subject assessment criteria for summer 2021 qualifications

Notley High School & Braintree Sixth Form

Subject Assessment Criteria for Summer 2021 Qualifications A-Level, AS Level, GCSE, Cambridge National, Cambridge Technical, Entry Level

Contents ELC Step Up English .................................................................................................................................................................................................................................................... 4

Cambridge National Child Development .................................................................................................................................................................................................................... 5

Eduqas Constructing the Built Environment ............................................................................................................................................................................................................... 6

GCSE Art & Design ...................................................................................................................................................................................................................................................... 7

GCSE Art & Design – Graphics .................................................................................................................................................................................................................................... 7

GCSE Art & Design – Textiles ...................................................................................................................................................................................................................................... 8

GCSE Biology – (Higher tier) ....................................................................................................................................................................................................................................... 9

GCSE Business .......................................................................................................................................................................................................................................................... 10

GCSE Chemistry (Higher tier) .................................................................................................................................................................................................................................... 11

GCSE Combined Science (Foundation tier) ............................................................................................................................................................................................................... 12

GCSE Combined Science (Higher tier) ...................................................................................................................................................................................................................... 13

GCSE Computer Science ........................................................................................................................................................................................................................................... 14

GCSE Drama ............................................................................................................................................................................................................................................................. 16

GCSE English Language ............................................................................................................................................................................................................................................. 17

GCSE English Literature ............................................................................................................................................................................................................................................ 19

GCSE Food Preparation & Nutrition ......................................................................................................................................................................................................................... 20

GCSE French (Foundation tier) ................................................................................................................................................................................................................................. 22

GCSE French (Higher tier) ......................................................................................................................................................................................................................................... 24

GCSE Geography ....................................................................................................................................................................................................................................................... 26

GCSE History ............................................................................................................................................................................................................................................................. 27

GCSE Maths .............................................................................................................................................................................................................................................................. 28

GCSE Media Studies ................................................................................................................................................................................................................................................. 30

GCSE Music ............................................................................................................................................................................................................................................................... 31

GCSE PE .................................................................................................................................................................................................................................................................... 33

GCSE Physics (Higher tier) ........................................................................................................................................................................................................................................ 35

GCSE Product Design ................................................................................................................................................................................................................................................ 36

GCSE PER (Religious Studies) .................................................................................................................................................................................................................................... 37

GCSE Spanish (Foundation tier) ................................................................................................................................................................................................................................ 38

GCSE Spanish (Higher tier)........................................................................................................................................................................................................................................ 40

GCSE Statistics .......................................................................................................................................................................................................................................................... 42

Advanced Extension Award in Maths ....................................................................................................................................................................................................................... 43

BTEC Sport ................................................................................................................................................................................................................................................................ 44

BTEC Applied Science (extended certificate) ............................................................................................................................................................................................................ 45

BTEC Applied Science (foundation diploma) ............................................................................................................................................................................................................ 46

Cambridge Technical Business ................................................................................................................................................................................................................................. 47

Cambridge Technical Health & Social Care ............................................................................................................................................................................................................... 48

AS Maths .................................................................................................................................................................................................................................................................. 49

AS Further Maths ..................................................................................................................................................................................................................................................... 50

AS Psychology ........................................................................................................................................................................................................................................................... 51

A-Level Biology ......................................................................................................................................................................................................................................................... 52

A-Level Business ....................................................................................................................................................................................................................................................... 53

A-Level Chemistry ..................................................................................................................................................................................................................................................... 55

A-Level Computer Science ........................................................................................................................................................................................................................................ 56

A-Level Economics .................................................................................................................................................................................................................................................... 57

A-Level English Language & Literature ..................................................................................................................................................................................................................... 58

Hang on A-Level English Literature ........................................................................................................................................................................................................................... 59

A-Level Further Maths .............................................................................................................................................................................................................................................. 60

A-Level Geography ................................................................................................................................................................................................................................................... 61

A-Level History ......................................................................................................................................................................................................................................................... 62

A-Level Law ............................................................................................................................................................................................................................................................... 64

A-Level Maths ........................................................................................................................................................................................................................................................... 66

A-Level Media Studies .............................................................................................................................................................................................................................................. 68

A-Level Physics ......................................................................................................................................................................................................................................................... 69

A-Level Politics .......................................................................................................................................................................................................................................................... 70

A-Level Psychology ................................................................................................................................................................................................................................................... 71

A-Level Religious Studies .......................................................................................................................................................................................................................................... 73

A-Level Sociology ...................................................................................................................................................................................................................................................... 75

A-Level Spanish ......................................................................................................................................................................................................................................................... 77

ELC Step Up English Type of Assessment Unit: Step Up to English Silver Step Component 1

Unit: Step up to English Silver Step Component 2

Level of Control H, M, L

AO1 AO2 AO3 AO4 AO5 AO6 AO1 AO2 A03 A04 AO5 AO6 Assessment 1: In class

assessment: Media Campaigns (1) Fashion (2)

Y Y Y Y Y Y Y Y Y Y H

Assessment 2: In class assessment: Music (1) Adventure

Y y y y y y y y y y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- The students completed the controlled assessment units for ”Step Up” to English that was published on the AQA website. This is the same question papers they would have done under normal circumstances.

Cambridge National Child Development Type of Assessment Unit R018 - Exam Unit R019 - NEA Unit R020 – NEA Level of Control

H, M, L LO1 LO2 LO3 LO4 LO5 LO1 LO2 LO3 LO4 LO1 LO2 LO3 LO4 Assessment 1: Test W/C 24th March 2021

Written Assessment / 50

Y Y Y N N N N H

Assessment 2: Test W/C 19th April


Y Y N N N N H

Assessment 3: Test W/C 26th April


Y Y Y Y Y N N N N H

Assessment 4: Test W/C 3rd May


Y Y Y Y Y N N N N H

Assessment 5: Test W/C 10th May


Y Y Y Y Y N N N N H

Assessment 6: Coursework

NEA N N N N Y Y Y Y M

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Exam board confirmed that either unit R019 or R020 would not need to be completed. Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- The decision for using the above evidence was taken as it covers each of the learning objectives. Evidence found in NEA, and marks scored in written assessments, used to make a judgement against JCQ grade descriptors for 2021

Eduqas Constructing the Built Environment Type of Assessment Unit 1 – Safety and security

in construction Unit 2 – Developing construction projects

Unit 3 – Planning construction projects


LO1 LO2 LO3 LO4 LO1 LO2 LO3 LO1 LO2 LO3 Assessment 1: Unit 2 Controlled assessment

Controlled assessment x 4. Carpentry, Decorating, Electrical and Plumbing

N N N N Y Y Y N N N H

Assessment 2: In class assessments. April 2021 – May 2021

5 x in class assessments to cover Unit 3 exam.

