAL SKILLS a) Use geographical terminology accurately and appropriately. b) Select, evaluate and use effectively a wide range of relevant skills and appropriate techniques and technologies. c) Identify relevant questions and issues and independently establish appropriate sequences to undertake

investigations. d) Collect and accurately record a range of appropriate evidence from a wide range of sources, including fieldwork.

6

AO1 KNOWLEDGE OF PLACES a) Demonstrate relatively detailed specific knowledge of locations, places and processes and environments around

the world. b) Recall the majority of this information in examination conditions.

AO2 UNDERSTANDING OF CONCEPTS a) Identify and explain relationships between people, processes and the environment. This includes explaining how

different geographical theories or concepts apply to different places.

b) Apply knowledge of a range of geographical concepts, processes and patterns in a variety of both familiar and

unfamiliar physical and human contexts.

AO3 APPLICATION OF KNOWLEDGE AND UNDERSTANDING a) Identify and begin to evaluate (showing some understanding of different perspectives/sides of the argument)

current geographical problems and issues.

b) Make informed geographical decisions that are well justified, supported by relevant evidence and take

sustainability into account.

c) Recognise some of the pros and cons of geographical evidence. d) Detect bias in geographical information.

AO4 GEOGRAPHICAL SKILLS a) Use geographical terminology mainly accurately and appropriately. b) Select and use effectively a wide range of relevant skills and appropriate techniques and technologies. c) Identify relevant questions and issues and be able to explain with some support appropriate sequences to

undertake investigations. d) Collect and record mainly accurately a range of appropriate evidence from a wide range of sources, including

fieldwork.

5

AO1 KNOWLEDGE OF PLACES a) Demonstrate specific knowledge of locations, places and processes and environments around the world.

b) Recall the majority of this information in examination conditions. AO2 UNDERSTANDING OF CONCEPTS

a) Explain in some depth relationships between people, processes and the environment.

b) Apply knowledge of a range of geographical concepts, processes and patterns in a variety of both familiar


AO3 APPLICATION OF KNOWLEDGE AND UNDERSTANDING

a) Identify and explain current geographical problems and issues.

b) Make geographical decisions that are supported by evidence and reasons, some of which include

sustainability.

c) Analyse and interpret evidence and recognise some of the limitations of evidence to reach plausible

conclusions.

AO4 GEOGRAPHICAL SKILLS a) Use geographical terminology mainly appropriately. b) Select and use effectively a variety of relevant skills and appropriate techniques and technologies. c) Identify relevant questions and issues and be able to explain with extensive support appropriate

sequences to undertake investigations. d) Collect and record mainly accurately a range of appropriate evidence from a wide range of sources,

including fieldwork.

4

AO1 KNOWLEDGE OF PLACES a) Demonstrate knowledge of locations, places and processes and environments around the world. b) Recall the majority of this information in examination conditions.

AO2 UNDERSTANDING OF CONCEPTS

a) Identify and explain relationships between people, processes and the environment.

b) Apply knowledge of a range of geographical concepts, processes and patterns in a variety of both familiar


AO3 APPLICATION OF KNOWLEDGE AND UNDERSTANDING a) Identify and explain current geographical problems and issues.

b) Make geographical decisions that are supported by reasons, some of which include sustainability. c) Analyse and interpret evidence and recognise some of the limitations of evidence to reach plausible

conclusions.

AO4 GEOGRAPHICAL SKILLS a) Use geographical terminology with growing fluency. b) Use a variety of relevant skills and appropriate techniques and technologies. c) Select appropriate questions and issues from a given list to undertake investigations. d) Collect and record appropriate evidence from different sources, including fieldwork.

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3

AO1 KNOWLEDGE OF PLACES a) Demonstrate some aspects of knowledge of locations, places and processes and environments around the

world. b) Recall the majority of this information in examination conditions.

AO2 UNDERSTANDING OF CONCEPTS a) Identify and describe simple relationships between people and the environment. b) Apply your understanding of a limited range of physical and human processes and patterns in different

contexts. AO3 APPLICATION OF KNOWLEDGE AND UNDERSTANDING

a) Identify and describe problems and issues. b) Make decisions backed up by sensible reasons and evidence. c) Interpret evidence to reach a logical conclusions.

AO4 GEOGRAPHICAL SKILLS a) Begin to use some geographical terminology in your written work.

b) Use skills and a limited number of techniques and technologies to undertake an investigation. c) Collect and record a selection of evidence from some sources, including fieldwork.

2

AO1 KNOWLEDGE OF PLACES a) Demonstrate some limited aspects of knowledge of locations, places and processes and environments around

the world.

b) Recall the majority of this information in examination conditions.

AO2 UNDERSTANDING OF CONCEPTS a) Identify simple relationships between people and the environment. b) Apply your understanding of some simple physical and human processes and patterns in different contexts.

AO3 APPLICATION OF KNOWLEDGE AND UNDERSTANDING a) Identify problems and issues. b) Make decisions backed up by simple reasons. c) Interpret evidence to reach some basic conclusions.

AO4 GEOGRAPHICAL SKILLS a) Communicate your ideas using everyday language. b) Use skills and a limited number of techniques and technologies to undertake an investigation.

c) Collect and record a limited selection of evidence from some simple sources, including fieldwork.

1

AO1 KNOWLEDGE OF PLACES a) Demonstrate some very limited knowledge of the human and physical features of the UK and some other parts

of the world. b) Recall the majority of this information in examination conditions.

AO2 UNDERSTANDING OF CONCEPTS a) Describe very basic ways in which people affect the environment.

AO3 APPLICATION OF KNOWLEDGE AND UNDERSTANDING

a) Interpret very simple geographical evidence and information. AO4 GEOGRAPHICAL SKILLS

a) Communicate your ideas using everyday language.

b) Use a very limited range of geographical skills.

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2E) HISTORY ASSESSMENT YEAR 7

AUTUMN SPRING SUMMER

1066/Normans Essay: What was the most important reason for William’s victory at the Battle of Hastings?

Essay: How much did England change under the Normans?

The significance of the Black Death

Essay: How significant was the Black Death?

Reformation

Challenge question/explanation: Why did Henry VIII break with Rome?

Challenging the Crown

End of term assessment Crusades Essay: What were the consequences of the Crusades? End of term of assessment

Stuarts

End of year assessment

In HISTORY we expect students to:

Self-assess knowledge-based tasks.

Self and Peer assess work when relevant.

Highlight POINT, EVIDENCE, EXPLANATION for extended writing tasks. In HISTORY we expect teachers to:

Assess the structure and level of precise detail in written answers.

Address the coherence and lucidity of written work.

Correct inaccuracies.

Produce formative and summative support that addresses SMSC, British Values and embeds the PROUD values of Chestnut Grove Academy.

Some of the marking and assessment strategies we might use:

Self and peer assessment of classwork, homework and assessments

Deconstructed mark schemes

Verbal feedback meetings

Exemplar answers from students

Praise and progress stickers

Marking codes (eg: T1= now you have mastered description, can you explain using evidence)

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YEAR 8 HISTORY ASSESSMENT


Slavery Should Britain pay compensation to African countries for the slave trade?

The Industrial Revolution

How close was Britain to revolution in 1848? Were the Chartists a success or failure?

The Second World War

1. Why did the German people vote for Hitler?

End of Year assessment

The British Empire

How far do you agree that the British Empire was a ‘force for good’? End of term assessment

The First World War

How far do you agree with the statement ‘lions led by donkeys’ when referring to British leadership throughout the First World War? End of term assessment

Anti-Semitism throughout history

No assessment
















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YEAR 9 HISTORY ASSESSMENT


CIVIL RIGHTS

How significant were the Presidents in changing civil rights?

RWANDA What was the international response to the genocide in Rwanda?

PREHISTORY End of year assessment

RUSSIA To what extent did Lenin improve the lives of Russians? Autumn assessment

BRITAIN SINCE 1945

Were the 1960s a time of social and cultural revolution? Spring assessment

LOCAL HISTORY

How far does South London deserve its ‘dodgy’ reputation?
















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HISTORY ASSESSMENT IN KS4: In History, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year.


Autumn Anglo Saxons and Normans (Paper 2) two PEQs End of term assessment (1/2 Paper 2)

Crime and Punishment continued two PEQs Case study on Whitechapel (Paper 1) End of term assessment - full Paper 1

Spring Cold War and Superpower relations (Paper 2) two PEQs End of term assessment (1/2 Paper 2)

Weimar and Nazi Germany (Paper 3) two PEQs Final mocks

Summer Crime and Punishment (Paper 1) PEQs End of year assessment- full Paper 2

Revision and exam practise




Highlight POINT, EVIDENCE, EXPLANATION for extended writing tasks.

In HISTORY we expect teachers to:












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HISTORY ASSESSMENT IN KS5:

Expectations of the teacher: Exam style essays/answers WILL be diagnostically marked and graded as part of formative assessment. Teachers will use a range of strategies to complete this marking including:

- Deconstructed mark schemes highlighted with WWW/EBI and/or Assessment Objectives - Individualised comment banks for extended feedback - Exam criteria mark sheets - Verbal feedback meetings - Exemplar answers from students - Self and peer assessment - Marking codes (eg: T1= ensure your criteria are specific to the question and not generic/off the peg)

Teacher will NOT mark class or homework notes. Formal mock exams and PPEs will be marked and graded and returned to students. Expectation of the student: To actively engage in self and peer assessment To actively respond to teacher marking and be clear on what you need to do to improve To keep all work (notes, exam practice, exemplar answers and additional reading) organised in your history book and folder. All work should be kept in order. To complete homework and classwork

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Learning Path Step

Diagnostics (You can)

9 Change and Continuity

Use my knowledge of lines of development to construct an organised explanation of change and continuity considering the pace, extent and direction of change. I can explain why different events are seen as historically significant and begin to consider why this might change over time.

Cause of Consequence

Construct an analytical causal argument which is mostly focused on the question asked, and uses accurate and relevant knowledge to support my ideas.

Knowledge Write a narrative account which is analytical throughout and shows some understanding of the relevant historical concept (e.g. causation, change). I can select accurate and relevant information which shows a sound understanding of the period.

Source Skills Use relevant contextual knowledge to explain the utility of a source with reference to content and provenance. I can ask questions about sources and begin to pursue enquiries about sources with some independence.

Interpretations Analyse different interpretations by commenting on the evidence and methods used by historians. I can use mostly sound contextual knowledge to support my testing of interpretations.


Use my knowledge of lines of development to explain how they work together to construct a simple argument about why changes are significant in a period I have studied.


Construct a causal argument using mostly relevant historical knowledge and analyse consequences by looking at key features of the period.

Knowledge Write a narrative account which includes sound analysis and shows some links between the key features of the answer. I can select knowledge which is relevant and use it to enhance the narrative.

Source Skills Combine my understanding of source content and provenance to begin to select criteria for judging the utility of a source. I can also use some contextual knowledge to support my judgements.

Interpretations Use my knowledge of the way history is written to give a more balanced view of the validity of interpretations I study. I can attempt an overall judgement about the validity of an interpretation but this lacks support.


Use some knowledge of the periods I have studied to begin to support an argument about change and continuity or significance.


Organise a causal explanation which attempts to show a line of argument throughout and some relevant historical knowledge.

Knowledge Write a narrative account of the past which includes some sound analysis and tries to focus on a particular question. I can select relevant knowledge which has some links with the topic and particular question.

Source Skills Make judgements about sources and begin to explain how they are useful to particular enquiries. I am gaining confidence in asking follow up questions about sources and beginning to link this to using other sources.

Interpretations Explain how and why an interpretation has been constructed and can make a general case for or against the validity of the interpretation.


Confident when describing the pace, extent or features of change and can begin to explain why changes are seen as significant depending on perspective. I can recognise different lines of development across periods (e.g. religious, economic, political).


Construct a causal explanation which begins to show some argument and use some simple historical knowledge to support my ideas. I can recognise that something may have more than one or conflicting consequences.

Knowledge Write a narrative account of the past which is well organised and shows some basic analysis of the events included. I can use knowledge so that it builds the narrative rather than just being added on.

Source Skills Use a source to make comments about the content as well as simple ideas about the provenance (nature, origin and purpose). I understand that an unreliable source can sometimes be useful to a historian.

Interpretations Give a simple explanation of why an interpretation was constructed with reference to purpose, viewpoint and source selection. I am beginning to think about which interpretations are more valid than others.

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Use ideas about the pace or extent of change to describe changes both within periods and across time. I can begin to identify bigger lines of development and make simple comments on the significance of changes.


Form a simple causal explanation of why something happened and begin think about which was the most important cause.

Knowledge Write a narrative account of the past which attempts to analyse the key events and is becoming more organised. I use mostly accurate knowledge to support some of my ideas.

Source Skills Make supported inferences about the past using the detail of a source and my historical understanding. I am beginning to be able to ask my own questions about sources, and their usefulness and reliability.

Interpretations Know that one reason historians have different interpretations is that they may use different sources to build a picture of the past.


Begin to talk about how big or how quickly change happened in the historical periods I have studied. I recognise that groups of people can see change as more or less important than others.


Link groups of causes together to begin to form an explanation about why something happened in history. I can explain simple consequences and link them to events.

Knowledge Write a descriptive narrative of historical events which shows some organisation. I use some accurate knowledge but it sometimes lacks relevance.

Source Skills Use sources to make simple inferences about the past and I am beginning to recognise that historians use sources in different ways by asking different questions.

Interpretations Select and describe the key features of historical interpretations in visual, spoken and written form. I can begin to explain why some interpretations were made.


Describe changes in the past using simple features of historical periods to support my ideas. I have a basic understanding that not all changes are as important as each other.


Sort causes into categories with some confidence and begin to see how they relate to each other.

Knowledge Write a descriptive narrative of events in the past and attempt to use factual detail in my writing.

Source Skills Make claims about the past using some selected evidence from sources. I understand that some sources are more reliable than others but put these in simple categories.

Interpretations Select key features of an interpretation and describe the overall impression it gives about a figure or event in history. I have some understanding that interpretations are different because of their purpose.


Describe simple changes which took place in the past and identify some broad historical trends and continuities.


Begin to put causes into categories and talk about simple consequences of events.

Knowledge Write a narrative of events in the past and I begin to use supporting details.

Source Skills Recognise that some sources may not be as useful as others and that a historian must consider the evidence they find before repeating it as fact.

Interpretations Know that history is made up of different stories about the past and can give a simple description of two opposing interpretations of something I have studied.


Recognise the different rules, beliefs and ideas of historical periods and give basic details about them.


Identify two or more causes of a historical event and show some understanding of their relationship to each other.

Knowledge Tell simple stories about different periods of history that I have studied.

Source Skills Recognise that a historian uses sources to gather evidence about the past but I am keen to look for what is 'true' or 'false'.

Interpretations Pick out simple differences in stories about the past and recognise that historians can disagree.

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2F) SPANISH ASSESSMENT IN KS3

In Spanish, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year. Term Year 7 Year 8 Year 9

Autumn 1. Vocabulary test on items in bag 2. Writing homework on what you study at

school 3. Autumn term assessment (November)

1. Vocabulary test – free time and opinions 2. Writing homework – what you will do in the

future 3. Autumn term assessment (November)

1. Vocabulary test – computer activities 2. Writing homework – school subjects and

rules 3. Autumn term assessment (November)

Spring 1. Vocabulary test on members of family 2. Reading – describing yourself, family, pets 3. Spring term speaking assessment (March)

1. Vocabulary test – countries and modes of transport

2. Reading homework – past tense holiday, where you went, what you did etc

3. Spring term speaking assessment (March)

1. Vocabulary test – parts of the body 2. Reading homework – Saying what you do to

earn pocket money and what you spend it on 3. Spring term speaking assessment (March)

Summer 1. End of Year Exam (May) 2. Writing homework – describing your city

1. End of Year Exam (May) 2. Writing homework – describing a city, tourist

attractions, shops and what you can buy there ‘se puede comprar’

1. End of Year Exam (May) 2. Writing homework – profile of a Spanish

speaking country

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SPANISH ASSESSMENT IN KS4: In Spanish, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year. In addition to marking in students books, teachers will also give written feedback on work completed in speaking folders. Term Year 10 Year 11

Autumn 1. Holiday destinations( writing) 2. Weather (imperfect) Vocabulary test 3. School (reading) 4. Autumn term assessment (Speaking) 5. School (writing)

1. World of work (translation) 2. Future plans – (writing) 3. (Your Mock Exams are at the start of December and you will receive this

feedback straight after Christmas)

Spring 1. Family & relationships (Translation) 2. Free time activities (Reading) 3. Social media & technology, sport, film, TV (Speaking folder) 4. Spring term writing assessment (March)

1. Healthy lifestyles writing 2. PPE Exam (Week Beginning 19th March) 3. Food festivals (vocabulary test) 4. Mock speaking exam

Summer 1. Places to see, things to do in town & shopping (speaking folder) 2. Daily routine & food and drink customs (Speaking) 3. End of Year Reading and Listening Exams (July)

1. Practice past papers & revision

In Languages we expect students to:

Complete all prior-knowledge starter questions

Self assess multiple choice answers

Peer assess listening and reading activities completed in lessons

Proof read all exam questions and self-assess or peer-assess using mark schemes provided

Write out the correct spelling of spelling errors 3 times

Label work using the following codes: o C/W – For shared class work and note taking. o I/W – Independent work completed in class (e.g. reading comprehensions and extended writing.) o H/W – Teachers will mark extended homework using Progress and Resilience grades at the end of learning goals, as well as targets.

