Key Stage 3

Assessment Policy

Introduction

Dear Parent/Carer

There is a significant amount of change currently in education, including a new National Curriculum, new more challenging GCSEs and also new A levels. These changes are happening over the next few years and your son/daughter will experience all of them.

The new National Curriculum has a greater focus on the development of knowledge, along with the opportunity to study the ‘big ideas’ of a subject in greater depth. A key change is the removal of old assessment levels, with the requirement for schools to devise a coherent and robust assessment system to replace them. We are very pleased with these developments, as it gives us the opportunity to provide a more appropriate Key Stage 3 curriculum that builds the important foundations for Key Stage 4. We should no longer see Key Stage 3 and Key Stage 4 as separate courses, but rather as a continuum. The new National Curriculum also gives us the chance to develop better assessment that tracks progress effectively, and highlights specific strengths and areas for development. What we hope to achieve:

A curriculum and assessment model that:

1. Is based on high expectations and challenge for all

2. Is focused on developing the key concepts, knowledge and skills needed for success at Key Stage 4

3. Ensures that pupils do not move on before achieving the required standards in their current area of work

4. Uses regular assessment and feedback that enables pupils to develop a secure or better understanding of the required key concepts, knowledge and skills

5. Incorporates high quality end of topic assessments which help pupils develop the skills needed to tackle GCSE examination questions

6. Ensures that assessments reliably identify good or better progress and any underperformance. This will inform future teaching and learning and any intervention needs.

These are ambitious targets, but we are committed to doing all that we can to prepare our pupils exceptionally well for their future and the challenges that lie ahead.

Yours sincerely

David Bell Headteacher

Assessment at Key Stage 3

Assessment will be based on a combination of on-going assessed tasks and summative assessments.

Ongoing assessment Assessment is an integral part of the learning process. Assessments are designed to clearly check progress. Following an assessment of this type there will be detailed marking and feedback given by the teacher, against the Target Driven Learning criteria given. Pupils are expected to act upon this feedback during the start of their next lesson. This provides opportunities for pupils to further develop their knowledge, skills and understanding before a summative assessment, usually at the end of a unit of work.

Where work is assessed as being below the required standard, pupils will improve this until it is at the expected level.

Summative Assessment

Summative assessments take place at the end of a unit of work and are usually a test or a substantial piece of work. Summative assessments:

Provide a summary judgement about what has been learned by each pupil at a specific point in time

Show what pupils can achieve without support from their peers, parents or staff

Inform any subsequent intervention activities.

Again, where summative assessments are below the required standard,

pupils will improve this until it is at the expected level.

Summative assessments will take a variety of forms, depending on the nature of each subject. For example, in Mathematics and Science they are most likely to be tests. In Design and Technology, assessments may be based around design and make processes. In Drama and PE, teachers will often rate the performance of pupils against set criteria. During the academic year there will also be formal examinations. In KS3 these will be in EBAAC* subjects and in KS4 all examination subjects are involved.

*EBAAC subjects include English, Mathematics, Science, History, Geography and MFL.

How will assessments be graded?

A new grading system has been introduced which indicates how well the pupils have understood a particular aspect of work. This fits in with our aim for pupils to develop at least a secure understanding of the key ideas needed for successful performance in KS4. The scale is:

Whatever the nature of the assessment, the outcomes will generate a grade on this scale. The goal will be to get as many pupils as possible to reach the secure threshold and beyond.

Grade Award Description

1 Advanced

The pupil has demonstrated a comprehensive understanding of the concepts, knowledge and/or skills in an aspect of work.

2 Secure

The pupil has a secure understanding of the concepts, knowledge and/or skills in an aspect of work.

3 Developing

The pupil has a developing understanding of the concepts, knowledge and/or skills in an aspect of work, and is approaching 'Secure'. Others aspects require further development.

4 Progress Warning

The pupil has not achieved the minimum expectations for their ability and progress is not rapid enough.

How will Targets be set?