N N N N N N N Y Y Y H

Assessment 3: Unit 1 Mock examination 1

Online mock exam – Exam board mark scheme and grade boundary used.

Y Y Y Y N N N N N N H

Assessment 4: Unit 1 mock examination 2



Assessment 5: Unit 1 mock examination 3



If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- I have followed the exam boards suggestion. Unit 2 Controlled assessment the best 2 will count towards the student grade. For unit 1 and 3, the assessments will be used to gauge the students current level.

GCSE Art & Design Type of Assessment


AO1 AO2 AO3 AO4

Assessment 1: Portfolio

Coursework Y Y Y N

M

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Time allocated to AO4 was reduced due to school closure/national lockdowns. Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Exam board removed the externally set exam piece in January 2021 and made the portfolio 100% submission for the cohort of 2021. Work submitted for the portfolio will be the evidence combined with using the grade descriptor guidance from JCQ for 2021.

GCSE Art & Design – Graphics Type of Assessment


AO1 AO2 AO3 AO4

Assessment 1: Portfolio

Y Y Y N

M

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Time allocated to AO4 was reduced due to school closure/national lockdowns.

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Exam board removed the externally set exam piece in January 2021 and made the portfolio 100% submission for the cohort of 2021. Work submitted for the portfolio will be the evidence combined with using the grade descriptor guidance from JCQ for 2021.

GCSE Art & Design – Textiles Type of Assessment


AO1 AO2 AO3 AO4

Assessment 1: Portfolio, produced throughout course

NEA Y Y Y N

[e.g. H] M

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Allocation of time for AO4 was reduced due to school closure/lockdown, and access to resources for practical work was similarly hit. Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Prior to the government’s cancellation of final exams in January 2021, the exam board directions stipulated that for this cohort, 100% of the assessment was to be based on the ”Portfolio” of work produced. Work submitted in portfolio used to make judgement on grades awarded against JCQ grade descriptors 2021

GCSE Biology – (Higher tier) Type of

Assessment Topic 4.6 Inheritance, Variation and Evolution

Topic 4.1 Cells Topic 4.2 Organisation Level of Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Topic 4.2 Organisation

Examination Y Y Y H

Assessment 2: Topic 4.6 Inheritance

Examination Y Y Y H

Assessment 3: Edited Paper 1 Topics 4.1 and 4.2

Examination Y Y Y Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Tests were designed to assess students on the individual topics that the whole cohort had been taught. The last piece of evidence was a secure Paper 1. They were edited to only test what the students had been exposed to. It also meant that all the assessment objectives were covered.

GCSE Business

Type of Assessment Unit 1 Introduction to small business

Unit 2 Growing a business


AO1 AO2 AO3a AO3b AO1 AO2 AO3a AO3b Assessment 1: 9-mark question Written in class Y Y Y Y H

Assessment 2: 12-mark question Written in class Y Y Y Y H

Assessment 3: Paper 1 section A Written in class Y Y Y H

Assessment 4: Paper 1 Section B Written in class Y Y Y Y H

Assessment 5: Paper 1 Section C Written in class Y Y Y Y H

Assessment 6: Paper 2 section B Written in class Y Y Y Y H

Assessment 7: MCQ paper Written in class Y Y Y Y

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Not applicable Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Assessments 1 and 2 are supplementary evidence to assesses evaluation. Assessments mirror what students would have ordinarily undertaken had they sat the examinations as expected for Theme 1 Assessments 3-5 are full papers as originally published in 2020. The 2019 grade boundaries have been applied. Assessment 6 is being used to assess the topic covered in Theme 2 in school.

GCSE Chemistry (Higher tier) Type of

Assessment Topic 5.2 Bonding Topic 5.4 Chemical

Changes Topic 5.1 Atomic Structure & The Periodic table

Topic 5.5 Energy Changes


AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Topic 5.2 Bonding

Examination Y Y Y H

Assessment 2: Topic 5.4 Chemical Changes

Examination Y Y Y H

Assessment 3: Edited Paper 1 Topics 5.1, 5.4 & 5.5

Examination Y Y Y Y Y Y Y Y Y H


GCSE Combined Science (Foundation tier) Type of

Assessment Biology Chemistry Physics Level of

Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Topic 6.2 Particles

Examination Y Y Y H

Assessment 2: Edited Paper 1. Topics: 4.1 Cells. 4.2 Organisation 4.4 Bioenergetics

Examination Y Y Y H

Assessment 3: Edited Paper 1. Topics: 5.1 Atomic Structure and Periodic Table 5.2 Bonding 5.3 Quantatitive Chemistry 5.4 Chemical Changes

Examination Y Y Y H

Assessment 4: Edited Paper 1. Topics: 6.1 Energy 6.2 Electricity 6.4 Atomic Structure

Examination Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Tests were designed to test students on the individual topics that the whole cohort had been taught. The last three pieces of evidence were secure Paper 1s. They were edited to only test what the students had been exposed to. It also meant that all the assessment objectives were covered.

GCSE Combined Science (Higher tier) Type of

Assessment Biology Chemistry Physics Level of

Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Topic 6.2 Particles

Examination Y Y Y H

Assessment 2: Edited Paper 1. Topics: 4.1 Cells. 4.2 Organisation 4.4 Bioenergetics

Examination Y Y Y H

Assessment 3: Edited Paper 1. Topics: 5.1 Atomic Structure and Periodic Table 5.2 Bonding 5.3 Quantatitive Chemistry 5.4 Chemical Changes

Examination Y Y Y H

Assessment 4: Edited Paper 1. Topics: 6.1 Energy. 6.2 Electricity. 6.3 Particle Model of Matter 6.4 Atomic Structure

Examination Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Tests were designed to test students on the individual topics that the whole cohort had been taught. The last three pieces of evidence were secure Paper 1s. They were edited to only test what the students had been exposed to. It also meant that all the assessment objectives were covered.