In Languages we expect teachers to:

Address up to 5 spelling or grammar mistakes in a piece of work

Highlight grammatical mistakes with reference to textbooks and prior learning so that students can self correct

Provide feedback linked to target grades/steps

Provide targets to help students bridge gaps in their knowledge at the end of a learning goal (on a minimum of a three week cycle)

Use consistent mark schemes to help students develop exam question technique

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Spanish Listening Strand A

Step 1 Show understanding of main points, opinions and some details in short passages which include reference to either the present or the future. Transcribe short phrases.

Step 2 Show understanding of a range of short passages which include opinions with basic reasons, details and reference to either the present and the past, or the present and the future, spoken clearly. Transcribe short sentences.

Step 3 Show understanding of short and longer passages which include opinions with reasons, a range of basic grammatical structures and reference to the present, the past and the future, spoken clearly . Transcribe sentences.

Step 4 Show understanding of overall message and key points in a range of passages which include a range of at least three different tenses, justified opinions and some less familiar vocabulary and grammatical structures. Language should be spoken clearly

Step 5 Work out meaning and demonstrate understanding of detail in longer passages which include a range of at least three different tenses, well-justified opinions and some less familiar, as well as familiar, language and grammatical structures.

Step 6 Work out meaning and demonstrate understanding of overall message and detail in longer passages which include a range of at least three different tenses, opinions and some more complex grammatical structures and less familiar vocabulary, spoken clearly.

Step 7 Recognise themes and ideas in longer passages covering some contemporary and cultural themes, including some different types of spoken language, a combination of complex tenses and grammatical structures and some less common vocabulary.

Step 8 Understand and evaluate information in longer passages covering a range of contemporary and cultural themes, including some more abstract ideas, different types of spoken language, a combination of complex tenses and grammatical structures ( and some uncommon vocabulary.

Step 9 Interpret meaning in a range of longer passages covering a wide range of contemporary and cultural themes, including abstract material, different types of spoken language, multiple tenses, complex grammatical structures and a range of uncommon vocabulary spoken clearly.

Speaking Strand B

Step 1 Take part in simple conversations, referring to the present or the future. Exchange opinions and give simple reasons. Describe and give information in short dialogues using familiar vocabulary and common grammatical structures Begin to speak spontaneously.

Step 2

Take part in short conversations on a range of topics, describing, informing, expressing opinions and giving reasons. Demonstrate spontaneity by asking some questions. Refer to the past or future, as well as the present, using a range of familiar vocabulary and common grammatical structures. Use increasingly accurate pronunciation and intonation.

Step 3 Take part in longer conversations, expressing and justifying opinions, giving detail and referring to the present, the past and the future. Demonstrate spontaneity by asking questions, and expand answers. Use increasingly accurate pronunciation and intonation.

Step 4 Begin to start and develop conversations and narrate events. Use a wide range of common vocabulary and grammatical structures. Demonstrate spontaneity by asking questions, responding to unexpected questions and expanding answers. Use increasingly accurate pronunciation and intonation

Step 5

Start and develop conversations coherently and confidently on a variety of topics. Use and adapt language for new purposes. Occasionally use some less common vocabulary and some more complex grammatical structures, referring to the past, present and future. Demonstrate spontaneity by asking questions, responding to unexpected questions and expanding answers where appropriate. Begin to use coping strategies to deal with unknown words. Use pronunciation and intonation which are mostly accurate.

Step 6

Narrate events accurately. Use some less common vocabulary and more complex grammatical structures, referring to the past, present and future. Demonstrate spontaneity by asking questions, responding to unexpected questions and points of view, and expanding answers where appropriate. Use coping strategies to deal with unknown words and phrases. Pronunciation and intonation which are mostly accurate.

Step 7

Start, develop and sustain conversations and discussions with some expansion. Narrate events and express own opinions and thoughts on a wide range of topics. Use a range of less common vocabulary and more complex grammatical structures, using a range of tenses including less common tenses such as the conditional. Interact naturally, with little hesitation and little rephrasing. Use pronunciation and intonation which would be understood by a native speaker.

Step 8

Start develop, sustain and expand longer conversations and discussions independently. Use language creatively to exchange and justify a range of thoughts and opinions. Use appropriate register. Use a wide range of less common vocabulary and more complex grammatical structures using a range of tenses including less common tenses such as the conditional and pluperfect. Interact naturally, with occasional hesitation.

Step 9

Consistently initiate, develop, sustain and expand long conversations and discussions independently. Consistently use language creatively to exchange and fully justify a wide range of thoughts and opinions. Use a very wide range of uncommon vocabulary and complex grammatical structures, using a range of tenses including less common tenses such as the conditional and pluperfect. Interact naturally, with minimal hesitation. Use pronunciation and intonation which would be understood by a native speaker.

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Reading Strand C

Step 1

Show understanding of main points, opinions, overall message and some detail in short written texts, referring to the present or future. Understand short texts written for target-language learners (e.g. menus, short adverts, songs, simple poems). Use a bilingual dictionary or glossary to look up unfamiliar words. Translate simple sentences containing familiar vocabulary and grammar into English.

Step 2 Show understanding of a range of short and longer texts which include opinions and refer to the past or future as well as the present. Use processes to work out meaning in short authentic texts (e.g. adapted adverts, poems and songs). Translate longer sentences into English with a variety of tenses.

Step 3 Show understanding of a range of short and longer texts which include opinions and refer to the present, the past and the future. Read short authentic texts (e.g. adapted adverts, information leaflets, poems and songs). Translate short passages containing a variety of tenses, vocabulary and grammatical structures.

Step 4

Show understanding of overall message and key points of a range of texts, including extracts from literary texts, which include least three different tenses, opinions and some less familiar vocabulary and more complex grammatical structures. Work out meaning in a variety of short and longer authentic texts Translate short passages, containing more complex grammatical structures and less common vocabulary, into English with increasing accuracy.

Step 5

Work out meaning and understand detail in longer texts, including extracts from literary texts, which include a range of at least three different tenses, opinions and some unfamiliar, as well as familiar, language, including some more complex structures. Understand longer authentic texts. Translate short passages on a range of topics, including more complex structures and less common vocabulary, accurately into English with occasional errors.

Step 6

Work out meaning in longer texts, including extracts from literary texts, which include a combination of different tenses, opinions, some more complex grammatical structures and some less common vocabulary. Understand longer authentic texts. Translate short passages, containing more complex language and grammar, accurately into English with occasional errors.

Step 7

Respond to information in texts, which include authentic sources containing occasional unfamiliar material and which include a combination of complex tenses, complex grammatical structures and less common vocabulary (e.g. international news articles, factual websites). Translate longer passages, containing complex grammatical structures and less common vocabulary, accurately into English with occasional errors

Step 8

Draw inferences from a range of longer texts, including extracts from literary texts. Respond to key information, themes and ideas and scan for meaning in authentic texts containing a combination of complex tenses and grammatical structures and some unfamiliar material. Translate longer passages, containing a range of complex grammatical structures and less common vocabulary, accurately into English with few errors..

Step 9

Recognise implicit meaning in a wide range of longer texts, including extracts from literature written in a less common style. Respond to key information, themes and ideas and scan for meaning in a wide range of authentic texts containing multiple tenses, complex grammatical tenses and structures and unfamiliar material. Translate long passages, containing a wide range of complex grammatical structures and uncommon vocabulary, accurately into English with isolated errors.

Writing Strand D

Step 1 Write short texts for different purposes using mainly memorised language, referring to the present or the future. Express opinions and give simple reasons. Translate simple sentences containing familiar words and structures into the target language.

Step 2 Write short texts giving and seeking information and opinions, referring to the past or future as well as the present. Translate longer sentences into the target language. Mostly accurate and meaning is clear but some minor errors (e.g. spellings, genders, agreements) and some errors (e.g. with verbs and tenses).

Step 3

Write short texts in a range of contexts, giving and seeking information and opinions and referring to the present, the past and the future. Use style and register appropriately in familiar settings. Translate longer sentences containing linked ideas into the target language. Mostly accurate and meaning is clear, but with some minor errors.

Step 4 Write longer texts for different purposes and in different settings, referring to the past, present and future. Translate longer sentences containing linked ideas and a variety of vocabulary and grammatical structures into the target language. Mostly accurate and meaning is clear.

Step 5

Write longer texts on a variety of topics, containing descriptions, narrations and personal opinions with justification, referring to the past, present and future. Link sentences and paragraphs, and structure ideas. Translate a short passage containing linked longer sentences with more complex language structures into the target language. Mostly accurate and meaning is clear and a few errors with complex structures

Step 6

Write extended texts, containing detailed descriptions, narrations and well-justified personal opinions, referring to the past, present and future. Use a variety of grammatical structures accurately, including some more complex forms. Use familiar language creatively. Translate a short passage containing more complex language structures into the target language.

Step 7

Write extended texts on a wide variety of topic areas, using language effectively to narrate, inform, interest and convince. Use language creatively to express individual thoughts, ideas and points of view. Use a range of grammatical structures, including a combination of tenses (incuding less common tenses such as the conditional) and structures. Translate a passage containing a range of complex language structures into the target language. Mostly accurate and meaning is clear

Step 8 Adapt language to produce long sequences of mainly fluent writing with some extended, well-linked sentences. Expand on the main points, using a wide variety of vocabulary and grammatical structures, with frequent examples of complex structures including a range of tenses (including less common tenses such as

68

the conditional and pluperfect) and less common language. Translate a passage containing a range of less common vocabulary and less common structures into the target language, communicating meaning.

Step 9

Write coherent, fluent, extended texts, manipulating language and using a wide variety of tenses and complex grammatical structures with secure control. Translate a passage containing a wide range of less common vocabulary and complex structures into the target language, fully communicating the meaning. Linguistic structures are accurate throughout and inaccuracies are isolated.

Grammar

Step 1 Understand and use: Noun, article, adjective, pronoun, verb, tense

Step 2 Understand and use: The preterite tense of regular -ar, -er and -ir verbs

Step 3 Understand and use: The preterite tense of common irregular verbs (hacer, tener, ver) and stem-changing verbs (jugar, sacar)

Step 4 Understand and use: Direct object pronouns: lo/la/los/las

Step 5 Understand and use: The future tense of regular verbs (e.g. compraré)

Step 6 Understand and use: The imperfect tense

Step 7 Understand and use: The perfect tense

Step 8 Understand and use: The conditional tense

Step 9 Understand and use: The pluperfect tense

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2G) FRENCH ASSESSMENT in Key Stage 3 In French, you will receive detailed written feedback to which you will make MRI responses on the following pieces of work this year.


Autumn 1. Vocabulary test on items in bag 2. Writing homework on personal info 3. Autumn term assessment (Nov)

1. Vocabulary test on family and where you live 2. Writing task using si clauses 3. Autumn term assessment (Nov)

1. Vocabulary test on television and cinema 2. Writing task on future plans 3. Autumn term assessment (Nov)

Spring 1. Vocabulary test on habiter and home items 2. Reading task on house and home 3. Spring term assessment (March)

1. Vocabulary test on clothes and shopping 2. Reading task based on food and drink 3. Spring term assessment (March)

1. Vocabulary test on health and fitness 2. Reading comprehension using the imperfect

tense 3. Spring term assessment (March)

Summer 1. Vocabulary test on daily routine and reflexive verbs

2. End of Year Exam (May)

1. Vocabulary test on a holiday centre 2. End of Year Exam (May)

1. Vocabulary test on holiday vocabulary 2. End of Year Exam (May)

MFL Assessment in Key Stage 4:

In French, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year. In addition to marking in students books, teachers will also give written feedback on work completed in speaking folders.


Autumn 1. Family & relationships Speaking booklet 2. Free time activities & when I was younger Writing assessment 3. Daily routine & food and drink customs Speaking booklet 4. Shopping, social media & technology writing assessment 5. Autumn term reading and listening exams (November)

1. Holidays and travel Speaking booklet 2. School and education Speaking booklet 3. School and education Writing 4. Autumn term reading and listening exams (mock exams)

Spring 1. Free time-reading, music, sport, film & TV writing assessment 2. Eating out- speaking booklet 3. Spring term reading and listening exams (Feb) 4. Places to see, things to do in town & weather writing

assessment 5. Directions- speaking booklet

1. World of work, future plans, importance of languages Speaking booklet 2. Environmental issues Writing 3. PPE Exam (March) 4. Mock speaking exam

Summer 1. Holiday destinations, preferences & experiences writing assessment

2. Weather (imperfect) Vocabulary test 3. Travel & accommodation (speaking folder) 4. End of Year reading and listening Exam (July)

1. Practice exam questions and revision

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In Languages we expect students to:

Complete all prior-knowledge starter questions

Self assess multiple choice answers

Peer assess listening and reading activities completed in lessons

Proof read all exam questions and self-assess or peer-assess using mark schemes provided

Write out the correct spelling of spelling errors 3 times

Label work using the following codes: o C/W – For shared class work and note taking. o I/W – Independent work completed in class (e.g. reading comprehensions and extended writing.) o H/W – Teachers will mark extended homework using Progress and Resilience grades at the end of learning goals, as well as targets.

In Languages we expect teachers to:

Address up to 5 spelling or grammar mistakes in a piece of work

Highlight grammatical mistakes with reference to textbooks and prior learning so that students can self correct

Provide feedback linked to target grades/steps

Provide targets to help students bridge gaps in their knowledge at the end of a learning goal (on a two week cycle)

Use consistent mark schemes to help students develop exam question technique

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French Listening Strand A

Step 1 Demonstrate understanding of main points, opinions and some details in short passages which include reference to either the present or the future . Transcribe short phrases.

Step 2 Demonstrate understanding of a range of short passages which include opinions with basic reasons, details and reference to either the present and the past, or the present and the future, spoken clearly . Transcribe short sentences.

Step 3 Demonstrate understanding of short and longer passages which include opinions with reasons, a range of basic grammatical structures and reference to the present, the past and the future, spoken clearly. Transcribe sentences.

Step 4 Deduce meaning and demonstrate understanding of overall message and key points in a range of passages which include a range of at least three different tenses, justified opinions and some less familiar, as well as familiar, vocabulary and grammatical structures, spoken clearly.

Step 5 Deduce meaning and demonstrate understanding of detail in longer passages (including some authentic sources, adapted or abridged) which include a range of at least three different tenses, well-justified opinions and some less familiar, as well as familiar, language and grammatical structures, spoken clearly.

Step 6 Deduce meaning and demonstrate understanding of overall message and detail in longer passages (including authentic sources, adapted or abridged) which include a range of at least three different tenses, opinions and some more complex grammatical structures and less familiar vocabulary, spoken clearly.

Step 7 Demonstrate recognition of themes and ideas in longer passages (including authentic sources, adapted or abridged) covering some contemporary and cultural themes, including some different types of spoken language, a combination of complex tenses and grammatical structures and some less common vocabulary.

Step 8

Extract and evaluate information in longer passages (including authentic sources, adapted or abridged) covering a range of contemporary and cultural themes, including some more abstract ideas, different types of spoken language, a combination of complex tenses and grammatical structures and some uncommon vocabulary.

Step 9

Draw conclusions and interpret meaning in a range of longer passages (including authentic sources, adapted or abridged) covering a wide range of contemporary and cultural themes, including abstract material, different types of spoken language, multiple tenses, complex grammatical structures and a range of uncommon vocabulary spoken clearly.

Speaking Strand B

Step 1 Take part in simple conversations, referring to the present or the future. Exchange opinions and give simple reasons. Describe and give information in short dialogues using familiar vocabulary and common grammatical structures. Begin to speak spontaneously.

Step 2

Take part in short conversations on a range of topics, describing, informing, expressing opinions and giving reasons. Demonstrate spontaneity by asking some unsolicited questions. Refer to the past or future, as well as the present, using a range of familiar vocabulary and common grammatical structures. Use increasingly accurate pronunciation and intonation.

Step 3

Take part in longer conversations, expressing and justifying opinions, giving detail and referring to the present, the past and the future. Use a range of common vocabulary and grammatical structures. Demonstrate spontaneity by asking unsolicited questions, and expand answers. Use increasingly accurate pronunciation and intonation.

Step 4

Begin to initiate and develop conversations and narrate events. Use a wide range of common vocabulary and grammatical structures, referring to the past, present and future. Demonstrate spontaneity by asking unsolicited questions, responding to unexpected questions and expanding answers where appropriate. Use increasingly accurate pronunciation and intonation.

Step 5

Initiate and develop conversations coherently and confidently on a variety of topics. Use and adapt language for new purposes and narrate events. Occasionally use some less common vocabulary and some more complex grammatical structures, referring to the past, present and future. Demonstrate spontaneity by asking unsolicited questions, responding to unexpected questions and expanding answers where appropriate. Begin to use coping strategies to deal with unknown words. Use pronunciation and intonation which are mostly accurate.