The prior attainment of pupils, and baseline testing, will be used to band each learner into the following four categories:

As in all target setting methods, prior attainment guides the expected outcomes, so a Higher learner would be expected to achieve a higher grade at GCSE level than a Foundation learner. However, we would expect them to make a similar amount of progress from their starting points. Of course, learners can and do exceed their targets.

Once a pupil is placed in a band, pupils will take on the challenge of moving up a band as they move through each academic year, through hard work, dedication and successful assessment scores. Pupils are given targets at Key Stage 3 to gain a Secure or Advanced grading for their band. GCSE targets will be based on the current GCSE grading scale of A*-G except in English Language, English Literature and Mathematics, where pupils will be given an A*-G and a conversion to the new 1 to 9 grading system. Targets will span two grades – Minimum and Aspirational.

So, typical Foundation learners will achieve grade C if they reach their minimum target, and grade B+, if they excel and reach their aspirational target. Typical Higher learners will achieve grade A if they reach their minimum target, and grade A*, if they excel and reach their aspirational target.

Band

Band

Typical Prior

Attainment

(Key Stage 2 and

Cognitive Ability Test data)

GCSE Targets

KS4 Current Grades

KS4 New Grades

Higher Learner

A 6c 5a 5b 5c

CAT s Data

A+ 7-9

Intermediate Learner

B 5c 4a 4b 4c CAT s Data

B+ 5-6

Foundation Learner

C 4c 3a 3b 3c CAT s Data

C+ 3-5

Entry Level Learner

D 3c 2a 2b 2c

CATs Data

Below C 1-3

Note: New GCSEs

In September 2015, new GCSEs will be taught in English Language, English Literature and Mathematics. In September 2016, new GCSEs will also be taught in the following subjects:

Art and Design

Biology

Chemistry

Computer Science

Food Preparation and Nutrition

Dance

Drama

French

Geography

History

Music

Physical Education

Physics

Religious Studies

Science (Double Award)

Spanish. In September 2017, new GCSEs will also be taught in the following subjects:

Business Studies

Design and Technology

Economics

Media Studies. These new GCSEs will be more demanding and require higher levels of literacy and numeracy to access the best grades. Other changes include:

A new grading system that uses the numbers 1 to 9 to identify levels of performance, rather than A*-G, with 9 being the top grade

A structure where all assessment will take place at the end of the course, and content is not divided into modules

Examinations as the default method of assessment, except where these cannot provide valid assessment of the skills required.

How does the 9 to 1 grading compare with the current A* to G grading? This is most easily represented by the following:

Current GCSE Grades

New GCSE Grades

Above A* 9

A*+

A* 8

A*-

A +

A 7

A-

B + 6

B

B - 5

C +

C 4

C -

D + 3

D

D -

E + 2

E

E -

F + 1

F

F -

G +

G

G -

U

How will Progress be judged and tracked within each academic year?

Pupils will be expected to perform at an assessment grade which is consistent with their prior attainment band as shown in the table below.

It is important to note that assessments gradually become more challenging as pupils move from year to year, so pupils who continue to achieve grades within their band are making expected progress. Staff have carefully mapped the new National Curriculum to each attainment band, identifying the concepts, knowledge and skills expected over the academic year. These are published for each subject on the school website. An example for French is shown overleaf.

Band Assessment Expectations

Higher Learner

To achieve an A1, A2 or A3 on each assessment

Intermediate Learner

To achieve a B1, B2 or B3 on each assessment

Foundation Learner

To achieve a C1, C2 or C3 on each assessment

Entry Level Learner

To achieve a D1, D2 or D3 on each assessment

FRENCH Descriptor

Higher learner 7A1 Advanced

Grammar Objectives:

Can spell and pronounce a large number of words

Understand the importance of articles and adjective agreement. Apply this rule consistently

Correctly express questions

Correctly express opinions

Correctly use time phrases and connectives

Use the negative form correctly.

Correctly use the forms il y a and il n’ya pas

Correctly use pronuouns

Correctly use the verbs avoir and etre

Correctly form regular er verbs

Correctly form ir verbs

Correctly form re verbs

Understand reflexive verbs

Understand possessive pronouns

Linguistic Competence:

Can describe a person, place or object in detail.