GCSE Computer Science Type of Assessment Unit – Component 1 Unit – Component 2 Level of

Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Year 11 Mock Exams

Examiniation Y

Y Y Y Y Y H

Assessment 2: Test 1 – Networks (In class – Exam conditions)

Test Y Y N Y Y N H

Assessment 3: Test 2 – Algorithms (In class – Exam conditions)

Test Y Y Y Y Y Y H

Assessment 4: Test 3 – Number Systems (In class – Exam conditions)

Test Y Y Y Y Y Y H

Assessment 5: Test 4 –Environment and Ethics (In class – Exam conditions)

Test Y Y N N N N H

Assessment 6: Classwork / Homeowrk Assignemnts

Coursework Y Y Y Y Y Y L

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Clear Grade Boundaries Use exam board mark scheme Shorter than full exam to reduce exam fatigue

Tests a cross section of the course content to create depth and breadth of assessment of understanding Could choose the best 3 of 4 Revision created to enable students to focus on specific topic areas

GCSE Drama Type of Assessment Unit __1 Unit __2 Unit __3 Level of

Control H, M, L

AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 Assessment 1: Component 1 Portfolio

NEA Y N N N Y/N Y/N Y/N Y/N Y/N Y/N Y/N Y/N M

Assessment 2: Component 2 Performance

This would have been marked by a visiting examiner, however this has been graded by both GCSE teachers.

N Y N N H

Assessment 3: Written Evaluations

NEA- Controlled conditions, in class

N N N Y H

Assessment 4: Component 3 Improving mock exam answers

At home during lockdown.

N N Y N L

Assessment 5: Component 3

Controlled conditions in class.

N N Y N H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- The decision for using the above evidence was taken as it covers each assessment objective. Please note that ’Assessment 3’, the written evaluation would normally be carried out for Component One, however students did not get to complete this performance, therefore, we have completed an evaluation of their Component Two performance, to ensure that AO4 has been covered.

GCSE English Language Type of

Assessment Unit Paper 1 reading Unit Paper 1

writing Unit Paper 2 reading Unit paper 2

writing Level of Control H, M, L

AO1 AO2 AO3 AO4 AO5 AO6 AO1 AO2 AO3 AO4 AO5 AO6 Assessment 1: In class 19/3

In class assessment Language paper 1 Q1-3

y y H and M as some students were isolating so completed via teams in timed conditions

Assessment 2: In class 23/3

In class assessment Language paper 1 Q4

y H



y y H

Assessment 4: In class W/B 19/4

In class assessment of either Q1-3 or Q4

y y y H



y H

Assessment 6: In class

In class assessment of Language paper 1, end of unit year 10 Dec 2019

y y y y y H

Assessment 7: Online

End of unit assessments year 10 and 11

y y y y y L

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Language paper 2 was assessed during lockdown 1 and the second lockdown in January 2021. For this reason, not all students accessed the learning in the same way and there are gaps in student evidence. We are therefore only using this as additional evidence that is not weighted as highly. However, we have worked on question 4 in class, as this is the only one that covers AO3. Again, the weighting of this evidence is not considered as highly as the other work from Language paper 1. Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Each of the assessment points were taken in controlled conditions within class using exam style structures. The in class assessments and end of unit assessments were done in silence, and with the correct additional requirements for the majority of students. Where they were not, this has been noted for individual students. The best of each of these units is used to help guide the overall grade for each student, allowing students to evidence what they have achieved. At each point, moderation occurred to ensure continuity across the cohort and classes.

GCSE English Literature Type of Assessment Unit Macbeth Unit An Inspector

Calls Unit Poetry Unseen Poetry Level of

Control H, M, L

AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO1 AO2 AO3 AO1 - 4 Assessment 1: Mock examination taken Dec 2020

Examination Y Y Y Y Y Y Y Y Y Y Y H

Assessment 2: In class assessments, taken April and May 2021

In class assessment y y y y y y y Y Y Y N H

Assessment 3: End of unit assessments

Class assessment Y Y Y Y Y Y Y Y Y Y N H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- We have chosen not to use the unseen poetry unit as part of the latest in class assessment. This is because it was studied during lockdown in year 10, and re-visited in year 11 during lockdown and therefore not all students were accessing the work in the same way. However, all assessment objectives are covered in the other units. It was covered in the mock exam

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Each of the assessment points were taken in controlled conditions within class using exam style structures. The mock exams were taken in the exam hall in high control, and the in class assessments and end of unit assessments were done in silence, and with the correct additional requirements for the majority of students. Where they were not, this has been noted for individual students. The best of each of these units is used to help guide the overall grade for each student, allowing students to evidence what they have achieved. At each point, moderation occurred to ensure continuity across the cohort and classes.

GCSE Food Preparation & Nutrition Type of Assessment


AO1 AO2 AO3 AO4

Assessment 1: NEA2, Autumn and Spring term of year 11

NEA

Y Y Y Y

[e.g. H] M

Assessment 2: Mock Exam Dec 2021

examination y y n y H

Assessment 3:] In class assessment paper 1 w/b April 17th

test y y n y H

Assessment 4: In class assessment paper 2 w/b April 24th

test y y n y H

Assessment 5: In class assessment paper 3 w/b May 3rd

test y y n y H

Assessment 6: In class assessment paper 4 w/b May 10th

test y y n y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:-

n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- NEA 50%, Written assessments 50%. Evidence found in (incomplete) NEA, and marks scored in written assessments, used to make a judgement against JCQ grade descriptors for 2021. Practical Skills (AO3) assessed through all other examples of students’ practical work in NEA, rather than the final 3 hour practical, which did not take place.

GCSE French (Foundation tier) Type of Assessment Unit


AO1 AO2 AO3 AO4

Assessment Open book writing Assessment on Family – March 2021

Open book writing Assessment on Family – 90 word task Foundation Unit 1

N N N Y H

Assessment 2: Listening exam April 2021

Listening exam paper Units 1-7

Y N N Y H

Assessment 3: Reading exam April 2021

Reading exam and translation into English units 1-7

N N Y Y H

Assessment 4: Writing exam

Writing assessment on House and Town , unit 5, in exam conditions

• Foundation 40 words and translation into English on unit 1- family

N N N Y H


Open book Writing assessment on Free time, unit 3.