Step 6

Initiate and develop discussions on a wide variety of topics, using appropriate register. Narrate events coherently. Use some less common vocabulary and more complex grammatical structures, referring to the past, present and future. Demonstrate spontaneity by asking unsolicited questions, responding to unexpected questions and points of view, and expanding answers where appropriate. Use coping strategies to deal with unknown words and phrases. Use pronunciation and intonation which are mostly accurate.

Step 7

Initiate, develop and sustain conversations and discussions with some expansion. Narrate events and express own opinions and thoughts on a wide range of topics. Use a range of less common vocabulary and more complex grammatical structures, using a range of tenses including less common tenses such as the conditional. Interact naturally, with little hesitation and little rephrasing. Use pronunciation and intonation which would be understood by a native speaker with some clarification or repetition

Step 8

Initiate, develop, sustain and expand longer conversations and discussions independently. Use language creatively to exchange and justify a range of thoughts and opinions. Use appropriate register. Use a wide range of less common vocabulary and more complex grammatical structures, using a range of tenses including less common tenses such as the conditional and pluperfect. Interact naturally, with occasional hesitation. Use pronunciation and intonation which would be understood by a native speaker with

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occasional clarification or repetition

Step 9

Consistently initiate, develop, sustain and expand long conversations and discussions independently. Consistently use language creatively to exchange and fully justify a wide range of thoughts and opinions. Consistently use appropriate register. Use a very wide range of uncommon vocabulary and complex grammatical structures, using a range of tenses including less common tenses such as the conditional and pluperfect. Interact naturally, with minimal hesitation. Use pronunciation and intonation which would be understood by a native speaker

Reading Strand C

Step 1

Demonstrate understanding of main points, opinions, overall message and some detail in short written texts, referring to the present or future. Understand short texts written for target-language learners (e.g. menus, short adverts, songs, simple poems). Use a bilingual dictionary or glossary to look up unfamiliar words. Translate simple sentences containing familiar vocabulary and grammar into English

Step 2

Demonstrate understanding of a range of short and longer texts which include opinions and refer to the past or future as well as the present. Use processes to work out meaning in short authentic texts (e.g. adapted adverts, poems and songs). Translate longer sentences into English, showing awareness of familiar grammar, especially tenses.

Step 3

Demonstrate understanding of a range of short and longer texts which include opinions and refer to the present, the past and the future. Read short authentic texts (e.g. adapted adverts, information leaflets, poems and songs). Translate short passages containing a variety of tenses, vocabulary and grammatical structures into English.

Step 4

Demonstrate understanding of overall message and key points of a range of texts, including extracts from literary texts, which include a range of at least three different tenses, opinions and some less familiar vocabulary and more complex grammatical structures. Use processes to work out meaning in a variety of short and longer authentic texts (e.g. emails and short magazine extracts, and adapted or abridged short stories). Translate short passages, containing occasional more complex grammatical structures and less common vocabulary, into English with increasing accuracy.

Step 5

Deduce meaning and understand detail in longer texts, including extracts from literary texts, which include a range of at least three different tenses, opinions and some unfamiliar, as well as familiar, language, including some more complex structures (including some grammar up to and including the 8th Step). Understand longer authentic texts (e.g. longer blogs, letters, extracts from novels and short articles). Translate short passages on a range of topics, including more complex structures and less common vocabulary, accurately into English with occasional errors.

Step 6

Deduce meaning in longer texts, including extracts from literary texts, which include a combination of different tenses, opinions, some more complex grammatical structures and some less common vocabulary. Understand longer authentic texts (e.g. news magazine articles, email exchanges and extracts from plays). Translate short passages, containing more complex language and grammar, accurately into English with occasional errors.

Step 7

Draw inferences and organise and present relevant details from longer texts, including extracts from literary texts. Respond to information in texts, which include authentic sources containing occasional unfamiliar material and which include a combination of complex tenses, complex grammatical structures and less common vocabulary (e.g. international news articles, factual websites). Translate longer passages, containing complex grammatical structures and less common vocabulary, accurately into English with occasional errors

Step 8

Draw inferences from a range of longer texts, including extracts from literary texts. Respond to key information, themes and ideas and scan for meaning in authentic texts (e.g. autobiographies, letters presenting persuasive arguments) containing a combination of complex tenses and grammatical structures and some unfamiliar material. Translate longer passages, containing a range of complex grammatical structures and less common vocabulary, accurately into English with isolated errors.

Step 9

Recognise implicit meaning in a wide range of longer texts, including extracts from literature written in a less common style. Respond to key information, themes and ideas and scan for meaning in a wide range of authentic texts (e.g. novels, newspaper articles, factual information) containing multiple tenses, complex grammatical tenses and structures and unfamiliar material. Translate long passages, containing a wide range of complex grammatical structures and uncommon vocabulary, accurately into English with isolated errors

Writing Strand D

Step 1

Write short texts for different purposes using mainly memorised language, referring to the present or the future. Express opinions and give simple reasons. Translate simple sentences containing familiar words and structures into the target language. Generally accurate in using straightforward language and meaning is clear, but there may be errors with verbs.

Step 2 Write short texts giving and seeking information and opinions, referring to the past or future as well as the present. Translate longer sentences into the target language. Mostly accurate and meaning is clear but some minor errors (e.g. spellings, genders, agreements) and some errors (e.g. with verbs and tenses).

Step 3

Write short texts in a range of contexts, giving and seeking information and opinions and referring to the present, the past and the future. Use style and register appropriately in familiar settings. Translate longer sentences containing linked ideas into the target language. Mostly accurate and meaning is clear, but with some minor errors (e.g. spellings, genders, agreements) and an occasional major error (e.g. with verbs and tenses).

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Step 4

Write longer texts for different purposes and in different settings, giving descriptions, narrations and personal opinions with some justification, referring to the past, present and future. Translate longer sentences containing linked ideas and a variety of vocabulary and grammatical structures into the target language. Mostly accurate and meaning is clear, but with some minor errors (e.g. spellings, genders, agreements) and some errors with more complex structures

Step 5

Write longer coherent texts on a variety of topics, containing descriptions, narrations and personal opinions with justification, referring to the past, present and future. Link sentences and paragraphs, and structure ideas. Translate a short passage containing linked longer sentences with more complex language structures into the target language. Mostly accurate and meaning is clear, with only isolated minor errors (e.g. spellings, genders, agreements) and a few errors with complex structures.

Step 6

Write extended texts on a variety of topic areas, containing detailed descriptions, narrations and well-justified personal opinions, referring to the past, present and future. Link sentences and paragraphs, structure ideas and adapt previously-learned language. Use a variety of grammatical structures accurately, including some more complex forms. Use familiar language creatively. Translate a short passage containing more complex language structures into the target language. Mostly accurate and meaning is clear, with only isolated minor errors (e.g. spellings, genders, agreements) and occasional errors with complex structures.

Step 7

Write coherent extended texts on a wide variety of topic areas, using language effectively to narrate, inform, interest and convince. Use language creatively to express individual thoughts, ideas and points of view. Use a range of grammatical structures, including a combination of tenses (incuding less common tenses such as the conditional) and structures. Translate a passage containing a range of complex language structures into the target language. Mostly accurate and meaning is clear, with only isolated minor errors (e.g. spellings, genders, agreements) and occasional errors with complex structures.

Step 8

Manipulate language to produce long sequences of mainly fluent writing with some extended, well-linked sentences. Expand on the main points, using a wide variety of vocabulary and grammatical structures , with frequent examples of complex structures including a range of tenses (including less common tenses such as the conditional and pluperfect) and less common language. Translate a passage containing a range of less common vocabulary and less common structures into the target language, communicating meaning. Mostly accurate, with isolated minor errors.

Step 9

Write coherent, fluent, extended texts, manipulating language and using a wide variety of tenses (including less common tenses such as the conditional and pluperfect) and complex grammatical structures with secure control. Translate a passage containing a wide range of less common vocabulary and complex structures into the target language, fully communicating the meaning. Linguistic structures are accurate throughout and inaccuracies are isolated.

Grammar

Step 1

Understand and use: Noun, article, adjective, pronoun, verb, tense Regular adjectives (masculine and feminine singular forms only)Regular adjectives: agreement and position (including plurals) The infinitive following verbs of liking (e.g. j’aime + infinitive)

Step 2 Understand and use: The perfect tense of regular –er verbs, using avoir

Step 3 Understand and use: The perfect tense with être

Step 4 Understand and use: The imperfect tense of other common verbs

Step 5 Understand and use: The imperfect tense (full paradigm, including less common verbs)

Step 6 Understand and use: The imperative

Step 7 Understand and use: The conditional

Step 8 Understand and use: Use of depuis with imperfect tense

Step 9 Understand and use: The perfect infinitive (e.g. après avoir accepté)

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2H) PBE ASSESSMENT in Key Stage 3 PBE is taught once a week in KS3. The marking policy reflects this alongside recommendations that feedback is most effective when the most time is devoted to the learner responding to marking. Class work will be marked every 6 weeks and students will be required to complete tasks to help them improve. Students will, in addition, be required to mark their own work most lessons. All assessments will be marked by the student and the teacher so that students are aware of targets.

In PBE, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year. Term Year 7 Year 8 Year 9

Autumn 1. Why we study PBE exam questions 2. Autumn term assessment (Week Beginning

28th Nov)

1. Islam exam questions 2. Autumn term assessment (Week Beginning

28th Nov)

1. Design a Prison Project 2. Autumn term assessment (Week Beginning

28th Nov)

Spring 1. Judaism exam questions 2. Spring term assessment (Week Beginning

13th March)

1. Big Questions exam questions 2. Spring term assessment (Week Beginning

13th March)

4. Extended writing on divorce 5. Spring term assessment (Week Beginning

13th March)

Summer 1. Buddhism exam questions 2. End of Year Exam (Week Beginning 8

th

May)

1. World Without God exam questions 2. End of Year Exam (Week Beginning 8

th

May)

1. Extended writing on marriage and the family 2. End of Year Exam (Week Beginning 8

th

May)

PBE Assessment in Key Stage 4 PBE is taught once a week in KS4. The marking policy reflects this alongside recommendations that feedback is most effective when the most time is devoted to the learner responding to marking. Class work will be marked every 6 weeks and students will be required to complete tasks to help them improve. Students will, in addition, be required to mark their own work most lessons. All assessments will be marked by the student and the teacher so that students are aware of targets. More work will be completed and marked in detail in Year 11 to ensure that students are prepared for exams.

In PBE, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year. Term Year 10 Year 11

Autumn 1. Extended writing on life and death 2. Autumn term assessment (Week Beginning 14

th

November)

1. Extended writing on Christianity and Islam x 2 2. Autumn term assessment (Week Beginning 3

rd October)

3. (Your Mock Exams are the week beginning December 5th and you will receive this

feedback straight after Christmas)

Spring 1. Extended writing on peace and conflict 2. Spring term assessment (Week Beginning 6

th Feb)

1. Exam practice questions 2. PPE Exam (Week Beginning 21

st March)

Summer 1. Extended writing on peace and conflict 2. End of Year Exam (Week Beginning 3

rd July)


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In PBE we expect students to:

Self assess and peer-assess when asked each lesson. They must do this in red and make sure they include sufficient detail to help them improve.

Respond to target questions in books and on detailed marking.

Add notes based on whole-class feedback using red pens.

Proof read all written communication questions.

Highlight exam criteria e.g. development. In PBE we expect teachers to:

Mark SPaG in books and in detailed marking

Correct misconceptions in notes and in detailed marking

Mark one piece of work in detail every half term and skim class notes every half term

Go through whole-class feedback for assessments so that targets are clear

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1 Students demonstrate limited knowledge of some beliefs and practices. They demonstrate limited knowledge of differences between religions or beliefs. Students express a brief opinion on matters of religion or belief.

2

Students demonstrate some basic knowledge and understanding of some beliefs and practices. They demonstrate some basic knowledge of different views and practices between religions or beliefs. Students express a brief opinion on matters of religion or belief using everyday language, recognising others might have different views.

3

Students demonstrate some basic and relevant knowledge and understanding of some beliefs and practices with a few brief references to sources of wisdom and authority. They demonstrate some knowledge of different views and practices between religions or beliefs. Students express a clear opinion on matters of religion or belief based on brief descriptions of different perspectives, and using occasional specialist terminology.

4

Students demonstrate some accurate and relevant knowledge and understanding of several beliefs and practices with brief and infrequent reference to sources of wisdom and authority. They demonstrate basic and infrequent understanding of different views and practices within and between religions or beliefs. Students construct a reasoned point of view on matters of religion or belief based on some evaluation of different perspectives, and using mostly accurate specialist terminology.

5

Students demonstrate mostly accurate and occasionally detailed knowledge and understanding of a range of beliefs and practices with occasional reference to sources of wisdom and authority. They demonstrate some understanding of common and divergent views and practices within and between religions or beliefs. Students construct a reasoned point of view on matters of religion or belief based on some analysis and evaluation of different perspectives, and using mostly accurate specialist terminology.

6

Students demonstrate mostly accurate and often detailed knowledge and understanding of a range of beliefs and practices with frequent reference to sources of wisdom and authority. They demonstrate generally good understanding of common and divergent views and practices within and between religions or beliefs. Students construct a detailed point of view on matters of religion or belief based on analysis and evaluation of different perspectives, and using accurate specialist terminology.

7

Students demonstrate accurate and generally detailed knowledge and understanding of a wide range of beliefs and practices with frequent reference to sources of wisdom and authority. They demonstrate good understanding of common and divergent views and practices within and between religions or beliefs. Students construct a generally sustained and convincing argument on matters of religion or belief based on analysis and, in part, detailed evaluation of different perspectives, and using accurate specialist terminology.

8

Students demonstrate relevant and comprehensive knowledge and understanding of a wide range of beliefs and practices with well-integrated reference to sources of wisdom and authority. They demonstrate detailed understanding of common and divergent views and practices within and between religions or beliefs with some reference to their unique sources of wisdom and tradition. Students construct a sustained and convincing argument on matters of religion or belief based on critical analysis and generally detailed evaluation of different perspectives, and using accurate specialist terminology.

9

Students demonstrate outstanding knowledge and understanding of a wide range of beliefs and practices with consistent and well-integrated, and often original, reference to sources of wisdom and authority. They demonstrate detailed understanding of common and divergent views and practices within and between religions or beliefs with reference to their unique sources of wisdom and tradition. Students construct a logical, sustained and convincing argument on matters of religion or belief based on critical analysis and detailed evaluation of different perspectives, and using consistently accurate specialist terminology.

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2I) ART ASSESSMENT in Key Stage 3

In Art, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year. Term Year 7 Year 8 Year 9

Autumn Utopian Landscape. 1. Colour theory 2. Oil pastel blending 3. Cross hatching exquisite corpse outcome

Word Art 1. One point perspective text 2. Geometric shape pattern design sheet 3. Ben Eine artist analysis 4. Word Art/Pattern final piece

What’s your issue? 1. Exploration of issue based Art 2. Rauschenberg inspired collage 3. Rauschenberg collage refined through

Photo Shop techniques 4.

Spring Utopian Landscape. 1. Final stop motion/collaged Utopian

landscape Self Image.

1. Step by step drawings of the facial features.

2. Research page on the cultural history of the mask

3. Printing design sheet inspired by the Day of the Dead festival.

Ugly Doll 1. Ugly doll design sheet 2. Ugly doll final piece and evaluation

Objects and Viewpoints 1. Analysis of a selected Cubist Artist 2. Experimental drawing exercises

What’s your issue? 1. Sculptural rat with issue based banner

Pattern and print

1. Timorous Beasties analysis 2. Tonal drawings to emphasise shape and

form 3. Bug observational drawing

Summer Self Image. 1. Final piece portrait

Identity pots

1. Flow chart on the making of a coil pot 2. Grayson Perry Artist analysis 3. Design sheet on personalized imagery to

be painted onto coil pots

Objects and Viewpoints 1. Tonal drawings to create form 2. Mixed media cubist drawing 3. Michael Craig Martin personal collage 4. Final piece collage (colour theory)

Pattern and Print 1. Poly board prints 2. Final pattern design sheet

KS3 homework will be handed out fortnightly on individual worksheets. You will keep a HW folio in your paper folders of work. All homework will be marked, correcting SPaG and will be given an MRI question.

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Assessment in Key Stage 4: In Art, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year.


Autumn Natural forms 1. Each first draft of an artist analysis 2. Each and every page of coursework, which is presented in

sketchbooks, will be marked and given a progress grade. Each piece will be marked to correct SPaG and will be given an MRI, if appropriate.

Identity 1. Each first draft of an artist analysis 2. Each and every page of coursework, which is presented in sketchbooks,

will be marked and given a progress grade. Each piece will be marked to correct SPaG and will be given an MRI, if appropriate.