Can recount simple chronological events

Can participate in simple dialogues

7A2 Secure

7A3 Developing

7A4 Progress Warning

Intermediate Learner

7B1 Advanced Grammar Objectives:

Can spell and pronounce a number of words

Understand the importance of articles and adjective agreement. Attempts to apply this rule consistently

Correctly express questions

Correctly express opinions

Correctly use time phrases and connectives

Use the negative form correctly.

Correctly use the forms il y a and il n’ya pas

Correctly use a variety of pronuouns

Correctly use the verbs avoir and etre in some of its forms.

Correctly form regular er verbs in some of its forms.

Correctly form ir verbs in some of its forms.

Correctly form re verbs in some of its forms.

Recognise possessive pronouns

Linguistic Competence

Can describe a person, place or object in some detail.

Can recount simple chronological events with help

Can participate in simple dialogues

7B2 Secure

7B3 Developing

7B4 Progress Warning

Foundation Learner

7C1 Advanced Grammar Objectives:

Can spell and pronounce a number of words

Understand the importance of articles and adjective agreement.

Attempts to express questions

Attempt to correctly express opinions

Use time phrases and connectives

Correctly use the forms il y a

Correctly use the pronuoun ‘je’

Correctly use the verbs avoir and etre in the je form.

Recognise verbs changing endings depending on the pronoun

Linguistic Competence

Can describe a person, place or object

Can participate in simple dialogues with aid

7C2 Secure

7C3 Developing

7C4 Progress Warning

Entry Level Learner

7D1 Advanced Grammar Objectives.

Can spell and pronounce a number of words with help.

Recognise the difference in gender

Respond to basic questions

Attempt to express opinions

Use the connectives ‘et’ and ‘mais’

Correctly use the form il y a

Correctly use the pronuoun ‘je’

Attempt to correctly use the verbs avoir and etre in the je form.

Linguistic Competence

Can understand basic descriptions and use models to write their own.

Can participate in simple dialogues with aid

7D2 Secure

7D3 Developing

7D4 Progress Warning

Tracking within individual subjects

At Key Stage 3, staff will enter assessment data into our data tracking system for all subjects at four points across the academic year.

At Key Stage 4, staff will enter assessment data into our data tracking system for all subjects at five points across the academic year.

This data will be published to parents through Insight.

At Key Stage 3, PE, Drama and Dance will report progress using criteria that reflect the subject

specific skills that are being developed.

PUPIL REPORT Example

Autumn Term 1

Subject Band End of Year Target Grade

Assessment

1

ATL Progress Comment

English* Intermediate 7B2 7A3 Excellent Well Above

Mathematics** Higher 7A2 7A3 Good On Target

Science*** Higher 7A2 7A4 Good Progress Warning Must prepare more thoroughly for tests.

To repeat summative assessment.

Geography* Intermediate 7B2 7B3 Excellent On Target

History* Intermediate 7B2 7B3 Excellent On Target

French* Intermediate 7B2 7B3 Good On Target

Art*** Entry Level 7D2 7D3 Excellent On target

Computing*** Higher 7A2 7A3 Good On target

Performing Arts^ Intermediate 7B2 7B3 Excellent On target

PE^ Higher 7A2 7A3 Excellent On target

RE* Intermediate 7B2 7A3 Excellent Well Above

Technology*** Intermediate 7B2 7B4 Requires Improvement Progress Warning Ingredients regularly forgotten.

Must re-do assessments 2 and 3.

*Band based on prior attainment within English and CATs

**Band based on prior attainment within Mathematics and CATs

*** Band based on an average of prior attainment within English and Mathematics and CATs

^ Band based on internal assessment and CATs

Note: The format of the interim and final reports will be different to the above, but they will contain the same information.

Parents/carers may request printed information if they are not able to access our online data tracking systems.