• Foundation 90 words

N N N Y H

Assessment 6 reading paper May 2021

Reading paper and translation into English

N N y Y H

Assessment 7: Mid-term assessment on unit 5 taken October 2020

Mid-term assessment unit 5: listening, reading and writing translation into French

Y N Y Y H


The Speaking has been completed as an endorsement and has been omitted from the exam.

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- The assessments have been designed so that all of the skill areas have been assessed across the units that we have taught over the two years. The Listening and reading papers assess each of the units covered.

GCSE French (Higher tier) Type of Assessment Unit


AO1 AO2 AO3 AO4

Assessment 1: Open book writing Assessment on Family – March 2021

Open book writing Assessment on Family – 150 word task on Unit 1

N N N Y H


Listening exam paper on Units 1-7 Y N N N H



N N Y N H



• 90 words and translation into English on unit 1- family

N N N Y H

Assessment 5: Open book Writing – assessment on Free time, May 2021


150 words

N N N Y H

Assessment 6 reading paper May 2021

Reading paper and translation into English

N N y N H

Assessment 7 Mid-term assessment on unit 5 taken October 2020

Mid-term assessment unit 5: listening, reading and writing translation into French

Y Y Y H


The Speaking has been completed as an endorsement and has been omitted from the exam.

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- The assessments have been designed so that all of the skill areas have been assessed across the units that we have taught over the two years. The Listening and reading papers assess each of the units covered.

GCSE Geography Type of Assessment Unit – Our Natural World Unit – People and society Unit - Geographical

exploration Level of Control H, M, L

AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 AO1 AO2 AO3 Assessment 1: Sustaining ecosystems

Past paper questions Y Y Y N H

Assessment 2: Dynamic Development

Past paper questions

Y Y Y N H

Assessment 3: Climate Change


Y Y Y N H

Assessment 4: UK in the 21st Century


Y Y Y N H

Assessment 4: Geographical explaoration


N Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Fieldwork was due to be undertaken virtually but due to online teaching this was not practical to do and therefore AO4 (fieldwork) has not been covered by students across the cohort AO1 for the geographical investigation unit does not exist

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- 2 human and 2 physical units covered (meaning that students across the cohort will have been evidence on 50% of the units covered) for paper 1 and 2 with a selection of paper 3 assessment questions taken from a unit units covered while teaching in school. Students are covering a range of different types of questions across the papers. Papers chosen for evidence were chosen as these had not previously been used by students in lessons, for home learning or as part of an assessment.

GCSE History Type of Assessment Unit paper 1

Medicine Unit paper 2 Anglo-Saxon & Norman England

Unit paper 3 Weimar & Nazi Germany


AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 Assessment 1: Formal Examination (Germany topic) taken November 2020

Full examination paper

Y Y Y Y H

Assessment 2: 3 Essays on medicine topic written Friday 19.3.21

Partial examination – part B only y y N *

H

Assessment 3: 3 Essays on Germany topic written w/c 26.4.21

Partial examination

Y Y Y N H

Assessment 4: 3 essays on Anglo-Saxon & Norman topic written w/c 10.5.21

Full examination paper

Y Y

H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- (NB: Shading indicates where that AO is NOT examined in that unit) *AO3 Source analysis is usually examined in both paper 3 and paper 1 (the historic environment element of paper 1 (Medicine)). The content and skills for this were taught during the second national lockdown, which was far from ideal, and further source work was therefore assessed in the more familiar content of paper 3 instead. Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- The assessments completed have assessed students on the three topics they would have been examined in during the planned 2021 exams (i.e. 3 of 4 topics, with centres being allowed to drop one topic of their choice). All the Assessment Objectives, which would be assessed normally, have also been examined in some way.

GCSE Maths Type of Assessment

Non-Calculator skills Calculator skills


AO1 AO2 AO3 AO1 AO2 AO3

Assessment 1: Short paper non-Calculator

Examination Y Y Y H

Assessment 2: Short paper Calculator

Examination

Y Y Y H


Examination

Y Y Y H


Examination

Y Y Y H


Examination

Y Y Y H


Examination

Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Clear Grade Boundaries Shorter than full exam to reduce exam fatigue Tests most of the course content to create depth and breadth of assessment of understanding

Will choose the best 4 of 6 - will need to be at least 1 non-calc paper, no more than 2 Revision lists will be created to enable students to focus on specific topic areas

GCSE Media Studies Type of

Assessment Component 1 Sec A

Component 1 Sec B

Component 2 Sec A

Component 2 Sec B

Component 3 NEA


AO1 AO2 AO1 AO2 AO1 AO2 AO1 AO2 AO3 Assessment 1: Mock examination taken Dec 2020

Examination Y Y Y Y Y Y N N H/M - medium for those students isolating


Class assessment y y y y Y Y N N H


Class assessment Y Y Y Y Y Y N N H

Assessment 4: NEA

Home Y L

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Component 2 Section B not completed as a time content issue. However, all the assessment objectives were covered in other units. Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Each of the assessment points were taken in controlled conditions within class using exam style structures. The mock exams were taken in the exam hall in high control for the majority of students, although some students were isolating and therefore these were done over teams with timed release and collection. The in class assessments and end of unit assessments were done in silence, and with the correct additional requirements for the majority of students. Where they were not, this has been noted for individual students. The best of each of these units is used to help guide the overall grade for each student, allowing students to evidence what they have achieved. At each point, moderation occurred to ensure continuity across the cohort and classes. The only assessment completed wholly at home was Component 3 - the NEA – as completed during second lockdown. This is permissible as students would have completed it in home/school conditions in normal circumstances.

GCSE Music Type of Assessment Unit J536

Performing Unit J536 Composing

Unit J536 Listening


AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 Assessment 1: Performance

Controlled assessment. Performance

Y H

Assessment 2: Composition

Controlled assessment Composition

Y M

Assessment 3: SAM listening paper

Written listening paper Y Y H

Assessment 4: 2019 listening paper

Written listening paper

Y Y H

Assessment 5: 2020 listening paper

Written listening paper

Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:-

The choice of evidence has been decided based on course content. Once the syllabus was reduced for this cohort, we have completed all of the required work. Students needed to complete 1 performance and 1 composition (which we have used). In addition we have used 3 past papers to give students the best chance on the listening paper.