3. Mock exams are the week beginning 5th December

Spring Natural forms 1. Each first draft of an artist analysis 2. Each and every page of coursework, which is presented in

sketchbooks, will be marked and given a progress grade. Each piece will be marked to correct SPaG and will be given an MRI, if appropriate



Summer Natural forms 1. Each first draft of an artist analysis 2. Each and every page of coursework, which is presented in


Identity 1. Each first draft of an artist analysis 2. Each and every page of coursework, which is presented in




Timed exam for end of unit 2 (mid May)

KS4 homework will be handed in fortnightly. All homework to be printed out so that work can be marked, correctly SPaG, and will be given an MRI question. In art we expect students to:

Self assess or peer assess all practical work in relation to the learning ladder steps

MRI all homework

Implement key art vocabulary in annotations and evaluations of work

Evidence where you have been PROUD within art lessons

There are extension tasks for all creative activities. All extension tasks should be completed for targets of 6 and above. In art we expect teachers to: (needs to be specific to your subject)

Provide detailed pieces of marking, following the art assessment document

Allow opportunities to refine skills and techniques Provide meaningful feedback, which will give a stepping-stone to progress

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2J) DESIGN AND TECHNOLOGY

D&T Assessment in Key Stage 3: In D&T, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year. Term Year 7 Year 8 Year 9

Autumn 1. Designs for clocks assessed. 2. Self evaluation of final product.

1. Roller ball game design sheets. 2. Evaluation of final product.

1. Jewellery box design sheet with ACCESS FM annotation

2. Final product assessed.

Spring 1. Quality of making (cooking).

2. Final evaluations of foods cooked or

made.

1. Quality of making (cooking).

2. Final evaluations of foods cooked or

made.

1. Design sheets of chosen topic. 2. Evaluation of finished product written.

Summer 1. Development of design ideas for pencil case/jewellery.

2. Evaluation of final product.

1. Design proposals for USB light with detailed annotation.

2. Evaluation of final product.

1. Design sheets of chosen topic. 2. Evaluation of finished product.

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D&T Assessment in Key Stage 4:

In Design and Technology, you will receive detailed written feedback, to which you will make MRI responses on the following pieces of work this year.


Autumn 8. Design research element: focused research sheets on chosen brief. 9. Development of ideas sheets with detailed annotation.

6. Section 2 of controlled assessment (development of design ideas). 7. Section 3 of controlled assessment (making final proposal – this

includes flow diagrams, plans of making and cutting lists for materials).

Spring 1. Final product made and assessed with MRI. 2. Evaluation of final products assessed with MRI.

1. Section 3 of controlled assessment (making final proposal – this includes flow diagrams, plans of making and cutting lists for materials).

2. Section 4 of controlled assessment (testing and evaluating). 3. PPE Exam.

Summer 1. Section 1 of controlled assessment (investigating the design context). 2. End of Year Exam.

1. Practice past papers 2. ExamPro question booklets 3. Section A themed revision – activities to be planned in March

once the theme is released by AQA. 4. Final GCSE exam (date TBC)

In D&T we expect students:

To self assess any research or design work in their D&T booklets.

To peer assess any design work to provide another viewpoint and opinion of how to alter and improve ideas.

Read through and proof read all extended written task. Add a detailed MRI (2 per half term).

To respond to every end of project feedback and progress grades with at least one target for the following term.

To write a self evaluation for every product made in D&T: looking at what went well, any mistakes made during making and further improvements which can be made to the final prototype.

To achieve a green square on the PLC grid for every piece of work submitted (GCSE students).

To self and peer assess any homework task every other week (homework will be research, based on the project/theme running at that time). In D&T we expect teachers to:

Assess any design development work in line with the learning ladder steps or AQA GCSE Product Design marking criteria.

Make suggestions on improving accuracy of practical skills and making.

Correct any inaccurate technical language relating describing materials, manufacturing methods and production techniques.

To mark books once every two weeks and provide targets to students (based on research skills, designing and making).

To assess homework tasks every other week and give it a progress grade.

To mark end of term tests and give a % to each student (also run through the exam with students).

To give a progress grade at the end of every project throughout the year (1 per term – AEP, EP, BEP)

To give a progress grade at the end of every project throughout the year (1 per term – AEP, EP, BEP)

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2K) PHYSICAL EDUCATION ASSESSMENT in Key Stage 3:

In Physical Education, you will receive detailed feedback, linked to mark scheme/criteria in line with the performance indicators, to which you will make MRI responses on the following pieces of work this year. The PE department uses a variety of both formative and summative assessment methods to ensure that level students attain is a true reflection of their ability.


Autumn Autumn term assessment (Week Beginning 27th November)

Autumn term assessment (Week Beginning 27th November)

Autumn term assessment (Week Beginning 27th November)

Spring Spring term assessment (Week Beginning 12th March )

Spring term assessment (Week Beginning 12th March )

Spring term assessment (Week Beginning 12th March )

Summer End of Year Exam (Week Beginning 14th May)

End of Year Exam (Week Beginning 14th May)

End of Year Exam (Week Beginning 14th May)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition moving towards the full version of games..

Step Description

9 The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

7-8 The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

6-4

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

3-4 The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations.

1-2 The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

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Physical Education Assessment in Key Stage 4 Core PE: In Physical Education, you will receive detailed feedback, linked to a mark scheme/criteria in line with the performance indicators on the GCSE PE specification of both formative and summative assessment methods to ensure that level students attain is a true reflection of their ability.


Autumn Autumn term assessment (Week Beginning 13th November ) Autumn term assessment (Week Beginning 2nd October) Mock Exams xxxx

Spring Spring term assessment (Week Beginning 5th February) PPE Exam (Week Beginning 19th March)

Summer End of Year Exam (Week Beginning 2nd July)

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills

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Step Description

9 The quality of technique is maintained for all skills and throughout all practices. When faced with opposition, decision making is consistently effective in both predetermined and spontaneous situations. There are very few errors and the student is adaptive when faced with progressively challenging situations. They almost always produce the intended results/accuracy.

7-8 The quality of technique is maintained for all skills but may start to deteriorate in the most challenging practices. When faced with opposition, decision making is usually effective in both predetermined and spontaneous situations. There may be occasional minor errors but the student is usually adaptive when faced with progressively challenging situations. They regularly produce the intended results/accuracy.

6-4

The quality of technique is maintained for most skills but may deteriorate in the most challenging practices. When faced with opposition, the effectiveness of decision making is inconsistent. The student makes more effective decisions in predetermined situations than in spontaneous situations. There may be occasional errors and the student is sometimes adaptive when faced with progressively challenging situations. They sometimes produce the intended results/accuracy.

3-4 The quality of technique is maintained for some skills but sometimes deteriorates in the most challenging practices. When faced with opposition, decision making is only occasionally effective in both predetermined and spontaneous situations. There may be frequent errors and the student is only occasionally adaptive when faced with progressively challenging situations.

1-2 The quality of technique is maintained for few skills and often deteriorates in the most challenging practices. When faced with opposition, decision making may be ineffective for both predetermined and spontaneous situations. There are likely to be frequent errors and the student may be unable to adapt when faced with progressively challenging situations. They may not produce the intended results/accuracy.

In addition students should perform in a fully competitive situation demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer. We would expect to see performance at the standard below in a competitive game. Alongside being able to participate in the game regardless of the level we expect students to understand all conventions and display the appropriate sporting behaviour in game situations.

Step Description

9-10 The student shows a high level of ability to make successful and effective tactical and strategic decisions, almost always fully relevant to the position being played. The student’s contribution is highly effective, significant and sustained for almost all of the game. The student maintains a high level of technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is fully appropriate to their position. The student demonstrates a high level of ability to select and apply the most appropriate skills and is usually successful in outwitting opponents, while hardly ever being outwitted themselves.

7-8 The student shows the ability to make successful and effective tactical and strategic decisions, usually relevant to the position being played, with only minor lapses. The student’s contribution is usually effective and significant and is sustained for the majority of the game. The student maintains technique, accuracy and consistency in the performance of all skills in set plays and in open play. The application of skill is usually appropriate to their position, though there may be some lapses. The student demonstrates the ability to select and apply the most appropriate skills, often outwitting opponents but only occasionally being outwitted themselves..

6-4

The student shows the ability to make successful and effective tactical and strategic decisions but there may be some obvious weaknesses and they are occasionally not relevant to the position being played. The student’s contribution is sometimes effective and significant but it is not entirely sustained throughout the game, with the student being uninvolved during some periods. The student maintains technique and accuracy in the performance of most skills in set plays and in open play but it is not always consistent. The application of skill is not consistently appropriate to their position. The student demonstrates some ability to select and apply appropriate skills, sometimes outwitting opponents, though there may be some obvious areas of weakness and they will sometimes be outwitted themselves.

87

3-4 The student shows some ability to make tactical and strategic decisions but there are significant weaknesses and inconsistencies in their relevance to the position being played. The student’s contribution is evident but infrequent throughout the game and only occasionally effective or significant. The student shows some technique and accuracy in the performance of some skills in set plays and in open play but there are obvious inconsistencies and weaknesses. The application of skill is only occasionally appropriate to their position. The student occasionally demonstrates the ability to select and apply appropriate skills, but only occasionally outwits opponents and is often outwitted themselves.

1-2 The student shows only a limited ability to make tactical and strategic decisions and they are seldom relevant to the position being played. The student's contribution is limited to rare occasions and is seldom effective or significant. The student shows only limited technique and accuracy in the performance of a few skills in set plays and in open play. The application of skill is rarely appropriate to their position. The student demonstrates only very limited ability to select and apply appropriate skills, rarely outwitting opponents and usually being outwitted themselves.

88

Physical Education Assessment in Key Stage 4 BTEC Sport: In Physical Education, you will receive detailed feedback, linked to a mark scheme/criteria in line with the performance indicators on the BTEC Level 2 Certificate in Sport specification, to which you will make MRI responses on the following pieces of work this year. The PE department uses a variety of both formative and summative assessment methods to ensure that level students attain is a true reflection of their ability. Practical performance is supported with a observation record and or video log.


Autumn Unit 1: Fitness for Sports and Exercise 1. Learning aim A: Know about the components of fitness

and the principles of training 2. Learning aim B: Explore different fitness training

methods 3. Learning aim C: Investigate fitness testing to determine

fitness levels Autumn term assessment (Week Beginning 13th November) External assessment of Unit 1: Fitness for Sports and Exercise to be taken early January

Unit 2: Practical Sports Performance 1. Learning aim A: Understand the rules, regulations and

scoring systems for a selected sports 2. Learning aim B: Practically demonstrate skills, techniques

and tactics in a selected sports 3. Learning aim C: Be able to review sports performance

PPE Exam (Week Beginning)

Spring Unit 2: Practical Sports Performance 1. Learning aim A: Understand the rules, regulations and

scoring systems for sport 1 2. Learning aim B: Practically demonstrate skills,

techniques and tactics in a selected sport 1 3. Learning aim C: Be able to review sports performance

Retake of External assessment of Unit 1: Fitness for Sports and Exercise

Unit 6: Leading Sports Activities Learning aim A: Know the attributes with successful sports leadership Learning aim B: Undertake planning and leading of sports activities. Learning aim C: Review the planning and leading of sports activities.

Summer Unit 2: Practical Sports Performance 4. Learning aim A: Understand the rules, regulations and

scoring systems for sport 2 5. Learning aim B: Practically demonstrate skills,

techniques and tactics in a selected sport 2 6. Learning aim C: Be able to review sports performance

Retake of External assessment of Unit 1: Fitness for Sports and Exercise

Unit 6: Leading Sports Activities Learning aim A: Know the attributes with successful sports leadership Learning aim B: Undertake planning and leading of sports activities. Learning aim C: Review the planning and leading of sports activities.

89

BTEC Assessment Plan 2017 -2019

Programme Number & Title BTEC First Award in Sport

Unit No & Title

Assignment No & Title

Learning Aim

Assessment Criteria Hand Out

Date Hand In

Date Assessment

Date

Year 1

Unit 1 Fitness for

Sports and Exercise

External

Assessment A, B, C On Screen test attempt 1 17/02/2018

Unit 2 Practical Sports

Performance

Sports rules,

regulations and scoring

systems

A P1,P2,P3,M1,D1 20/02/2018 29/03/2018 20/04/2018


Performance

Sports Coaching Company

B P4, P5, M2 21/02/2018 20/04/2018 27/04/2018


Performance

Practical Sports Performance

C P6,P7 M3,D2 22/02/2018 25/05/2018 08/06/2018

Unit 1 Fitness for Sports and Exercise

External Assessment

A, B, C On Screen test attempt 2 25/04/2018


External Assessment

A, B, C On Screen test attempt 3 20/06/2018

Year 2

Unit 3: The Mind and Sports Performance

Personality and Sports Performance

A P1,M1 ,D1 25/09/2018 19/10/2018 02/11/2018


The Influence of Motivation and Self-confidence on Sports Performance

B P2,P3,P4,P5,M2,M3,D2 20/10/2018 07/01/2019 14/01/2019


Arousal and Anxiety and their Effects on Sports Performance

C P6,P7,M4,D3 04/02/2019 04/03/2019 11/03/2019

Unit 4: The Sports Performer in Action

Your Body: Responding and Adapting to Exercise

A P1,P2,

P3,P4,M1,M2,M3,M4,D1 22/03/2019 24/04/2019 04/05/2019

Unit 4: The Sports Performer in Action

Energy for Sports Performance

B P5,M5,D2 24/04/2019 10/05/2019 17/05/2019


External Assessment

A, B, C On Screen test attempt 4

90

BTEC Level 2 Assessment Plan 2016-18 Programme Number & Title Level 2 First Award in Sport

Unit No & Title

Assignment No & Title

Learning Objective

Assessment Criteria

Hand Out Date

Hand In Date

Assessment Date

Year 1

Unit 5: Training for Personal Fitness

A1:

Learning Aim A: Design a personal Fitness Training Programme

P1 P2 P3 M1 M2 D1

15/11/2016 27/01/2017 03/02/2017

Unit 5: Training for Personal

Fitness

A2

Learning Aim B: Know about exercise adherence factors and strategies for continued training success

P4 23/01/2017 20/02/2017 27/02/2017

Unit 5: Training for Personal Fitness

A3

Learning Aim C: Implement a self-designed personal

fitness training programme to achieve own goals and objectives

P5 M3 D2 03/01/2017 20/02/2017 27/02/2017

Unit 5: Training for

Personal Fitness

A4

Learning Aim D: Review a personal training fitness programme

P6 M4 D3 20/02/2017 21/03/2017 28/03/2017

Unit 1: Fitness for Sport & Exercise

Exam Preparation

11/09/2017 Exam 1:

June 2017

Exam 2: December

2017

Year 2

Unit 2: Practical Sports Performance

A1

Learning Aim A: Understand the rules, regulations and scoring systems for selected sports.

P1 P2 P3 M1 D1

15/01/2018 05/02/2018 19/02/2018


A2

Learning Aim B: Practically demonstrate skills, techniques and tactics in selected

P4 P5 M2 29/01/2018 09/02/2018 23/02/2018

91

sports.


A3

Learning Aim C: Be able to review sports performance

P6 P7 M3 D2

19/02/2018 12/03/2018 23/03/2018

Unit 6. Leading Sports Activities

A1

Learning Aim A: Know the attributes associated with successful sports leadership

P1 P2 M1 M2 D1

12/03/2018 23/03/2018 29/03/2018


A2

Learning Aim B: Undertake the planning and leading of sports activities

P3 P4 M3 M4

16/04/2018 20/04/2018 27/04/2018


A3

Learning Aim C: Review the planning and leading of sports activities

P5 M5 D2 01/05/2018 21/05/2018 23/05/2018

CHESTNUT GROVE ACADEMY 92

Physical Education Assessment in Key Stage 5 BTEC Sport: In Physical Education, you will receive detailed feedback, linked to a mark scheme/criteria in line with the performance indicators on the BTEC Level 3 Extended Certificate in Sport specification, to which you will make MRI responses on the following pieces of work this year. The PE department uses a variety of both formative and summative assessment methods to ensure that level students attain is a true reflection of their ability. Practical performance is supported with a observation record and or video log


Autumn Unit 1: Anatomy and Physiology A The effects of exercise and sports performance on the skeletal system B The effects of exercise and sports performance on the muscular system C The effects of exercise and sports performance on the respiratory system Unit 7: Practical Sports Performance A: Examine National Governing Body rules/laws and regulations for selected sports competitions

Unit 2: A fitness Training and Programming for Health, sport and wellbeing A Examine lifestyle factors and their effect on health and well-being B Understand the screening processes for training programming C Understand programme-related nutritional needs D Examine training methods for different components of fitness E Understand training programme design

Spring Unit 1: Anatomy and Physiology D The effects of sport and exercise performance on the cardiovascular system E The effects of exercise and sports performance on the energy systems Unit 7: Practical Sports Performance B: Examine the skills, techniques and tactics required to perform in selected sports C: Develop skills, techniques and tactics for sporting activity in order to meet sport aims

Unit 3: Professional Development in the sports Industry A: Understand the career and job opportunities in the sports industry B: Explore own skills using a skills audit to inform a career development action plan

Summer Unit 1: Anatomy and Physiology Exam Revision Unit 7: Practical Sports Performance D: Reflect on own practical performance using selected assessment methods Unit 2: A fitness Training and Programming for Health, sport and wellbeing A Examine lifestyle factors and their effect on health and well-being

Unit 3: Professional Development in the sports Industry C: Undertake a recruitment activity to demonstrate the processes that can lead to a successful job offer in a selected career pathway D: Reflect on the recruitment and selection process and your individual performance


BTEC Assessment Plan Programme Number & Title National Extended Certificate Unit No & Title Assignment No &

Title Learning Aim Assessment

Criteria Hand Out Date

Hand In Date Assessment Date

Year 1


A1: Increasing Participation in Olympic Individual and Team Sports.