Assessment ladders for each subject Key Stages 2-3 are available through our website. This enables us to map expected progress across all Key Stages. An example from English is published below:

ENGLISH Lower Key Stage 2

Year 3 Year 4

Spoken English

Participation

Joins in discussions, extending ideas

Can focus on the main points

Expresses opinions clearly and politely

Can work collaboratively in discussion

Can maintain an exchange of ideas or opinions

Can adapt tone and formality to suit different audience

Presentation

Speaks aloud with expression using an appropriate tone

Can retell a story expressively and with awareness of audience reaction

Can project voice and expression for class-size audiences

Can work with others to devise a short improvised drama or presentation

Reading Word reading

Knows the meaning of common roots, prefixes and suffixes

Can work out the meaning of unknown words from their roots, prefixes and suffixes

Recognises word families united by common roots

Understands the effect of vowels in words, including when to use a or an.

Recognises words that are exceptions to familiar rules and patterns

Understands the difference between words ending in s, plurals and possessives

Recognises the standard form of common verbs (especially be, go, do, have, get)

Comprehension

Makes effective use of dictionaries, encyclopaedias and other reference texts

Can retell stories and recite poems with good understanding and expression

Recognises the main idea, theme or moral of a story or extract

Can back up views with examples from the text

Can generalise about the features of different genres and give some examples

Can describe characters’ personalities and why they act as they do, referring to the text

Can identify familiar literary techniques used by writers to make an effect

Can retrieve and record information from non-fiction

Writing Spelling & handwriting

Can check spellings in a dictionary using alphabetical order

Knows at least half of the spellings in the Y3 &4 list

Can add –ly correctly

Can apply the common antonyms and root prefixes listed in the Y3&4 curriculum

Can use the possessive plural apostrophe correctly

Has a clear, tidy handwriting style without overlaps, cramping or unevenness.

Can spell all the words on the Y3&4 list

Can spell common words using Y as a mid-vowel

Can add suffixes to polysyllabic words

Can add –ous correctly

Can spell correctly words ending in –tion, -sion, -ssion and -cian, etc

Knows common letter strings from other languages (French, Greek, etc)

Distinguishes between the homophones listed in the Y3&4 curriculum

Uses joining strokes in an elegant and fluent style

Composition

Can work out the structure and conventions of a type of writing to support one’s own efforts

Can use longer and more adventurous sentences and vocabulary

Can organise ideas into paragraphs and use headings to clarify structure

Can create distinctive character, plot and setting in stories

Can identify strengths and weaknesses in writing and suggest improvements

Can adapt grammar, vocabulary, expression and structure to suit the type of writing

Expresses time and place by using conjunctions, adverbials and prepositions

Can use subordinate clauses at the beginning or middle of a sentence

Can open paragraphs with effective key sentences to signpost meaning

Can evoke character and setting using detail, vocabulary and expression

Can improve the structure and sophistication of sentences during drafting

Vocabulary, Grammar & Punctuation

Can identify conjunctions and prepositions

Expresses time, place and cause using conjunctions, prepositions and adverbs.

Wriesr useful key sentences for paragraphs

Can use the present perfect tense e.g. he has gone out

Use inverted commas to show spoken words in dialogue

Can identify pronouns

Can use standard English verbs (especially be, go, do, have, get)

Can use fronted adverbials, including the correct use of the comma

Can write noun phrases containing modifying words before and after the noun

Sequences paragraphs in a logical and helpful order

Uses pronouns to avoid repetition without losing a sense of the nouns to which they refer

Uses commas correctly in speech punctuation

ENGLISH Upper Key Stage 2

Year 5 Year 6

Spoken English

Participation

Can develop, explore and speculate about ideas

Can justify opinions with evidence

Can adopt a formal role in discussion e.g. chair, spokesperson

Can initiate and lead discussions

Can respond to counter-arguments

Can help to progress or manage discussions

Presentation

Can project voice for larger audience

Can use standard English as necessary

Can rehearse and perform a play competently for an audience

Can use standard English confidently

Can prepare and present a particular speaking task competently for a large audience