GCSE PE Type of

Assessment Unit: Component 1 Fitness & Body Systems

Unit: Component 2 Health & Performance

Unit: Component 3 Practical Performance

Unit: Component 4 Personal Exercise Programme (PEP)


AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 Assessment 1: Mock Exam Dec 2020

Examination Y Y Y Y Y Y M

Assessment 2: NHS Exam (Past Paper Qs)

Examination Y Y Y Y Y Y H

Assessment 3: Personal Exercise Programme (adapted from controlled assessment)

Class work Y M

Assessment 4: Practical Performance

Teacher Judgement

Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Assessment 1 – students completed both a component 1 and component 2 paper so this gives us a holistic overview of their performance at this time of the course. Some students sat their mocks at home; this will be carefully considered when awarding final student grades. Assessment 2 – We reviewed the performance of the cohort in the December mock exams, and identified areas of weakness. Time was spent revisiting these weaker content areas, before students completed 2 papers (component 1 and component 2), made up of past paper questions on these topics so students had a chance to demonstrate improvement. Assessment 3 – During the lockdown period starting in January, we adapted the controlled assessment so that instead of students analysing their own fitness, they were given a scenario for a person who wanted to improve their fitness for a game-based sport. Students followed all of the steps they would have in the usual controlled assessment, and were given new data at set intervals to analyse and evaluate. Students ultimately produced a 1500 word (approx.) evaluation of the persons fitness and the training programme they designed for them.

Assessment 4 -

GCSE Physics (Higher tier) Type of

Assessment Topic 6.3 Particles Topic 6.8 Space Topic 6.1 Energy Topic 6.2 Electricity Topic 6.4 Atomic

Structure Level of Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Topic 6.3 Particles

Examination Y Y Y H

Assessment 2: Topic 6.8 Space

Examination Y Y Y H

Assessment 3: Edited Paper 1 Topics 6.1, 6.2, 6.3 & 6.4

Examination Y Y Y Y Y Y Y Y Y Y Y Y H


GCSE Product Design Type of Assessment NEA Theory


AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4

Assessment 1: (NEA)

Controlled assessment design and make project

Y/N Y/N

Y/N

Y/N

High

Assessment 2: (4 x mini assessments)

In class assessments using past paper questions on theory content covered

Y/N

Y/N

High

Assessment 3: (Mock Exam Dec 20)

Past paper May 2019 Y/N

Y/N

High

Assessment 4: (Home learning)

Y/N

Y/N

Y/N

Y/N

Low

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- NEA is a requirement of the course and worth 50% of the overall grade. The mini assessments will assess the students on content that has been covered. This combined with data from the mock and homelearning will help to make a judgement on the remaining 50% of the grade to inform our overall holistic grade for each student.

GCSE PER (Religious Studies) Type of Assessment Level of

Control H, M, L

AO1 AO2 Assessment 1: End of Unit Class Assessment Christian Beliefs

Whole unit assessment y

y

H

End of Unit Class Assessment Life and Death

Whole unit assessment y y H

End of Unit Class Assessment Crime and Punishment


End of Unit Class Assessment Muslim Beliefs


If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Both assessment objectives have been included in all assessments. Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- We have chosen to assess 50% of paper 1 and paper 2 under test conditions, using past questions as suggested by the exam board. We have not chosen assessments done at home during lockdown as we cannot be sure the data is robust. We are covering both purely religious units focusing on Christian and Muslim beliefs, and an ethical issue from both papers. The units omitted were covered during both lockdowns and the last unit had not been completed.

GCSE Spanish (Foundation tier) Type of Assessment Unit


AO1 Listening AO2 Speaking

AO3 Reading

AO4 Writing


Open book writing Assessment on Family – 90 word task Foundation Unit 1

N N Y Y H


Listening exam paper Units 1-7 Y N Y Y H



N N Y Y H



• Foundation 40 words and translation into Spanish on unit 1- family

N N y Y H



• Foundation 90 words

N N y Y H

Assessment 6 : reading paper May 2021

Reading paper and translation into English N N y y H


There is no Speaking exam this year but rather a Speaking endorsement which is marked separately.

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported

the grading decision:- All of the skills have been assessed across the units taught over the two years.

GCSE Spanish (Higher tier) Type of Assessment Unit


AO1 Listening AO2 Speaking

AO3 Reading

AO4 Writing


Open book writing Assessment on Family – 150 word task on Unit 1

N N y Y H


Listening exam paper on Units 1-7 Y N y y H



N N Y y H



• 90 words and translation into Spanish on unit 1- family

N N y Y H

Assessment 5: Open book Writing – assessment on Free time, May 2021

Open book Writing assessment on Free time, unit 3/2.

150 words

N N y Y H

Assessment 6 : reading paper May 2021

Reading paper and translation into English N N y y H


There is no Speaking exam this year but rather a Speaking endorsement which is marked separately.

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- All of the skills have been assessed across the units taught over the two years.

GCSE Statistics Type of Assessment All content


AO1 AO2 AO3

Assessment 1: Short paper A

Examnation Y Y Y

H

Assessment 2: Short paper B

Examination Y Y Y

H

Assessment 3: Short paper A

Examination Y Y Y

H

Assessment 4: Short paper B

Examination Y Y Y

H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- We have taken a set of papers and split them to be shorter papers, each lasting 45 minutes long and worth 40 marks each. This tests students on the depth and bredth of the course content as we had completed the study of all content. Revision lists had been provided to students to help them prepare for assessments and target revision.

Advanced Extension Award in Maths Type of Assessment


AO1 AO2 AO3

Assessment 1: Mock 1 wb 26/4/21

3h exam Y Y Y

H


3h exam Y Y Y H


3h exam Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Using past papers

BTEC Sport Type of Assessment Unit 1 - Anatomy and

Physiology Unit 2 - Fitness Training and

Programming for Health, Sport and Wellbeing



Assessment 1: (Mock Exam – Full)

Full mock exam Y Y Y Y

H

Assessment 2: (Mock Exam – Full)

Full mock exam Y Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Units 3 & 6 are subject to external moderation and have already been completed fully. Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- A full mock exam was used to replicate the external exams that would have normally been sat. All exam procedures were followed to allow students the opportunity to achieve.