A: Examine National Governing Body rules/laws and regulations for selected sports competitions B: Examine the skills, techniques and tactics required to perform in selected sports

A.P1 B.P2 A.M1 B.M2 AB.D1

15/01/2018 02/03/2018 09/03/2018


A2: Assessing performance in an individual & team sport

C: Develop skills, techniques and tactics for sporting activity in order to meet sport aims D: Reflect on own practical performance using selected assessment methods

C.P3 C.M3 C.D2

30/04/2018 25/05/2018 08/06/2018

Unit 1: Anatomy and Physiology

External Assessment

A: B: C: D: E: External Exam:

Year 2

Unit 2: A fitness Training and Programming for Health, sport and wellbeing

External Assessment

A: B: C: D: E: External Exam: January 2019

Unit 3: Professional Development inthe sports Industry

Careers in Sport

A: Understand the career and job opportunities in the sports industry B: Explore own skills using a skills audit to inform a career development action plan

A.P1 A.P2 B.P3 B.P4 A.M1 B.M2 B.M3 AB.D1

22/01/2019 23/04/2019 01/05/2019

Unit 3: Professional Development inthe sports Industry

Applying for a job in the Sports Industry

C: Undertake a recruitment activity to demonstrate the processes that can lead to a successful job offer in a selected career pathway D: Reflect on the recruitment and selection process and your individual performance

C.P5 C.P6 D.P7 C.M4 D.M5 CD.D2 CD.D3

22/01/2019 23/04/2019 01/05/2019


In PE we expect all students to:

Self-assess ability in practical situations.

Peer assess others ability in practical situations.

To suggest areas for improvement in their own and others work.

Produce a written reflection each term on their performance related to the criteria being assessed.

Additionally we expect BTEC students to:

Self assess starter questions which test prior knowledge

Self assess class work

Highlight areas of work modelled by the teacher

Proof read all written work. In PE we expect teachers to:

Correct misconceptions

Provide regular verbal / visual feedback within lessons.

Use a combination of formative and summative assessment to make end of unit assessment decisions.

Correct the use of Verbal Standard English within lessons.

Correct SPaG within all BTEC assessment tasks.

Keep observation records of practical performance in BTEC lessons.


2L) MEDIA ASSESSMENT PLAN

Term Year 10 Film Studies Year 11 Media Studies

Autumn 1. Textual analysis 1 2. Textual analysis 2 3. Autumn term assessment

1. Questionnaire research task 2. News Values 3. News Conventions 4. Comparison of opening sequences 5. Autumn term assessment 6. Mock exam

Spring 1. Representation task 1 2. Representation task 2 3. Spring term assessment

1. News Evaluation 2. PPE Exam

Summer 1. Comparative Study 2. End of Year Exam


In film we expect students to:

Self assess class work when directed by the teacher

Make detailed notes on new content for revision purposes

Proof read all written work

Revise and use all media terminology learnt during lessons

Treat equipment with respect and report any faults or issues immediately during practical assessment

Ensure logs are kept up to date to indicate progress in practical lessons

Be respectful and behave appropriately when filming around the school during lesson time.

Complete all homework set promptly and engage in micro analysis of media texts in your own time

In film we expect teachers to:

Correct misconceptions on a regular basis

Provide stimulating and challenging lessons for pupils

Provide appropriate production equipment which will be in full working order

Have expert knowledge of equipment and production techniques

Provide detailed written feedback on key coursework tasks

Provide feedback on homework both written and practical


Level Step descriptor

9 Demonstrates excellent knowledge and understanding of macro areas (representation, narrative, themes and genre) and applies to set films Uses excellent points of comparison to develop a highly coherent point of view in response to questions Describes the main social context of set films in an excellent way, demonstrating a very clear understanding of social context. Explores examples relevant to the question, using subject-specific terminology in an excellent and confident manner

7-8 Demonstrates good knowledge and understanding of macro areas (representation, narrative, themes and genre) and applies to set films Uses good points of comparison to develop a coherent point of view in response to questions Describes the main social context of set films well, demonstrating a clear understanding of social context. Offers examples relevant to the question, using subject-specific terminology frequently

5-6 Applies satisfactory knowledge and understanding of most macro areas (representation, narrative, themes and genre ) to analyse films Uses some subject specific terminology when referencing examples Uses satisfactory points of comparison Demonstrates some understanding of social context Offers some examples relevant to the question, using some subject specific terminology

3-4 Applies satisfactory knowledge and understanding of most macro areas (representation, narrative, themes and genre ) to analyse films Applies basic knowledge and understanding of how the same theme is explored in both films, illustrated through character and/or narrative

1-2 Applies limited knowledge and understanding of genre conventions, Applies limited knowledge and understanding of how the same theme is explored in both films, illustrated through character and/or narrative Limited ability to use subject specific terminology


KS5 Film Assessment Plan

Term Year 12 Film Studies Year 13 Film Studies Autumn 1. Textual analysis DTRT

2. Powerpoint pitch DTRT key scenes 3. Textual analysis short films 4. PPE- Film History

1. Creative Investigation intro and bibliography 2. CI- Draft 1 3. CI- Draft 2 4. PPE- Global Film Messages and Values

Spring 1. Textual analysis Vertigo key scenes 2. Pitching short film ideas 3. PPE- Film History full paper (Vertigo and The General)

1. News Evaluation 2. PPE Exam

Summer 1. PPE French New Wave 2. PPE- British Film- Pride

1. Practice past papers

In film we expect students to: Self assess class work when directed by the teacher



Revise and use all film terminology learnt during lessons


Use assessment criteria to self assess work

Act on written and verbal feedback to improve work

Use feedback and targets from previous assessment to improve

Use PLCs and front sheets to self assess

In film we expect teachers to: Correct misconceptions on a regular basis



Provide feedback on homework both written and practical tasks

Mark detailed essays and PPEs but class books will be used primarily for personal note taking.


KS5 MEDIA Assessment Plan

Term Year 12 Media Studies Year 13 Media Studies Autumn 1. Music video comparative essay

2. Film Industries text 3. PPE Unit 1

1. Individual planning and research 2. Music Video Pitch 3. PPE Film Regulation

Spring 1. Tide and Water Aid 2. comparison 3. Radio Industries test 4. 6. PPE- Paper 1

1. Advanced Portfolio first 2. draft 3. 5.Advanced Portfolio Final 4. 6. PPE Film Regulation and 1a

Summer 1. Planning for NEA 2. First draft NEA

1. Practice past papers

In film we expect students to:

Self assess class work when directed by the teacher



Revise and use all film terminology learnt during lessons


Use assessment criteria to self assess work

Act on written and verbal feedback to improve work

Use feedback and targets from previous assessment to improve

Use PLCs and front sheets to self assess

In film we expect teachers to:

Correct misconceptions on a regular basis



Provide feedback on homework both written and practical tasks

Mark detailed essays and PPEs but class books will be used primarily for personal note taking.

GCSE Film Studies Step Descriptors


2M) COMPUTING ASSESSMENT

Subject weighting Autumn Term Spring Term Summer Term

1 lesson per week 2 MRI tasks required. 1 can be a test.

2 MRI tasks required. 1 can be a test.

1 MRI task required

Step 1:

Understands what an algorithm is

Knows that users can create their own programs

Understands that computers have no intelligence

Recognises that digital content can be represented in many forms

Distinguishes between and can explain the different ways they communicate information

Can obtain information from the WWW

Understands the importance of communicating safely

Knows what to do when concerned about content or being contacted

Can create digital content and improve from feedback from others

Knows common used of technology beyond the classroom Step 2

Understands that algorithms are implemented as programs

Design simple algorithms that include small amounts of iteration and selection

Recognises different data types and the difference between data and information

Understands that computers are made up on I,P,O and understands the difference between hardware and software

Navigates the web and can carry out effective searching

Creates digital content suitable for a specified audience and make effective improvements based on feedback

Recognises what is acceptable and unacceptable behaviour when using digital devices Step 3

Designs solutions by decomposing a problem

Recognises that the same problem can be solved in different ways

Can write and debug modular programs that use procedures and functions

Can use Boolean operators

Understands the functions of the operating system

Can discuss the difference between physical, wireless and cellular networks

Selects and combines internet sources

Understands the potential of IT for collaboration when computers are networked

Uses criteria to evaluate the quality of solutions Step 4

Can identify similarities and differences in situations (pattern recognition)


Autumn 1. E-Safety (Test) 2. Scratch (MRI)

1. Hardware / software; parts of a computer (Test)

2. Writing algorithms in Turtle (MRI)

1. Hardware / software; parts of a computer (Test)

2. Computational Thinking, Writing Algorithm/ Programming Basics (MRi)

Spring 1. Scratch Project (MRI) 2. Algorithms/ Flowchart

(Test)

1. Data representation (MRI) 2. Programming techniques

(Test)

1. Computer Systems (Test) 2. Computational thinking, algorithms and programming (Test)

Summer 1. Computer system 2. EOY ( combined MRI)

1. Programming Challenge (MRI)

2. Developing Algorithms (MRI)

1. Programming project (controlled Assessment)

2. Programming project (controlled Assessment)


Practical experience of a high level language

Uses a range of operators and expressions and applies them in the context of program control

Knows that computers use Binary

Can describe bit patterns represent images and sound

Understands the relationship between binary and file size

Can create a query across 2 tables

Can describe ranking algorithms in the context of search engine result

Can create websites in HTML and CSS

Can describe data transmission including circuit and packet switching

Recognises the ethical issues of the implementation of IT systems Step 5

Understands that algorithms can be recursive

Can write nested if statements

Can manipulate 1d date structures (arrays and lists)

Can complete addition and multiplication in binary

Can describe VonNeumann architecture

Understands the basic function of low level language

Can describe the technology needed to create a computer network (router, switches etc)

Can evaluate the trustworthiness of digital content and can consider their usability Step 6

Recognises that an algorithym design is distinct from its ex[ression the programming language

Evaluates the effectivness of algorthyms and can use logical reasoning to explain how an algorithm works

Can represent an algorithm is pseudocode

Can absract problems

Can describe and identify in code local and global variables

Understands parameter passing

Can make use of conditional loops and undertsands the difference between pre and post test

Can write programs with error handling

Understands relationship between binary and electrical circuits

Knows that a processor uses low level language

Can describe hardware and software protocols in networking

Can describe the client – server model in web technologies

Effectively creates and designs digital artifacts

Explains and justifies how the use of technology impacts on society from the prespectiove of social, moral, political and legal issues

Step 7

Can design a solution to a problem that depends on solutions to smaller instances of the same problem

Undertstands that some problems can not be solved computationally

Designs and writes nested modular programs the enforce reusability utilising sub-routines where possible

Understands and uses two dimensional areas

Can perfrom operations using bit patterns

Understands and explains the need for data compression methods

Knows what a relational database is and understands the benefits of storing data in multiple tables

Has experience of small low level langauge (little man computer)

Can describe MAC and IP addressing

Can describe legislation that is relevant to the computing industry Step 8

Can design and write progames in text based language that fully solves a set problem

Can describe the difference between syntax, logic and runtime errors

Can apply data compression techniques to data

Can explain the benfits and disadvantages of several sorting algorithms

Can desicibe the OSI seven layer model

Understands and can explain multitasking, multithreading and parellel processors Step 9

Can read and interpret other peoples’ code and identify errors in the code

Can convert a count loop to a conditional loop and vice-versa

Can write fully working modular programs

Can design and create normalised database solutions

Can write SQL code to query a database

Can interpret a finite state machine diagram and use it to identify if an input sequence is valid

Can express a syntax using BNF and syntax dig

101

2N) PERFORMING ARTS Assessment in Key Stage 3

Year 7

Year 7 Term Music, homework – grade

out of 4 Music practical – grade out of 16

Drama homework – grade out of 4

Dance homework – grade out of 4

Drama, dance practical – grade out of 16

Autumn 1. n/a (no homework this term for Y7 except core)

2. Interhouse competition song analysis

Practical assessment record (PAPAR) updated (once per half term, added to homework to create mark out of 20)

1. n/a (no homework this term for Y7 except core)

2. Greek Theatre analysis

1. n/a (no homework this term for Y7 except core)

2. (all students study drama in second half term)

Practical assessment record book updated (once per half term, added to homework to create mark out of 20)

Spring 1. Instruments of the orchestra – piece analysis, focus on timbre

2. Song analysis, focus on Rhythm and Metre


1. Physical Theatre analysis of skills from example - YouTube

1. Jazz dance analysis of style from example - YouTube

Practical assessment record book updated (once per half term, added to homework to create mark out of 20)

Summer 1. Revision & Exam

1. Practical assessment record book updated (once per half term, to create mark out of 16)

1. Revision & Exam

1. Revision & Exam


Year 8

Year 8 Term Music, homework – grade

out of 4 Music practical – grade out of 16




Autumn 1. Blues music – analysis of key features

2. Reggae – analysis of key features


1. Silent Movie – evaluation of techniques used in a given clip - YouTube

1. African dance – Persuasive writing based on a clip – You Tube


Spring 1. Indian music – song analysis – Indian Classical vs. Bhangra

2. Latin American music – comparing two versions of the same song


1. Harriet Tubman – evaluation of techniques used in class - YouTube

1. Bollywood dance – analysis of clip – You Tube




1. Exam 2. Hunger Games –

Choreography – planning dance for a district

1. Exam


Homework – playlists on youtube.com/missdurbanmusic or through emailing the relevant HOD. Music – 1 per half term Dance and drama on rotation so 1 per term

102

Performing Arts Assessment in Key Stage 3 Year 9

Term Music, homework – grade out of 4 Music practical – grade out of 16




Autumn 1. Advert Music – comparison of music in set advert and free choice

2. Ukulele - analysis of use of primary chords in pop music


1. Blood Brothers – script analysis and direction of the extract

1. Romeo and Juliet – analysis of dance extract and reflection on progress


Spring 1. Film Music - comparison of given Leitmotifs - YouTube

2. Classical Remix evaluation - comparisons of two remixes of classical pieces


1. Let Him Have It – critique of given performance – YouTube/film clip

1. Street dance analysis of techniques shown in given dance - clip




1. Exam

1. Exam


In Year 9 students will take their exam at the start of the summer term. In Performing Arts we expect students to…

Verbally self assess/evaluate their work and the work of others

Provide honest and constructive peer feedback for others

Analyse / MRI an extract / professional performance once per half term as homework

MRI their practical assessment feedback record once a half term (once a term for drama/dance)

In Performing Arts we expect teachers to...

Provide verbal feedback during lessons

Provide written feedback once per half term for practical performances (out of 16 for Performance, creativity, resilience, evaluation)

Provide written feedback once per half term on homework (out of 4)

Shade/Circle Learning Ladder chart once a year to provide feedback

Address/Develop oracy sills through encouraging correct spoken English and address SPaG errors in all written work. This includes use of correct terminology You will be graded out of 20 per half term on the following Performing Arts Skills – this will be kept in your Performing Arts Practical Assessment Record (PAPAR)

creating Performing Evaluating/ analysing Resilience Homework

1= lowest 4= highest

103

Performing Arts Assessment in Key Stage 4

Year 10 Year 11 Term Music Drama Dance Music Drama Dance

Autumn 1. Keywords dictionary

2. Solo performance assessment

3. Short list examination

4. Rehearsal skills, effort, practice and contribution in class

1. Writing up of skills lessons. 2. Writing up of component 1

practice – evaluation of mini assessment

3. Practical assessment of mini-devised project

4. Live theatre review (exam preparation)

1. Set work analysis homework

2. Group performance assessment based on set work 1

3. Practice questions on 2 set works studied this term

4. Reflection on rehearsal skills, technical/expressive skills, choreographic skills in class

1. Keywords dictionary

2. Solo performance recording

3. Composition to a brief feedback – interim and final

1. Devised project (component 1) based on theme set by exam board – practical assessment

2. Portfolio of supporting evidence (component 1)

3. Live theatre performance practice essay.

4. Mock exam written paper

1. Professional work analysis homework

2. Component 1: Duet/trio performance – mock assessment - marking grid used


4. Mock exam (feedback given at start of spring term)

Spring 1. Keywords dictionary

2. Comparative essay on set works

3. Solo performance assessment

4. Composition assessment

1. Set text practice questions

2. Research around text themes homework

3. Mock exam part A

1. Set work 3 analysis homework 1. Set work 4 analysis

homework 2. Performance

assessment of dance show performance – written feedback


1. Ensemble & solo performance mocks and recording final

2. Free composition feedback – interim and final

3. Listening mocks

1. Evaluation of final performance of devised work – essay

2. Scripted Performance from a set text (Component 2 external examiner)

3. Mock exam written paper

1. Component 1: Solo performance – mock assessment – marking grid used

2. Component 1: Choreography assessment – written feedback given at half way stage

3. Practice questions for component 2: written exam

Summer 1. Listening exam

2. Ensemble performance assessment

3. Composition assessment

1. Written exam mock 2. Feedback on scripted

practical work 3. Set text practical

assessment (assessed using component 2 criteria)

1. Written exam – mock 2. Performance

assessment 3. Rehearsal skills,

effort, practice and contribution in class

1. Practice exam questions – PPE

1. Practice exam questions

2. PPE grade Component 2: written exam

Music shall be using the pro forma for assessment record which is kept online for music practical assessment – trial this in other subjects this year. Provides column for student response (kept on googledrive) NB – First year teaching new spec at Year 11 so may still be subject to change

104

KS4 – In Performing Arts we expect students to… Verbally self assess/evaluate their work and the work of others Provide honest and constructive peer feedback for others Complete practical work outside of lesson time – rehearsal, composition/choreography/devising, attend Peri lessons/upper school Dance Club/ Drama club Attend specified intervention Prepare for practical assessments outside of lesson time so teachers can provide meaningful feedback Proof read all essays/written work before submission, including looking for SPaG errors In Performing Arts we expect teachers to... Provide verbal feedback during lessons/rehearsals Address/Develop oracy skills through encouraging correct spoken English and address SPaG errors in all written work. This includes use of correct terminology Provide written feedback once per half term on written work and practical work (E.G. composition, choreography, performance or devising) (as per assessment map). Assist students with practical assessment guidance through running intervention/rehearsal sessions


KS3 Step Descriptors – DRAMA Learning

Ladder Step Diagnostic

9

My communication of ideas shows outstanding creative and imaginative facility that benefits my own work and benefits the work of others. I am committed and focused in all practical tasks. A collaborative approach and committed and focused at all times and to all tasks. My understanding and use of strategies, mediums and elements is outstanding.