Reading Word reading Shows awareness of words that are rare or unusual

in their construction or pronunciation

Recognises less common prefixes, root and suffixes and what they denote

Recognises a wide range of synonyms and antonyms and how these are formed

Recognises when vocabulary is chosen for its formality

Can tell apart some commonly confused words (e.g. such as affect and effect)

Can demonstrate an ambitious vocabulary by explaining the exact meaning or nuance of a word in context

Comprehension Is familiar with literature from heritage, multicultural,

and modern traditions

Recognises the way that older texts differ from modern texts in their language and concerns

Can recommend and review books

Can make comparisons between books e.g. in the same genre or by the same author

Can summarise ideas and key points in a concise way

Can explain figurative language

Can appreciate the qualities of classical literature, including a good attempt to interpret older language

Distinguishes between statements of fact and opinion

Can justify views using implied and explicit evidence in the text

Has read more widely and can link books, themes, authors, periods, traditions, etc.

Can review a text giving a thoughtful and balanced account of its content, theme, style, value and any reservations

Writing Spelling & handwriting

Can spell at least half of the words on the Y5&6 list

Can spell common words containing silent letters

Can distinguish between –able and –ible spellings

Can distinguish between ei and ie words

Can spell the homophones and common confusions listed in the Y5&6 curriculum

Can use a thesaurus confidently

Can use the letter string –ough

Writes clearly, even elegantly, in a style that suits the task

Can spell the words in the Y5&6 list

Can distinguish between –ance and ence, -ant and –ent spellings

Can spell the –fer family of words

Can distinguish between –cious and -tious spelling

Can write clearly and at speed

Composition

Adapts style and structure to suit audience and purpose

Demonstrates strategies for initiating, gathering ideas, shaping and improving writing

Writes dialogue that is accurate and effective

Uses description effectively in stories

Can précis longer passages

Uses cohesive devices such as connectives and pronouns to secure sense within the text

Can maintain consistency of tense, agreement and tone

Writes effectively to specification e.g. of style, audience, purpose, length, timing

Can use internalised pre-drafting to reduce the need for multiple revisions

Can write when necessary in a mature, formal, consistent voice

Is a confident narrator, showing as much as telling the plot, using detail and nuance to communicate meaning

Can Précis quickly and fairly to a set length

Vocabulary, Grammar & Punctuation

Uses the correct first word in relative clauses (e.g. that, which, who)

Can use grammar to show degrees of uncertainty e.g. modal verbs (could, might), adverbs (perhaps, maybe)

Can use adverbials to link ideas e.g. later, secondly

Can use brackets, dashes and commas correctly as parentheses

Can use commas and hyphens to avoid ambiguity

Uses lay out effectively to enhance meaning, including the correct use of bullet point

Uses formal vocabulary when appropriate

Appreciates subtle differences between synonyms

Can use the passive tense correctly

Recognises the subjunctive form of the verb

Link ideas using, for example, repetition, adverbials, ellipsis

Can use the colon and semi-colon correctly

Can use hyphens to avoid ambiguity

Organises and lays out work for clarity and ease of understanding

ENGLISH Key Stage 3

Year 7 Year 8 Year 9

Spoken English

Presentation & participation

Contributes clearly to small and larger group discussion

Can give a short, clear, well-structured speech to a familiar audience

Can make a sustained and coherent contribution to debate or discussion, acknowledging and adding to the things that others have said.

Can plans and act out play scripts with confidence and clear speech

Adapts delivery to suit context, showing good control of language choices e.g. vocabulary, tone, degree of formality

Can performs plays, adapting delivery to enhance meaning

Spoken standard English

Uses the main features of spoken Standard English and knows when it is appropriate to use it

Can sustain the use of Standard English

Moves easily between degrees of formality to respond appropriately in different situations

Reading Reading range and experience

Has tackled and grasped some scenes from Shakespeare

Has read independently at least one work of fiction per half-term

Has read and explained the work of at least one poet and one poem in detail

Has participated in the reading, reading aloud and acting of one whole Shakespeare play

Personal reading has included reading and writing about 2 or 3 works linked by author, theme, period or genre

Over the year, has sampled at least 3 different writers, periods, genres and cultures.