BTEC Applied Science (extended certificate) Type of Assessment Unit


AO1 AO2 AO3 AO4 Assessment 1: Unit 1 exams - grades banked 2020

Exam – Unit 1` Y Y Y Y H

Assessment 2: Unit 2 assessments - 2020

Internal assessments – Unit 2 (LA = Learning aim)

LA, A: Y

LA, B: Y

LA, C: Y

LA, D: Y

H

Assessment 3: Mock exam May 2021

Exam Unit 3 Y Y Y Y H



LA, A: Y

LA, B: Y

LA, C: Y

H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Assessment has been designed to cope with the difficulties of the lock down as far as possible insofar as overcoming the lack of access to practical activities

BTEC Applied Science (foundation diploma) Type of Assessment Unit


AO1 AO2 AO3 AO4 Assessment 1: Unit 1 exams - grades banked 2020

Exam – Unit 1` Y Y Y Y H



LA, A: Y

LA, B: Y

LA, C: Y

LA, D: Y

H

Assessment 3: Mock exam May 2021

Exam Unit 3 Y Y Y Y H



LA, A: Y

LA, B: Y

LA, C: Y

H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Assessment has been designed to cope with the difficulties of the lock down as far as possible insofar as overcoming the lack of access to practical activities

Cambridge Technical Business Type of Assessment Unit 1

The Business Environment Unit 2 Working in Business

Unit 3 Business Decisions

Unit 8 Introdction to HR


LO1 LO 2 LO3 LO 4 LO 5 LO 6 LO 7 LO 8 LO 1

LO 2 LO 3

LO 4 LO 5 LO 1

LO 2 LO3 LO 4 LO 5 LO 6 LO 1

LO 2 LO3 LO 4 LO 5 H Assessment 1: Unit 1 Written examination Y Y Y Y Y Y Y Y H

Assessment 2: Unit 2

Written examination Y Y Y Y Y H

Assessment 3: Unit 3

Written examination Y Y Y Y Y Y H

Assessment 4: Unit 8 Coursework Tasks Y Y Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Unit 4 has been removed. This is allowed by OCR under the reduction in units rules for vocational education. This unit was partially delivered in Yr 12 and unable to be continued due to remote learning and its practical nature. Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- The written examination assessments mirror exactly what students would have been required to do, if the examination series had gone ahead. Unit 1 has already been “banked” through CAG in 2020 since students would ordinarily sit this paper at the end fo year 12. . But since students did not sit this paper, worth double GLH), it was decided that they would complete this assessment. Unit 2 and unit 3 would have been sat in January 2021 but this series was cancelled. We have therefore used a full past paper as replacements. Unit 8 coursework would have been submitted for external verification at the end of the year. OCR have cancelled this external scrutiny. The coursework will be completed under the same conditions as if it was going to be EV’ed. It will be assessed in the same way and all paperwork associated with assessment completed in the same way.

Cambridge Technical Health & Social Care

  Type of Assessment 

Unit 1 - NEA  Unit 2 - Exam Unit 3 - Exam  Unit 4 - Exam  Unit 17 - NEA  Level of Control   H, M, L  

    LO1  LO2  LO3 LO4 LO1  LO2   LO3 LO4 LO1  LO2  LO3  LO4  LO1  LO2  LO3  LO4  LO5  LO6  LO1  LO2  LO3  LO4   

Assessment 1: 19th March 2021 

Examination                   Y  Y                  H 

Assessment 2: 24th March 2021 

Examination           Y                            H 

Assessment 3: 13th April 2021 

Examination                       Y  Y              H 


Examination             Y                          H 


Examination                           Y  Y          H 

Assessment 6: 4th May 2021 

Examination               Y  Y                      H 

Assessment 7: 11th May 2021 

Examination        Y Y                      H 

Assessment 8: 18th May 2021

Examination Y Y H

Coursework   

NEA  Y  Y  Y Y                     Y  Y  Y  Y  M 

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:-   Unit 10 – Due to COVID and lockdown, there was not enough time to teach this Unit. 

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- 

AS Maths Type of Assessment Unit __Pure Unit __ Stats & Mechanics Level of

Control H, M, L


Assessment 1: C1 exam (Nov 2021)

1h30 exam Y Y Y N N N

H

Assessment 2: Pure Exam 1 (April 2021)

1h exam Y Y Y N N N H

Assessment 3: Pure Exam 2 (May 2021)


Assessment 4: Stats Exam

1h exam N N N Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Completed in exam conditions

AS Further Maths Type of Assessment Unit __Core Unit __FP1/D1



Assessment 1: Core Exam 1 (23/4/21)

1h exam Y Y Y N N N

H

Assessment 2: Core Exam 2 (30/4/21)


Assessment 3: FP1/D1 Exam (14/5/21)


If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Exam conditions covering range of course covered (this is all of Core but selected topics from D1 and FP1)

AS Psychology Type of Assessment Paper 1 Paper 2 Level of Control

H, M, L AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1:

End of unit assessment Approaches /

H

Assessment 2:

Research Methods – 12 mark Application question March 2021

Y H

Assessment 3:

Research Methods – full paper / 24 March 2021

Y Y Y H

Assessment 4:

Social Influence – end of unit exam / 24 April 2021

Y Y Y H

Assessment 5:

Social Influence – 16 mark essay April 2021

Y Y Y H

Assessment 6:

Psychchopathology end of unit exam / 24 May 2021

Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- No AOs have been omitted - all assessment objectives are covered within each of the three papers Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:-

• All three papers are covered • One paper 3 topic is omitted due to not teaching the content • Topics taught during lockdown 1 have been omitted due to being unsure of student attendance during the spring / summer term – previous

Topics have been omitted due to timing constraints in terms of student revision and staff workload

A-Level Biology Type of Assessment Unit 1 and 2 Unit 1, 2 and 3 Unit 5 Level of

Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Cell structure – April 21

Exam Y Y Y H

Assessment 2: Membranes and exchange surfaces - April 21

Exam Y Y Y H

Assessment 3: Neuronal communication – May 21

Exam Y Y Y H

Assessment 4: Respiration and photosynthesis – May 21

Exam Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Question papers were designed to cover the full range of AO’s in topic areas studies by the whole cohort.