My vocal skills demonstrate an outstanding use of pitch, pause, pace and tone. My movement demonstrates an outstanding use of gesture, stillness, fluency and expression.

I demonstrate outstanding creation of characters showing complete commitment and imagination in my roles.

My analysis and evaluation of my own work and that of others is outstanding, a perceptive and detailed analysis and evaluation of performance skills including the successful and unsuccessful aspects of the piece.

There is an outstanding application of written communication. Spelling, punctuation and grammar are faultless and my selected form and style are appropriate.

8

My communication of ideas shows excellent creative and imaginative facility that benefits my own work and has some effect on the work of others. I am consistently committed and focused in practical tasks. My understanding and use of strategies, mediums and elements is excellent.

My vocal skills demonstrate an excellent use of pitch, pause, pace and tone. My movement demonstrates an excellent use of gesture, stillness, fluency and expression.

I demonstrate excellent creation of characters showing significant commitment and imagination in my roles.

My analysis and evaluation of my own work and that of others is excellent, detailed analysis and evaluation of performance skills including the successful and unsuccessful aspects of the piece

There is an excellent application of written communication. Spelling, punctuation and grammar show only minor errors and my selected form and style are suitable.

7

I can select and use a wide range of Drama Techniques to create, original and effective performance work. I can justify my choice and explain why they are relevant.

I am a very productive leader who works creatively alongside other members of the group. I am completely focused on the task set and drive the group towards and end goal.

I can construct and show a range of characters sensitively. I have a good degree of control over gesture, movement, voice and speech and use these elements effectively to create a character.

I am committed to staying in role. I deliver lines with creative and confident characterisation.

I can make very good comments in response to questions asked showing a very good analytical response, detailed evaluation of performance skills including some successful and unsuccessful aspects of the piece.

There is a very good application of written communication. Spelling, punctuation and grammar show only minor errors and my selected form and style are suitable.

6

I can select and use a wide range of Drama Techniques to create, original and effective performance work. I can justify my choice and explain why they are relevant.

I can be a leader and I work creatively alongside other members of the group. I am completely focussed on the task set.

I can stay in role all of the time showing an impressive level of commitment to my performance. I deliver my lines without mistakes and with a good sense of character.

I can construct and show a range of characters sensitively. I am starting to be more contrived in my use of gesture, movement, voice and speech to explore and create a character.

I can make good comments in response to questions asked, showing reasonable analysis and evaluation of performance skills including some of the successful and unsuccessful aspects of the piece.

There is a good application of written communication. Spelling, punctuation and grammar show only minor errors and my selected form and style are suitable.

5

I can select and use a wide range of techniques in my work. I can select techniques to use in work without being prompted.

I take responsibility for creating work for exploration and performance. I contribute ideas and share responsibility for work created.

I can stay in role for the most of the performance showing a reasonable level of focus. I make very few mistakes with my lines.

I can play a number of different characters with some degree of originality and believability.

My responses to questions are well thought out. My answers are starting to become analytical. Some analysis and evaluation of performance skills including a few references to successful and unsuccessful aspects of the piece

My written evaluations show a good level of detail, with confident awareness of strengths and weaknesses. I can select appropriate writing techniques to suit the task.

4

I can use a wider range of drama techniques creatively and confidently in my work.

I can make a positive contribution to group work, sharing responsibility and contributing ideas that move the work forward.

I can stay focussed and in role for most of a performance. I only need one or two prompts to help me remember lines.

I can show that I can play a number of characters who are different from me. I can show some originality in my choice of characterisation.

My responses to questions are well thought out and positive. I can justify my answers to some degree using some drama terminology.

My written evaluations show a reasonable detail, with awareness weaknesses and strengths. I can vary my use of writing techniques to skills to suit the task set.

3

I can show that I can play a character that is different from me by mimicking performance techniques that I have seen before.

I share responsibility for group work. I can work as part of a team without being prompted.

I can stay focussed in role for most of my performance. I can learn lines for performance but may need prompting at times.

I can show that I can play a character that is different from me by mimicking performance techniques that I have seen before. I can use the right movements and voice for the character I am playing.

My responses to questions show that I have understood the task and can form my own opinions. I can consider my own and others’ work and ways that could improve it. I can understand some drama terminology.

My written work is beginning to become more detailed. I can use more complex sentences and paragraphs in my writing.

2 I can recognise and use some Drama Techniques fairly confidently.

I can share responsibility for group work and I will contribute one or two ideas when prompted. I can work in groups without arguing.


I can stay in role for part of my performance and sometimes lose focus. I can remember my lines with some prompting

I can show that I can play a character that is a little bit different from me.

I can respond to questions asked by the teacher. Although, sometimes I need a little help to clarify my thoughts

I can write a brief evaluation of the strengths and weaknesses of a piece of work. My writing is structured in sentences.

1

I am starting to use Drama Techniques with some success when led by the teacher.

I am more comfortable being led by others and do not contribute my own ideas to group work.

I can stay in role for some of my performance, but I do lose focus at times.

I can choose some basic movements vocal choices for a simple character with help.

I can respond to simple questions with help from the teacher.

I can describe some elements of the work I have done using simple sentences

Step Descriptor – Dance

Step Diagnostic (You can...) Performing

Diagnostic (You can...) Creating

Diagnostic (You can...) Appraising/Analysing

9

Perform with a highly exceptional ability to demonstrate the following

skills accurately and safely:

physical skills and attributes

technical skills

expressive skills.

mental skills and attributes

You must demonstrate these skills in both a solo & duet/trio

demonstrate a highly sophisticated understanding of choreography

through the selection of the following choreographic elements in a consistently exceptionally creative and effective way. You will

therefore communicate the choreographic intent with imagination.

Selection and use of:

action and dynamic content

spatial content (and relationship content where appropriate)

structuring devices and form

choreographic devices

aural setting (and performance environment where appropriate)

Confidently use dance vocabulary for ALL areas of Dance accurately.

Structure evaluations clearly;

Critically analyse strengths, weaknesses and reflect on how you developed your work

Recognise and analyse use of all key words as outlined in Language for Learning at GCSE showing sophistication of use

Compare and contrast works using specialist terminology completely accurately and effectively producing convincing reflective judgements.

8

Perform with an exceptional and sustained ability in the following


physical skills and attributes Extension, isolation, alignment, stamina, flexibility and mobility.

technical skills – action, dynamic and spatial content is entirely accurate

expressive skills – performance is completely engaging, drawing the audience in and showing sense of performance energy



Perform with sensitivity to the style and intention of the piece.

demonstrate a sophisticated understanding of choreography

through the selection of the following choreographic elements in an exceptionally creative and effective way. You will therefore

communicate the choreographic intent with imagination.



spatial content (and relationship content where appropriate) I can create and develop and link motifs imaginatively using action, space

and dynamics.

structuring devices and form My dance has a highly appropriate structure. The piece has unity, develops logically, uses repetition,

and has contrast and a climax.

choreographic devices I can use a variety of choreographic devices in a complex and original way.


I can respond to a stimulus producing an exciting, interesting and creative dance and shows a multi-layered

Confidently use dance vocabulary for ALL areas of Dance accurately.


Analyse strengths, weaknesses and discuss how you developed your work

Recognise and analyse use of all key words as outlined in Language for Learning at GCSE

Compare and contrast works using terminology accurately and effectively producing convincing reflective judgements.


7

Perform with a mostly exceptional

ability to demonstrate the following


physical skills and attributes - extension, isolation, alignment, stamina, flexibility and mobility.

technical skills – A/S/D content is nearly entirely accurate My relationship work is strong and my

sense of style and timing content is good.

expressive skills. My performance is strong communicating a sense of

performance energy (focus, projection, musicality, energy and commitment).

mental skills and attributes My movement memory is excellent and

I execute dance performance with confidence


Perform with sensitivity to the style and intention of the piece.

demonstrate a sophisticated understanding of choreography through the selection of the following choreographic elements in a mostly exceptionally creative and effective way. You will therefore communicate the choreographic intent with imagination:







I can demonstrate most but not all of the level 8 criteria above

Mental skill in rehearsal

My leadership helps other dancers achieve their potential. I am systematic in my discipline in rehearsal

Confidently use dance vocabulary for ALL areas of Dance effectively.



Recognise and analyse use of all key words as outlined in Language for Learning at GCSE effectively

Compare and contrast works using completely appropriate terminology

6

Perform with a highly developed

ability to demonstrate the following

skills accurately and safely

consistently:

physical skills and attributes - consistently show good physical

ability (posture, alignment, co-ordination, balance, strength, and core)

technical skills My performance of the action, dynamic and spatial content is consistently accurate

expressive skills. I often give a

committed performance throughout (focus, projection, musicality, energy and commitment)

mental skills and attributes I am committed in my rehearsal process and my capacity to improve is benefiting from my disciplined approach.


demonstrate a coherent understanding of choreography

through the selection of the following choreographic elements in a way that is always highly creative and effective. You will therefore

communicate the choreographic intent with coherence.




structuring devices and form I can link motifs seamlessly and my dance piece has a clear and interesting structure, the piece works well as a

whole.

choreographic devices - I have used a variety of choreography devices. I

can develop motifs through action, space and dynamics that are varied, interesting and show some originality.



I am an excellent leader who can support others, plan effective rehearsals and encourage

compromise and co-operation


Analyse strengths, weaknesses and discuss how you developed your work effectively

There are slips in use of vocabulary not affecting the overall meaning

Recognise and analyse use of most of the key words as outlined in Language for Learning at GCSE

Compare/Contrast of works is almost always accurate


5

Perform with a highly developed ability to demonstrate the following

skills accurately and safely most of the time:


technical skills

expressive skills.


demonstrate these skills in both a solo & duet/trio demonstrate some sensitivity to style and/or intention

demonstrate a coherent understanding of choreography

through the selection of the following choreographic elements in a way that is highly creative and effective. You will therefore

communicate the choreographic intent with coherence.











Compare and contrast works producing clear reflective judgements.

4

Perform with a sound ability to

demonstrate the following skills accurately and safely:


technical skills

expressive skills.



demonstrate a sound understanding of choreography through the

selection of the following choreographic elements in a way that is moderately creative and effective. You will therefore communicate the choreographic intent with coherence most of the time.







Structure your work detailing reasons for any changes during the creative process with occasional misjudgements

show good use of most vocabulary overall for areas of success/weakness in your work and any areas for improvement although these may be vague at times

Use vocabulary but it is not always accurate

You can identify key terms but do not use them consistently in your writing

3

Perform with a limited ability to

demonstrate the following skills accurately and safely:


technical skills

expressive skills.



demonstrate a simplistic understanding of choreography

through the selection of the following choreographic elements in a way that shows limited creativity and effectiveness. You will therefore

communicate the choreographic intent.







Structure your work detailing reasons for any changes during the creative process with regular misjudgements

show good use of most vocabulary overall for areas of success/weakness in your work and any areas for improvement although these may often be vague


You can identify most key terms but do not use them consistently in your writing

2

Perform with a very limited ability

to demonstrate the following skills accurately and safely:


technical skills

expressive skills.


demonstrate these skills in both a solo & duet/trio

demonstrate a simplistic understanding of choreography

through some purposeful selection and use of choreographic elements that shows a very limited creativity and effectiveness but

does communicate a simple choreographic intention.





Structure your work detailing reasons for any changes during the creative process with regular misjudgements

show good use of most vocabulary overall for areas of success/weakness in your work and any areas for improvement although these may often be vague



Key to categories of Performance skills:

Physical skills: • posture • alignment • balance • coordination • control • flexibility • mobility • strength • stamina • extension •

isolation. Technical skills: action content (eg 5 basic body actions, floor work, transfer of weight) • dynamic content (eg fast/slow, quality

of the movement ) • spatial content (eg pathways, levels, directions, size of movement, patterns, spatial design) • relationship content - for duet/trio performance only (eg lead and follow, mirroring, action and reaction, accumulation, complement and contrast, counterpoint, contact, formations) • timing content • rhythmic content • movement in a stylistically accurate way Expressive skills: • projection • focus • spatial awareness • facial expression • phrasing. For duet/trio performance only: •

musicality • sensitivity to other dancers • communication of choreographic intent, including mood, meaning, idea, theme and/or style/style fusion. Mental skills: in performance - movement memory • commitment • concentration • confidence. In rehearsal - systematic

repetition • mental rehearsal • rehearsal discipline • planning of rehearsal • response to feedback • capacity to improve. Guidance for teachers – KS3 Baseline in year 7 – generally achieve TS1-3

Step Descriptor – DANCE – KS3 - Student

demonstrate some awareness of style and/or intention



You can identify most key terms but do not use them consistently in your writing

You are occasionally able to compare/contrast accurately providing simple reflections

1

Perform with an ability to demonstrate the following skills occasionally:


technical skills

expressive skills.


demonstrate these skills in both a solo & duet/trio demonstrate some awareness of style and/or intention occasionally

demonstrate a simplistic understanding of choreography through some selection and use of choreographic elements that occasionally shows creativity and effectiveness.







Structure your work detailing reasons for any changes during the creative process with regular misjudgements using writing frames or sentence starters

show use of some vocabulary when describing areas of success/weakness in your work and any areas for improvement

Use vocabulary but it is regularly accurate

You can identify some key terms but do not use them consistently in your writing

You do not yet compare/contrast effectively

Year Average step

To progress further you must…

Year 7 Step 1 Attend extra curricular, perform in public, develop technique.

Year 8 Step 2 Attend extra curricular, perform in public, develop technique, have a working knowledge of key terminology e.g. dynamics and structure.

Year 9 Step 3 Attend extra curricular, perform in public, develop technique, have a good understanding of key terminology e.g. dynamics and structure.

Year 10 Step 4 Must attend extra curricular, perform in public, be able to use key terminology when comparing/contrasting work, must be able to identify areas of weakness to develop.

Year 11 Step 5 Must attend extra curricular and have a clear understanding of key terminology to be used in a practical and theoretical setting.

3

KS3

Jazz/tap grade 1-2 equiv. Year 9 standard

2

KS3

Jazz/tap grade 1 equiv.

demonstrate, including through own performance, some knowledge and understanding of skills required to perform safely and with some awareness of style and/or intention

demonstrate some purposeful selection and use of choreographic elements and aural settings to communicate simple choreographic intention

use some analysis and/or interpretation to provide simple reflections on own and/or professional works, with inconsistent use of specialist terminology

1

KS3

Working towards Jazz/Tap Grade 1 equiv.

Year 7 Standard-





Step 6-9 are on the wall – copies available from your teacher

5

Physical skill

I can mostly show good

physical ability throughout my performance (posture, alignment, co-ordination, balance, strength, core).

Technical skill

My performance of the action, dynamic and spatial content is mostly accurate

Expressive skill

I give a committed performance throughout showing some

sensitivity to the style and/or intention

Mental skill

I can use systematic repetition and mental rehearsal to improve

my movement memory. Safe Practice

My safe practice knowledge is developing and I am aware of how

safe execution of movements prevents injury

Choreography

I can create and develop motifs using a varied content of action, space and dynamics in a highly creative way.

I can create dance piece with a clear structure which uses repetition and I can link motifs smoothly and effectively.

I can use choreographic devices with some originality

I can always respond to a stimulus creating a

dance that clearly communicates the dance idea with creativity.


I have good discipline in rehearsal and I can

work positively and solve issues





Compare/Contrast of professional works is almost always accurate and produces clear, reflective judgements

I can provide clear explanations of how each

component contributes to the dance idea of a professional work.

4

Physical skill

I can often show good physical

ability throughout my performance (posture, alignment, co-ordination, balance, strength, core).

Technical skill

My performance is mostly accurate in two of the three

elements of action, dynamic and spatial content.