Has engaged with the language of one whole Shakespeare play and written a well-structured essay about it

Has read and reviewed the features of a particular genre or series

Has written a well-structured review of a fictional text and written it in appropriate language

Reading strategies

Has an effective method for looking up and learning new terminology

Can infer the motivation of characters from their actions and track record

Understands how texts are targeted at specific audiences

Has an established habit for learning new words and expressions, and using them in their own work

Can point to words and details in the text to support an inference

Has a range of mechanisms for checking sense in reading

Can explain why a writer has chosen a particular word or synonym

Can provide a coherent ‘reading’ of a character or event to justify an inference

Can explain in own words implied or subtle meanings

Critical reading

Understands the range of literary techniques and why they are used

Keeps effective track of the

Understands how the organisation of a text influences the way the reader understands it

Can write convincingly in essay format about the way a character or scene has been created and

developing plot, characters and themes of a text

Is able to articulate the special features of writing by particular author

Has successfully compared two works of literature by theme, style and approach.

Has written a competent critical appreciation of a poem.

Understands the way plays may be performed and interpreted differently

developed.

Has compared two scenes or productions of a single play and can discuss why they are different

Has successfully compared the work, themes, style and approach of two authors

Writing Range of writing

Can write well-structured exposition

Can write well-structured narrative

Has written scripts, poems and stories

Can write formal and informal letters

Can make useful speaking and revision notes

Writes with style in a range of imaginative forms

Can write a range of non-narrative texts including analysis, review, argument and discursion.

Has a developing personal voice or style

Writing skills Can identify and edit out of

weaknesses, repetitions, infelicities and irrelevancies

Can write in a plain, clear style.

Spells all the words in the primary lists

Knows the most common spelling rules and has a range of strategies for learning spellings

Can use basic methods of summary: generalisation, contraction, omission and compression.

Borrows techniques from reading to use in own writing

Has a good eye for checking spelling and has eliminated the most common spelling errors

Is able to summarise ideas and write a précis to a given word limit

Is able to deploy a range of rhetorical devices in their own writing when appropriate

Is able to learn and spell new and ambitious spellings, and understands their composition e.g. roots, inflections

Writing process

Is able to adapt writing for a given audience, purpose or context

Has an effective method for revising work to improve it

Is able to generate writing for a given audience, purpose or context

Revises spelling, grammar, vocabulary and expression to make the work accurate, consistent and appropriate.

Can write to specification e.g. audience, purpose, context, length, approach

Is able to structure and recast work where changes are more than just cosmetic and go beyond sentence level

Knowledge about grammar

Has learnt the vocabulary, grammar and punctuation listed in the primary curriculum

Appreciates the different demands of spoken and written, formal and informal language

Can identify and comment on the use of grammar and punctuation devices used by writers

Understands that there are degrees of formality

Uses and talks about grammar confidently in both reading and writing

Written

Standard English

Uses the main features of standard English and knows when it is appropriate to use it

Is able to write in sound, plain, consistent formal English for most tasks

Understands the notion of register and uses it in write appropriate formal language suitable to the task

Assessments will take a variety of forms depending on the subject. Assessments will be graded using the following scale:

Advanced

Secure Developing

Progress Warning

Secure represents the minimum expectation by the end of the academic year. Pupils should remain in their band or move up to the next band over an academic

year to make good progress

Key Stage 3 curriculum and assessment changed to prepare pupils for new GCSEs. A c lear

Key Stage 3 / Key Stage 4 continuum.

Pupils banded on prior attainment at Key Stage 2, Cognitive Ability

Tests and baseline testing: Categories include Higher, Intermediate, Foundation

and Entry Level.

There is much change in education at the moment: A new National Curriculum

Focuses on the ‘big ideas’ in each subject. Creates a solid foundation for GCSEs. No more levels.

New GCSEs More demanding. End of two year examinations. New 9-1 grading system.

Summary

Prior attainment banding determines K e y S t a g e 3 a n d long term GSCE targets.

Pupil progress will be tracked across all assessments for every subject studied.