A-Level Business Type of Assessment Theme 1 & 4, Paper 1

(Marketing, People and Global Business

Theme 2 & 3, Paper 2 Paper 3 content covered in assessments from Paper 1 & 2.


AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 Assessment 1: Product life cycle, Marketing strategies, Emerging markets. Spotify case study

Classroom Assessment 20 mark essay question.

Y Y Y Y M

Assessment 2: Share options, Empowerment JD Sports case study

Classroom Assessment 20 mark essay question

Y Y Y Y Y Y Y Y H

Assessment 3: Employee performance, Financial and non-financial motivators. Aldi case study


Y Y Y Y H

Assessment 4: Critical path analysis, capacity utilisation and Takeovers. Innocent Drinks case study

Classroom Assessment 8 marks calculation, short answer question

Y Y Y Y H

Assessment 5: Employer-employee relations, Flexible working, Organisation structure. Starbucks case study


Y Y Y Y H

Assessment 6: Classroom Assessment Open Book

Y Y Y Y Y Y Y Y M

Break even, skimming pricing strategies, raw materials Matt & Nat Case Study

10 mark calculations 20 mark Essay

Assessment 7: Cashflow, Variance, Quality control, Zara & Asos Case Study

Classroom Assessment 2 x 4 mark 20 mark essay question

Y Y Y Y H

Assessment 8: Variety of Marketing topics

Classroom Assessment 30 marks including 4, 8 and 10 mark questions

Y Y Y Y

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- 20 mark essays were chosen as they allow all of the assessment criteria to be met. It was decided that all 4 themes of the syllabus would be covered within the 20 mark questions. As Paper 3 is a combination of all 4 themes it was felt best not to proceed with this and instead cover the 4 themes using past papers, rather than the pre-released information for Paper 3, which would not have a mark scheme. Assessment 4 & 7 have calculation questions to allow students to demonstrate these skills. Assessment 8 includes a variety of exam questions from an AS Paper to cover the marketing topic.

A-Level Chemistry Type of Assessment Unit 1, 2 and 3 Unit 1, 2, 3 and 5 Unit 1,2, 4 and 6 Level of

Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Bonding and structure – April 2021

Examination Y Y Y H

Assessment 2: Rates and equilibria – April 2021

Examination

Y Y Y H

Assessment 3: Thermodynamics – May 2021

Examination

Y Y Y H

Assessment 4: Organic chemistry – May 2021

Examination

Y Y Y H

Assessment 5: Analysis May 2021`

Examination

Y Y Y H


A-Level Computer Science Type of Assessment Unit __Paper 1 Unit __Paper 2 Unit __ NEA Level of

Control H, M, L

AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 Assessment 1: Paper 1 Sections A and B (22/3/21)

1h exam Y Y Y N N N N N N H

Assessment 2: Paper 2 Sections 5 and 9 (20/4/21)

1h exam N N N Y Y N N N N H

Assessment 3: Paper 2 Section 6-8 (4/5/21)

1h exam N N N Y Y N N N N H

Assessment 4: Paper 2 Section 10-12 (11/5/21)

1h exam N N N Y Y Y N N N H

Assessment 5: Paper 1 skeleton program (18/5/21)


Assessment 6: NEA (final deadline 5/5/21)

Coursework project N N N N N N N Y Y L

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Most prior assessments were not completed in exam conditions whereas these represent all areas of ’normal’ final exams.

A-Level Economics Type of Assessment Unit 1 & 3 Unit 2 & 4



Assessment 1: Short paper – Micro 1

Examination Y Y Y Y H

Assessment 2: Short paper - Micro 2

Examination

Y Y Y Y H

Assessment 3: Short paper - Macro 1

Examination

Y Y Y Y H

Assessment 4: Short paper Macro 2

Examination

Y Y Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Clear grade boundaries, shorter than full exam to reduce exam fatigue, Tests most of the course content to create depth and breadth of assessment of understanding, Revision lists will be created to focus students on specific topic areas. No paper three synoptic due to the lost teaching time – paper 1 and 2 covers all content. Average taken across the four papers to enable students to cover enough of the course and give them the best outcome possible.

A-Level English Language & Literature Type of Assessment Unit 1 - Non-

fiction anthology Unit 2 - Language of poetry and plays

Unit 3 - reading as a writer, writing as a reader

NEA Level of Control H, M, L

AO1

AO2

AO3

AO4

AO1

AO2

AO3

AO4

AO1

AO2

AO3

AO4

AO5

AO1

AO2

AO3

AO4

AO5

Assessment 1: Mock exam taken June 2020

Online teams examination

y y y y y y y y M

Assessment 2: In class assessments Mar - May 2021

Exam assessments completed in exam style conditions in class

y y y y y y y y y y y y y H

Assessment 3: End of unit assessments throughout the course

Exam assessments completed in exam style conditions in class or over teams

y y y y y y y y y y y y y H/M M = when completed over teams, in timed conditions


Completed at school and at home, following exam board guidelines

y y y y y L

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Each of the first three assessment points were taken in controlled conditions using exam style structures, though the mock was unable to take place in school due to lockdown and so was conducted over Teams with a time limit given. The controlled and timed essays were completed in silence when in school, and during timed conditions when these took place over Teams. There is therefore a medium level of control for some of these end of unit assessments. The best of each of these units is used to help guide the overall grade for each student, allowing students to evidence what they have achieved. At each point, moderation occurred to ensure continuity across the class