Expressive skill

I can show commitment

throughout a performance with some interpretation of the style

and mood of the dance Mental skill

I can show excellent discipline

and movement memory Safe Practice

I am thorough and efficient in

warm-up and cool down, in class and independently

GCSE Standard Year 10 Choreography

I can create and develop motifs mostly using a varied content of action, space and dynamics in an interesting way.

I can create dance piece with a clear structure which has a sense of development.

I can use several different group choreography devices such as canon, unison

and question and answer and a variety of formations.

I can often respond to a stimulus creating a dance that clearly communicates the dance

idea with moments of creativity. Mental skill in rehearsal

I have strong leadership skills and am very

good at working independently

Structure your work detailing reasons for any changes during the creative process with occasional misjudgements

show good use of most vocabulary overall for areas of success/weakness in your work and any areas for improvement although these may be vague at times


You can identify key terms but do not use them consistently in your writing


3

Physical skill

I have strong co-ordination and control. I am starting to extend

my body correctly

Technical skill

I can show some accuracy in two of the three areas of

actions, space and dynamics. Expressive skill

I can perform with confidence, energy and some projection. I can show some features of the

style I am dancing and use appropriate facial expressions

and focus. Mental skill

I can show good discipline and good movement memory

Safe Practice

I can warm-up and cool down

independently

Choreography

I can create a dance from a stimulus that relates to the stimulus (literal outcome)

I can create and develop motifs sometimes using a varied content of action, space and dynamics.

My dance has a clear beginning, middle and end with appropriate use of some

choreographic devices such as canon, unison, question and answer etc.

The mood/meaning of the dance is mostly

communicated. Mental skill in rehearsal

I can explore ideas in a group and agree on the most effective movements. I can adapt ideas and respond to feedbac

I can often use dance

terminology when answering questions in class and when writing about dance

I am becoming more confident at describing

different dance movements in more detail.

I can discuss how dance actions and production features can create intention

I can comment on my own and others’ performances and suggest some basic improvements

2

Physical skill

I can perform with good control

of my body and co-ordination. Technical skill

I can mostly perform actions with accuracy and good timing

Expressive skill

I can perform dances with some confidence and awareness of the style

Mental skill in performance

I have excellent concentration Safe Dance Practice

I am aware of which muscle groups I use to dance and know how to warm up/cool down

muscle groups

Choreography

I can use a variety of actions and different directions and pathways in my dance

The mood/meaning of the dance is often

communicated.

I can use unison, canon and different group

formations Mental skill

I can mostly implement improvements, respond to, and issue, feedback.

I can make a contribution in a small group and listen to others, exploring ideas together without arguing.

I can use a some dance

terminology and show a basic knowledge of different dance styles and movements

I can identify features of a dance production and discuss how they create intention

I can use peer and self-assessment to refine some

of my own skills

1

Physical skill

I can remember and perform dance phrases with some co-

ordination and control. Technical skill

I can sometimes perform actions

with accuracy and rhythm Expressive skill

I can stay focused for most of

the performance Mental skill in performance

I have good concentration Safe Dance Practice

I am able to show the basic

principles of safe warm up and cool down and wear correct kit

Choreography

I can create a simple dance using all five basic actions: jump, travel, turn, gesture, stillness.

I can create a dance phrase relating to a

dance style, idea or theme Mental skill

I can work well with a partner listening to them but lack confidence in contributing ideas.

I can work on basic improvements in rehearsal and share improvement ideas

* I can identify and describe simple movements in my own dances and in professional works.

I can talk about the differences between my own and others work

I can respond to a range of different questions with some help from the teacher.


Step Descriptor – MUSIC

Step

Diagnostic (You can...) Performing



9

Grade 6+ A completely accurate performance,

secure in terms of rhythm and/or pitch A fluent performance of a programme of music which follows all performance

directions Completely secure

technique and intonation is evident Secure control of sonority (tone) with the use of contrast fully appropriate to

the music The performance is well-

projected and expressive Outstanding communication sustaining audience interest throughout the programme with outstanding rapport with other performers

Ideas are highly effective, offering much

potential for creative development The content is skilfully developed throughout

the piece Exceptionally highly effective contrasts of tone colour, moods, choice of

elements and resources A wide variety of musical elements are used imaginatively

and successfully Resources, including

technology, are skilfully controlled A very well-organised piece with an exceptional

presentation of musical ideas The style and character is exceptional in response to

the chosen brief The outcome is highly effective, musical and fully coherent

Confidently use musical vocabulary for ALL areas of Music accurately.



Recognise and analyse use of all key words as outlined in Language for Learning at GCSE

8

Grade 6

A highly accurate performance, secure

in terms of rhythm and/or pitch perform a programme of challenging music with a high degree of fluency and sensitivity which follows all performance directions

secure technique and intonation is

evident Secure control of sonority (tone) with the use of contrast fully

appropriate to the music The performance is well-projected and

expressive Outstanding communication sustaining audience interest throughout the programme with outstanding rapport with other performers

compose using a wide range of musical elements with sophistication, creating effective musical ideas and sustaining interest through their development Ideas are highly effective, offering much

potential for creative development The content is skilfully developed

throughout the piece Highly effective contrasts of tone colour, moods, choice of

elements and resources A wide variety of musical elements are used imaginatively

and successfully Resources, including

technology, are skilfully controlled A very well-organised piece with an highly

effective presentation of musical ideas The style and character is highly effective

in response to the chosen brief The outcome is highly effective, musical and fully coherent

demonstrate, through aural identification, accurate knowledge of a wide range of musical elements, contexts and language

evaluate music to make convincing judgements using musical terminology accurately and effectively

Use musical vocabulary for ALL areas of Music accurately.



Recognise and analyse use of all key words as outlined in Language for Learning at GCSE with very occasional inconsistencies.

7

Grade 5-6 An accurate performance, secure in

terms of rhythm and/or pitch A fluent performance of a programme of music which follows all

performance directions Secure

technique and intonation is evident Secure control of sonority (tone) with the use of contrast appropriate to the

music The performance is well-

projected and expressive Effective communication sustaining audience interest throughout the programme with effective rapport with other performers

Ideas are highly effective, offering potential

for creative development The content is

skilfully developed throughout the piece Highly effective contrasts of tone colour,

moods, choice of elements and resources A wide variety of musical elements are

used successfully Resources, including

technology, are skilfully controlled A well-organised piece with an highly effective

presentation of musical ideas The style and character is highly effective in

response to the chosen brief The outcome is highly effective, musical and fully coherent


There may be minor slips in use of vocabulary not affecting the overall meaning


Recognise and analyse use of almost all key from Language for Learning at GCSE

6

Grade 5 The performance is accurate in terms of rhythm and/or pitch, however, there are

very occasional slips An appropriate tempo is maintained throughout, however the fluency of performance is

compromised occasionally Most performance directions are followed

appropriately Reliable vocal/ instrumental technique and intonation and Generally secure control of sonority (tone) with the use of contrast mainly

appropriate to the music The

Ideas are generally effective, offering

potential for further development The content is competently developed

throughout the piece Generally effective contrasts of tone colour and mood, choice

of elements and resources A variety of

musical elements are used competently Resources, including technology, are

generally well controlled A well-organised piece with effective presentation of musical

ideas The style and character is generally

effective in response to the chosen brief The outcome is generally effective and




Recognise and analyse use of most of the key words as outlined in Language for Learning at GCSE (equating to approximately 3/4 areas of study)


performance is generally well projected &expressive in keeping with the chosen

style Competent communication with the audience & other performers

coherent

5

Grade 4 perform music with some technical challenges broadly fluently with some sensitivity The performance is generally accurate in terms of rhythm and/or pitch, however, there are very occasional

slips An appropriate tempo is maintained throughout, however the fluency of performance is compromised

occasionally Most performance directions are

followed appropriately Generally reliable vocal/ instrumental technique and intonation and Generally secure control of sonority (tone) with the use of contrast mainly appropriate to the

music The performance is generally well projected &expressive, in keeping

with the chosen style Competent communication with the audience & other performers

compose using a range of musical elements with coherence, creating musical ideas and developing interest with some success Ideas are generally effective, offering

potential for further development The content is competently developed

throughout the piece for the most part Generally effective contrasts of tone colour and mood, choice of elements and

resources A variety of musical elements

are used competently for the most part Resources, including technology, are generally well controlled with

occasional misjudgements A well-organised piece with effective presentation

of musical ideas The style and character is generally effective in response to the

chosen brief The outcome is generally effective and coherent with some misjudgements over the effectiveness of ideas

demonstrate, through aural identification, mostly accurate knowledge of a range of musical elements, contexts and language

evaluate music to make clear judgements using musical terminology appropriately



Use of vocabulary may be less effective in parts e.g. using less ‘musical’ vocab

Explains ideas fully

4

Grade 3-4 A less secure performance in terms of rhythm and/or pitch with occasional

inaccuracies Irregularities in tempo

may compromise the fluency Performance directions are followed inconsistently throughout the

performance Inconsistent technique, intonation or sonority are heard

throughout the performance The performance has inconsistent projection and is not always in keeping with the

chosen style Inconsistent communication with the audience and other performers

Ideas are sometimes simple, offering some

potential for development Some ideas are

only partially developed Some contrasts

of tone colour, mood Most choices of

elements and resources are effective Some musical elements are used inconsistently e.g. ornaments or dynamics

Somewhat Inconsistent control of

resources, including technology Somewhat Inconsistent organisation with some effective presentation of musical

ideas The style and character is somewhat inconsistent in response to the

chosen brief The outcome is somewhat inconsistent displaying some sense of coherence

Structure your work detailing reasons for any changes during the compositional process with occasional misjudgements

show good use of most musical vocabulary overall for areas of success/weakness in your work and any areas for improvement although these may be vague at times

You can read rhythms and notes using treble/bass clef

3

Grade 2-3 Inaccuracies in rhythm and/or pitch are regular - The performance lacks fluency and is compromised by frequent

hesitations A limited response to performance directions throughout the

performance Limited technique, intonation and control of sonority throughout the performance with little or

no variety where needed in the music The performance has limited projection with little or no understanding of the

chosen style Limited communication with the audience and other performers

Ideas are often simple, offering some

potential for development Some ideas are

only partially developed Some contrasts

of tone colour, mood Some choices of

elements and resources are effective Some musical elements are used inconsistently e.g. ornaments or dynamics

Somewhat Inconsistent control of

resources, including technology Inconsistent organisation with some

effective presentation of musical ideas The style and character is inconsistent in

response to the chosen brief The outcome is inconsistent displaying some sense of coherence

use a variety of musical vocabulary. Some vocabulary will be less effective (not used correctly)

describe what needs improving and how you may do this

structure your written work using sentence starters or a writing frame. You do not yet fully compare current work to previous.

You can read/play simple rhythms and notes using treble and bass clef

2

Working towards Grade 1-2 perform simple pieces with limited fluency and sensitivity Inaccuracies in rhythm and/or pitch

occur throughout A limited response

to performance directions throughout Limited technique, intonation and control of sonority (tone) with little or no

variety where needed in the music The performance has limited projection

A limited performance with little or no

compose using a range of musical elements, creating musical ideas with some appeal and limited development Ideas are somewhat limited, offering little

opportunity for development Only limited

development is evident Limited evidence

of tone colour and mood Limited effectiveness in choice of elements and

resources Limited employment of a range of musical elements and resources

including technology Limited organisation and presentation of ideas (work is not

demonstrate, through aural identification, some knowledge of musical elements, contexts and language evaluate music to produce simple reflections with inconsistent use of musical terminology

Use basic musical vocab to describe what you hear

describe success in


Guidance for teachers – KS3

understanding of the chosen style Limited communication with the audience and other performers

scored) The style and character is limited

in response to the chosen brief An incoherent or limited outcome

composition/performance and how these were achieved

describe what needs improving in composition/performance using some musical vocab

structure your written work using sentence starters or a writing frame. You do not yet compare current work to previous.

You can read/play simple rhythms and notes using the treble clef

1

Working towards Grade 1

An inaccurate performance in terms of rhythm and/or pitch where performance directions are not followed Limited technique, intonation and control of sonority (tone) with little or no

variety where needed in the music The performance has limited or no

projection A limited performance with little or no understanding of the chosen

style Limited communication with the audience and other performers

Generation of ideas is evident but there is no evidence of development of musical

ideas control of the musical elements has

not been utilised The piece lacks structure

identify the elements of music but do not use musical terminology accurately

explain how to improve your work but do not use musical terms.

structure your written work using sentence starters or a writing frame. You do not yet compare current work to previous.

You can read/play simple rhythms

Year Average step

To progress further you must…

Year 7 Step 1 Attend extra curricular, perform in public, working towards grade 1

Year 8 Step 2 Attend extra curricular, perform in public, working towards grade 1, have an understanding of notation e.g. reading rhythms or treble clef

Year 9 Step 3 Attend extra curricular, perform in public, working towards grade 2 minimum, must be able to read rhythms and treble clef fluently and bass clef

Year 10 Step 4 Must be grade 3, attend extra curricular, perform in public, read notation including treble/bass clef

Year 11 Step 5 Must be grade 3,/4, attend extra curricular and have understanding of theory e.g. read music fluently

3

KS3

Grade 2-3 (simple pieces of music) You perform fairly simple pieces

very well e.g. chords in left hand and melody in the right with different rhythms You are able to project your performance to your audience and communicate with other performers. You are able to play your pieces in time and mistakes or hesitations are rare.

Year 9 standard

Create a chord progression

Create a bass line

Show some development of ideas e.g varying rhythm of a chord progression

Create a piece of music in Ternary Form

Write down your musical ideas in a clear way e.g. using rhythms

You can read/play simple rhythms and notes using treble clef (or bass)

use a variety of musical vocabulary when describing music (e.g. the elements of music)


structure your written work clearly using examples from music you have listend to.

Compare and contrast pieces of music.

2

KS3

Working towards Grade 1-2 perform simple pieces with limited fluency and sensitivity (simple pieces of music) You perform fairly simple pieces

well e.g. chords in left hand and melody in the right. You are able to project your performance to your audience and communicate with other performers with some hesitations. You are able to play your pieces in time and

Year 8 standard compose using a range of musical elements, creating musical ideas with some appeal and limited development

Create a melody using the blues scale or a Raga

Create a piece of music with at least 2 layers

‘fill in the gaps’ of a chord progression and then change the rhythm of chords or a bass line

build a chord to use


Use basic musical vocab to describe what you hear (elements)

describe success in your work and how these were achieved

describe what needs improving

structure your written work using sentence starters or a writing frame.


Baseline in year 7 – generally achieve TS1-3 KS3 STEPS

Step Descriptor – MUSIC – KS3 - Student

mistakes or hesitations do not hold you back.

use dynamics and timbre to suit a genre

write down your musical ideas using word rhythms or notation e.g. crotchet, quaver, minim, semibreve

You can read/play simple rhythms (and notes using the treble clef)

1

KS3

Working towards Grade 1

(simple pieces of music) You perform simple pieces well

e.g. single line melody or sing/play You are able to project your performance to your audience and communicate with other performers when working in a group. You are able to play your pieces but are sometimes not in time or in tune. You are resilient.

Year 7 Standard

- Writing for one instrument - Simple melodies/rhythms - Putting notes to a rhythm using a set scale, e.g. pentatonic - Write a piece in Binary Form - Be creative when making sounds - Use the elements of music to create a piece - create a Graphic Score to represent ideas, use crotchets and quavers to notate a rhythm

identify the elements of music but do not always use musical terminology accurately


structure your written work using sentence starters or a writing frame. You do not yet always compare current work to previous.





Step 6-9 are on the wall – copies available from your teacher

5

ABRSM Grade 4 equiv.

perform music with some technical challenges broadly fluently with some sensitivity The performance is generally accurate in terms of rhythm and/or pitch, however, there are very

occasional slips appropriate

tempo Generally reliable technique and tuning and Generally secure control of sonority (tone) The performance is generally well projected &expressive, in keeping

with the chosen style Good communication with the audience & other performers

compose using a range of musical elements with coherence, creating musical ideas and developing interest with some success

Ideas are generally effective The ideas are competently developed

throughout the piece Generally effective contrasts of tone colour and mood, choice of elements and

instruments A variety of musical elements are used well, for the most

part Resources, including technology, are generally well controlled with

occasional misjudgements A well-

organised piece with clear score The style and character is generally effective in response to the chosen brief

The outcome is generally effective with but some misjudgements

demonstrate, through aural identification, mostly accurate knowledge of a range of musical elements, contexts and language

evaluate music to make clear judgements using musical terminology appropriately


Use of vocabulary is not completely accurate

4

ABRSM Grade 3-4 equiv.

A less secure performance in terms

of rhythm and/or pitch Performance is not completely

fluent (hesitations) Performance

directions are sometimes followed Technique is not always maintained, issues with intonation or sonority are heard throughout the

performance The performance is not always confident or in keeping

with the chosen style You do not always communicate well with the audience and other performers

GCSE Standard – Year 10

Ideas are sometimes simple but do

have a structure Some ideas are only

partially developed Some contrasts of

tone colour, mood Most choices of elements and instruments are effective

Some musical elements are used incorrectly e.g. ornaments or dynamics

There is some writing down of musical

ideas The style does not always fit the

brief The outcome does not always make musical sense

Structure your work detailing reasons for any changes during the composing process

show good use of most musical vocabulary overall

Use vocabulary well but at a basic level

You can read rhythms and notes using treble/bass clef

You can compare/contrast musical works

3

ABRSM Grade 2-3 equiv. (simple pieces of music) You perform fairly simple pieces

very well e.g. chords in left hand and melody in the right with different rhythms

Year 9 standard

Create a chord progression

Create a bass line

Show some development of ideas e.g varying rhythm of a chord progression

use a variety of musical vocabulary when describing music (e.g. the elements of music)


structure your written work clearly using examples from music you have


You are able to project your performance to your audience and communicate with other performers. You are able to play your pieces in time and mistakes or hesitations are rare.

Create a piece of music in Ternary Form

Write down your musical ideas in a clear way e.g. using rhythms

You can read/play simple rhythms and notes using treble clef (or bass)

listened to.

Compare and contrast pieces of music.

2

Working towards ABRSM Grade 1-2 equiv. perform simple pieces with limited fluency and sensitivity (simple pieces of music) You perform fairly simple pieces

well e.g. chords in left hand and melody in the right. You are able to project your performance to your audience and communicate with other performers with some hesitations. You are able to play your pieces in time and mistakes or hesitations do not hold you back.

Year 8 standard compose using a range of musical elements, creating musical ideas with some appeal and limited development

Create a melody using the blues scale or a Raga

Create a piece of music with at least 2 layers

‘fill in the gaps’ of a chord progression and then change the rhythm of chords or a bass line

build a chord to use

use dynamics and timbre to suit a genre

write down your musical ideas using word rhythms or notation e.g. crotchet, quaver, minim, semibreve


Use basic musical vocab to describe what you hear (elements)

describe success in your work and how these were achieved

describe what needs improving

structure your written work using sentence starters or a writing frame.

You can read/play simple rhythms (and notes using the treble clef)

1

Working towards ABRSM Grade 1 equiv.

(simple pieces of music) You perform simple pieces well

e.g. single line melody or sing/play You are able to project your performance to your audience and communicate with other performers when working in a group. You are able to play your pieces but are sometimes not in time or in tune. You are resilient.

Year 7 Standard

- Writing for one instrument - Simple melodies/rhythms - Putting notes to a rhythm using a set scale, e.g. pentatonic - Write a piece in Binary Form - Be creative when making sounds - Use the elements of music to create a piece - create a Graphic Score to represent ideas, use crotchets and quavers to notate a rhythm

identify the elements of music but do not always use musical terminology accurately


structure your written work using sentence starters or a writing frame. You do not yet always compare current work to previous.



Appendix 3 Calendar for data collection and analysis

Chestnut Grove Calendar for assessment & reporting 2017-18

AUGUST During August, conduct initial analysis of results GCSE and GCE and begin to identify the particular issues from how pupils have performed against their targets and in different subject areas using the residuals.

Key dates: Assessment & reporting

17th

Aug: GCE exam results to students

24th

Aug: GCSE exam results to students

Teachers Use GCSE, GCE A level and results to consider:

How have pupils performed against their expected progress? Have they made good progress?

Are there any initial patterns?

Are there any indicators which may influence teaching from September with new and current classes?

Middle leaders Carry out provisional subject analysis of Key Stage 4 and 16-19 results. Key questions include:

How have pupils performed across the subject classes?

Are there any patterns for groups of pupils and for teachers?

What are the areas where achievement was good and why?

What further more detailed investigation is needed, for example question level analysis?

What actions need to be in place to inform meetings with individual teachers and the subject team at the start of term?

What feedback do you need to give to the senior leadership team on the key strengths, key issues for development and strategies for further improvement?

Leadership team

Collate and summarise subject leader reports and identify key issues:

What are the key messages for the pupils and staff at the start of term?

Are there any key short term actions which need to be undertaken?

Review the national guidance on target setting and establish the implications for school processes and data.

Governors What are the key successes and priorities arising from the initial analyses?


SEPTEMBER At the beginning of the school year make use of the pupils’ data to plan how their needs can be met by adapting their teaching and learning strategies and pitch for pupils in their individual classes.


1st

Sept: Exam report to SLT

4th

Sept: Exam headline presentation to staff, Exam report to middle leaders

19th

Sept: Subject SEF & action plans submitted

Teachers Identify individual pupils' needs from Key Stages 2, 3 and 4 data along with any issues that affect specific groups of pupils:

What is the make up of your groups?

What are the implications for your planning?

How high are your expectations for these pupils and are they both realistic and challenging?

Middle

leaders

Review the Key Stage 2 data:

Are there any key messages for subject staff to inform the approach to the schemes of work for Year 7?

Is the cohort similar to previous years or are there important differences in the profile?

Are there specific needs for groups and individual pupils and are these planned for effectively?

Identify the overall trend for the subject at Key Stages 3 and 4 against earlier results and pupil level targets.

Finalise subject SEF and action plans

Use data with the staff to set pupil level targets.

Are the expectations of the staff equally realistic and challenging?

Undertake question level analysis to determine implications for teaching and learning.

Leadership team

Review the Key Stage 2 data from primary schools and undertake baseline testing (ARTI, WRAT, SDQ)

Establish the pastoral and special needs of pupils.

Identify and communicate key messages to staff at whole school, group and individual pupil levels.

Identify the overall trends for the school at Key Stages 3, 4 and 16-19 against earlier results and pupil level targets. What are the issues arising for sharing good practice and addressing areas for intervention? Check consistency of pupil level targets across subjects

School improvement partner/External Adviser

SIP has initial discussions with the school. Firstly these focus on the school’s analyses of results in relation to the targets and on assessing the relevance of the actions they are taking as a result. Secondly they evaluate the effectiveness of school improvement strategies for the previous year.

Governor Review the overall trends for the school at Key Stages 3, 4 and 16-19 against earlier results, school and pupil level targets. Are the appropriate key strategies and actions in place?


OCTOBER During October, comparative national data is available through RAISEonline. You will have undertaken subject reviews and analysed pupils' performance and identified actions and interventions arising. The data will also be used by the school improvement partner to identify key issues for discussion with the school.


3rd

Oct: Y11 Assessment week, KS5 RAG data

10th

Oct: Y11 report cycle to start, deadline 21st

Oct

13th

Oct: Y11 PPG, RAP

20th

Oct: Y7 progress data, KS5 parent tutor evening

Teachers Track the progress of Year 7 pupils

Do they feel healthy and safe?

Are they enjoying their new school?

Do they feel able to make a positive contribution?

Do they know who they can go to?

Are they making sufficient progress from their starting points?

Middle Leaders

Analyse conversion data and identify patterns and any issues arising.

Undertake subject review of results with line manager and identify strategies, interventions and actions arising. Identify what lessons can be learned from relative pupil performance in other subjects.

Plan for improvements with subject team.

Leadership team

Identifies which subject areas need to improve to meet the targets and in what aspects. Conducts a thorough review and self-evaluation of results to identify strengths, areas for improvement. (SEF)

Tracks the progress of Year 7 pupils.

Tracks the progress of SEN pupils:

Are they making sufficient progress and are their support needs met effectively?

Identify improvement actions and prepare a report to the governors

Prepare a report to governors

Plan cycle of subject reviews.

School improvement partner

Compares school performance with other local authority schools.

Governors Review the report of standards and achievement. What are the key strengths and priorities for the school? What are the implications of the national guidance for targets for the school?


NOVEMBER The visit by the school improvement partner to provide support and challenge for the target-setting process will normally take place during November. This will draw on the various analyses and of progress in previous years, as well as proposed school targets for performance.


14th

Nov: Y10 Assessment week

23rd

Nov: 6th

form PPE, Y10 PPG & RAP

28th

Nov: KS3 Assessment week

Teachers Identify which pupils will have to be successful in order for the targets to be met:

Who is making good/unsatisfactory progress?

What interventions need to be made to support better progress?

Middle

leaders

Use national and comparative data in RAISEonline to analyse school performance against national and contextual picture.

Identify which aspects of the subject or groups of pupils will need to improve in order to meet the targets. Identify strategies and interventions for improvement.

Leadership team

Use national and comparative data in RAISEonline to analyse school performance against national and contextual picture.

Review progress of Years 8 through to 11 towards meeting statutory targets and identify where targeting and intervention are required.

Identify targets for next year with the SIP and submit to governors for consideration.


Analyses school performance against national and contextual through RAISEonline. Evaluates results, subject strengths and identifies areas for development. Evaluates progress against statutory targets for the current and following year. Assesses whether statutory targets for the following year are sufficiently challenging.

Governors Review progress against targets for the current year. Progress towards targets in the following year and set targets for two years ahead.


DECEMBER By the end of the term, teachers will have recorded their assessment of pupils’ attainment in key areas of work, and recorded these on the school’s tracking systems including behaviour, where appropriate. In addition, statutory targets for performance for Key Stages 3 and 4 will be agreed by the governors and communicated to the local authority.


5th

Dec: Y11 mocks start

7th

Dec: Y10 parents evening

8th

Dec: KS5 RAG

15th

Dec: KS3 progress data, deadline for Y8 reports

End of term: Send KS3 data home

Teachers Identify specific pupils in need of additional support.

Update school tracking system on progress, resilience, behaviour and homework

Middle leaders

Identify areas of strength and areas for intervention arising from the term’s analysis of pupil progress:

How effective are the strategies used so far over the term?

How should they be adapted, reinforced, changed?

Leadership team

Tracks the performance of Year groups, groups of pupils and individual pupils through the Year and Key Stage leaders. Identify key successes and barriers to improvement. Statutory targets are set by governors. Update SEF analysis of attainment and achievement including clear priorities and actions arising. Are the achievement themes and actions tracked coherently across the SEF?


Work with the school to review SEF analysis of attainment and achievement:

Are the priorities are clear and accurate?

Are the strategies and actions are appropriate to address the priorities?

Governors Statutory targets are set by governors by 31st December.


JANUARY Teachers review the progress of all pupils over the autumn term, with particular focus on whether targets for the end of the year will be reached and what further support and interventions are required to help all individual and groups of underachieving pupils.


3rd Jan: 6

th form report cycle

5th Jan: Y11 mock results, PPG.

11th Jan: Y7 Parents’ evening

23rd Jan: Y9 report cycle starts

25th Jan: Y11 Parents’ evening

30th Jan: KS5 RAG data

Teachers Ensure that strategies are in place for supporting underachieving individual or groups of pupils.

Middle leaders Review mock exam results and undertake question level analysis. As a result of this identify short term actions to address cohort issues.

Leadership team

Review mock exam results

Identify intervention actions needed to address cohort issues, for example with Year 11.


Monitor and evaluate the school’s tracking and intervention systems.

Establish how well the school is working towards its priorities.

Governors Does the draft school development plan address the needs identified from the data?

FEBRUARY Update the SEF and also to refine the priorities for the school development plan arising from the data. The school improvement partner visit for the spring term is likely to focus on the identified development issues for the school, and how support for these will be provided, whether from the school budget or provided by the local authority.


3rd Feb: Deadline Y9 reports

6th Feb: Y10 Assessment week

8th Feb : 6

th form Parents’ evening

20th Feb: Y10 report cycle

23rd Feb: Y10 PPG & RAP

Teachers Use data to inform parent/carers consultations:

What are the messages for pupils and parents/carers in relation to progress?

Middle leaders

Use data to inform parent/carers consultations:

What are the key messages for pupils and parents/carers?

Review subject curriculum.

Leadership team

Parental consultations.

What are the key messages for pupils and parents/carers?

Review curriculum for range and appropriateness.


Establishes any support needs for the school in relation to the effective use of data.

In relation to the school’s development needs, broker support from within the school, from other schools within the local authority and from other sources.

Governors How far does the curriculum meet pupils’ needs on the basis of the data? How are Key Stage 3 and 14-19 curriculum changes being developed within the school to address this?


MARCH By the end of the term, class teachers will have recorded their assessment of pupils’ attainment in key areas of work, and recorded these on the school’s tracking systems where required. They will be tracking coursework and ensuring arrangements are in place for revision and catch-up.


2nd

Mar: Deadline for Y10 reports

8th Mar: Y9 Pathways Evening

13th Mar: KS3 Assessment week

21st Mar: PPE start

27th Mar: Y10 reports home

30th Mar: Y11 PPE results

Teachers Monitor individual pupils’ completion of coursework within and across the range of subjects.

Middle

leaders

Monitor completion of coursework within the subject and arrange appropriate support in liaison with other Middle leaders and the year team leader. Analyse PPE results & devise the final interventions

Leadership team

Analyse PPE results & produce diagnostic report Ensures that there is a system for checking and monitoring completion of coursework and providing coherent and matched support for pupils.

Formulates a plan for support required in exams for special needs pupils.

Governors Are there any issues arising from the data which need to be addressed by the revised budget plan?

SIP

APRIL The start of the summer term marks the beginning of an intensive period for the school supporting pupils through the exam process. This requires detailed planning of study support arrangements.


19th April: KS5 PPE results

21st April: Y7 report cycle

24th April: Y11 PPE data home

Teachers Ensure that the Easter and summer intervention programme is in place to provide a well-managed process to support individual and groups of pupils.

Middle

leaders

Ensure that the Easter and summer intervention programme is in place to provide a well-managed process to support individual and groups of pupils.

Review coursework results and identify actions arising for the following year.

Leadership team

Review overall effectiveness of coursework planning and achievement.

Ensures that the Easter and summer revision programme is in place to provide a well-managed process to support individual and groups of pupils.


MAY This is the opportunity to ensure attendance at the Key Stage 4 examinations and also to undertake some initial paper analysis.


4th May: Deadline for Y7 reports

8th May: KS3 core exam week, 15

th May: KS3 foundation exam week

17th May: Y8 Parents’ evening

Teachers

Middle

leaders

Leadership team

Provide opportunities for GCSE and A level students to stay at school for as long as possible prior to the exam period

Governors

SIP

JUNE This is the opportunity to ensure attendance at the Key Stage 4 and GCE exams and also to undertake some initial paper analysis.


5th June: KS3 exam results & progress data

26th June: KS3 set lists

Teachers Ensure attendance at GCSE/A levels. Monitor and support individual pupils.

Middle

leaders

Analyse test papers for match with preparation and curriculum.

Leadership team

Ensure attendance at GCSE/GCE levels through the Year team leaders. Establish conditions for pupils to do be well prepared on exam/test days and any additional provision (breakfast provision, sharpener revision sessions).

Governors What are the initial reports of attendance and achievement?


JULY The Key Stage 3 teacher assessments provides invaluable information on the effectiveness of teaching and learning at Key Stage 3 and also key information on what that cohort needs in Year 10. By the end of the summer term, information on the progress of individual children will need to be reported to parents/carers alongside attainment in the statutory tests where relevant.


3rd July: Y10 Exam week

17th July: Y10 exam results sent home

Teachers Review performance over the year.

How have pupils performed over the year compared to their individual targets?

What teaching and learning strategies have worked well?

What have been the barriers to further improvement?

Middle leaders

Carry out provisional analysis of Key Stage 3 assessments identifying the issues for early Key Stage 4 provision with possible alterations to pupil groupings and the allocation of teachers to certain groups.

Review performance over the year and liaise with the Year team leader:

How have pupils performed over the year compared to their targets?



Leadership team

Identify pupil needs through visits to partner primary schools.

Submit Key Stage 3 teacher assessments.

Provisional analysis of Key Stage 3 assessments and implications for Key Stage 4 and review of performance over the year:

How have pupils performed over the year compared to their targets?


What leadership and management strategies have been effective?


What further support is required?


Identify support required at Key Stage 3 to address weaknesses.

Establish how the school is addressing the needs of those pupils at Key Stage 4.

Governors How will the next academic year be different as a result of the needs of pupils arising from the data?


APPENDIX 4 DESCRIPTORS FOR RESILIENCE, HOMEWORK &

BEHAVIOUR

Resilience Score

R4 Exceptionally hard working and committed to completing work to the best of his/her ability. Perseveres when work is challenging and tries to solve problems independently before seeking help.

R3 Usually hard working and committed to completing work to a good standard. Usually perseveres when work is challenging and seeks help when needed.

R2 Sometimes fails to maintain consistent effort, which can result in leaving work incomplete or below his/her ability. Sometimes gives up if work is challenging.

R1

Rarely makes satisfactory effort, leaving work incomplete and/or of a poor standard. Gives up very easily if work is challenging. Fails to seek help.

Homework score What this means:

H4 Homework is outstanding 90% - 100% completed to an exceptional standard

H3 Homework is good 70% - 89% completed to a high standard

H2 Homework requires improvement

50% – 69% completed

H1 Homework is unsatisfactory

Rarely completes homework

Behaviour score Descriptor

B4 Behaviour for learning is outstanding

Consistently confident and focused with a strong sense of ownership and responsibility for own learning. Confident and self-assured learner with an excellent attitude to learning.

B3 Behaviour for learning is good

Often confident and focused; often takes responsibility for own learning.

B2 Behaviour for learning requires improvement

Rarely independent, focused and responsible for own learning; causes low-level disruption

B1 Behaviour for learning is unsatisfactory

Lacking learner independence and focus; causes persistent disruptions to own and others’ learning

Documents

MARKING, ASSESSMENT, RECORDING & REPORTING