Hang on A-Level English Literature

Type of assessment

Component 1: Drama Shakespeare

Component 1: Drama Streetcar

Component 2: Prose Component 3: Poetry Modern

Component 3: Poetry Rossetti

Component 4: NEA Level of control

AO1 AO2 AO3 AO5 AO1 AO2 AO3 AO1 AO2 AO3 AO4 AO1 AO2 AO4 AO1 AO2 AO3 AO1 AO2 AO3 AO4 AO5

Assessment 1: Mock exam July 2020

Timed on Teams in lockdown

Y Y Y Y Y Y Y Y Y Y M

Assessment 2: March – May 2021

Controlled assessment

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y H

Assessment 3: throughout the course

Timed essays

Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y H

Assessment 4: throughout course

Homework Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y L

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- NA Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Each of the first three assessment points were taken in controlled conditions using exam style structures, though the mock was unable to take place in school due to lockdown and so was conducted over Teams with a time limit given. The controlled and timed essays were completed in silence. For the controlled assessments, the students were also given controlled drafting and planning time. The best of each of these units is used to help guide the overall grade for each student, allowing students to evidence what they have achieved, though homework will be weighted less heavily as there was less control here. At each point, moderation occurred to ensure continuity across the class

A-Level Further Maths Type of Assessment Unit __Core Unit __FP1 Unit __D1 Level of

Control H, M, L

AO1 AO2 AO3

AO1 AO2 AO3

AO1 AO2 AO3

Assessment 1: FP1 exam (26/3/21)

1h exam N N N

Y Y Y

N N N

H

Assessment 2: D1 exam (23/4/21)

1h exam N N N N N N Y Y Y H

Assessment 3: Core exam 1


Assessment 4: Core exam 2


Assessment 5: Core Exam 3


If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Exam conditions covering the usual content of the course

A-Level Geography Type of Assessment Unit – Physical systems Unit – Human interactions Unit – Geographical debates Level of

Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Coastal landscapes

Past exam questions Y Y Y H

Assessment 2: Human Rights and Migration


Assessment 3: Disease


Assessment 4: Earth Hazards


Investigative Geography

NEA L

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- 50 % of the human and physical papers covered by the evidence – both are units fully covered in sixthform prior to lockdown. Full past paper questions sat under exam conditions were undertaken and questions which had not been used for previous mocks, assessments or home learning were used. NEA’s were completed by all students

A-Level History

Type of Assessment

Unit One Paper 1 USA

Unit 2 Paper 2 South Africa

Unit 3 Paper 3

Unit 4 Coursework


AO1

AO2

AO3

AO4 AO1

AO2

AO3

AO4 AO1

AO2

AO3

AO4 AO1

AO2

AO3

AO4


Completed

Autumn Term 2020

Not applicable to spec



Y

Y


[e.g. H]

Assessment 2: written in class 16.4.21

Exam Question Paper 3

(Warfare) Source

based essay question

Y Y

H

Assessment 3: Written in class

23.4.21

Exam Question paper 1

(USA) Essay question

Y

N

H

Assessment 4: Written in class

30.4.21


(Warfare) Essay

question

Y Y

H

Assessment 5 Written in class

7.5.21


(S.Africa)

Y Y

H

Essay question

Assessment 6 Written in class

14.5.21

Exam Question

Paper 1 (USA) Essay Question

Y

N

H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- All objectives have been covered in some way. Where there would be an assessment objective in an exam, in the usual course of events, e.g. AO3 in the USA paper, this has been omitted as the relevant content was covered during a period of school closure, affecting students’ ability to successfully address that objective within that topic and given that AO3 is addressed elsewhere in the evidence.

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Students have been able to submit evidence for each assessment objective in the spec. across each of the examined papers. The relative weightings of papers has been considered i.e. USA and Warfare are each 30% of the course so two assessments were given and South Africa is 20% so one given. Coursework has been completed and marked so provides additional evidence.

A-Level Law Type of Assessment Unit __(Paper 1 – Criminal) Unit __(Paper 2 - Tort) Unit __(Paper 3- Human

Rights) Level of Control H, M, L

AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 AO1 AO2 AO3 AO4 Assessment 1: Rule of Law and Article 2

15 mark essay question. A synoptic assessment covering theory and content from across the course.

Y/N Y/N Y Y Y/N H

Assessment 2: Criminal Law; property offences.

30 mark application essay.

Y Y Y H – 8 students M – 2 student

Assessment 3: Tort Law; occupiers liability

30 mark application essay.

Y Y Y H – 8 students L – 2 students

Assessment 4: The Nature of Law and The English Legal System; Statutory interpretation and Judicial Precedent.

5 Multiple Choice questions, 3 5-mark questions.

Y H – 7 M - 1

Assessment 5: Criminal Law; Voluntary manslaughter.

30 mark application question.

Y Y Y

Assessment 6: Tort law; Psychiatric injury

10 mark application question.

Y Y Y

Assessment 7: Human Rights; Article 8 and Article 10

10 mark question. Y Y Y

Assessment 8: Tort Law; Pure Economic Loss

5 mark application question

Y Y


n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Assessments represent AO1, AO2 and AO3 skills being applied. The questions reflect a variety of styles from across the three exams.

A-Level Maths Type of Assessment Unit Pure Unit Stats & Mechanics


AO1 AO2 AO3 AO4 AO1 AO2 AO3

Assessment 1: C1 exam (Nov 2019)

1h30 exam Y Y Y Y/N N N N

H

Assessment 2: Pure Exam 1 (Ch1-4) (Dec 2020)


Assessment 3: Pure Exam 2 (Ch4-10) wb 15/3/21


Assessment 4: Pure Exam 3 (integration and circles) wb 12/4/21


Assessment 5: Stats exam wb 26/4/21


Assessment 6: Pure Exam 4 (vectors +) wb 3/5/21


Assessment 7: Mechanics exam


If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- n/a Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:-

Completed in exam conditions. Teaching of Y13 stats and mechanics limited so wanted to provide enough opportunities for students to show good knowledge on Pure, whilst still providing opportunities for those who wanted to demonstrate knowledge of the stats and mechanics areas. Used the C1 exam from Y12 as previously this has had good positive correlation with final results.

A-Level Media Studies Type of

Assessment Component 1 Sec A

Component 1 Sec B

Component 2 Sec A

Component 2 Sec B

Component 2 Sec C

Component 3 NEA


AO1 AO2

AO1 AO2 AO1 AO2 AO1 AO2 AO1 AO2 AO3

Assessment 1: Year 12 Mock examination

Examination Y Y Y Y Y Y Y Y Y Y M


Class assessment

y y y y Y Y Y Y N N H


Class assessment

Y Y Y Y Y Y Y Y Y Y H

Assessment 4: NEA Home Y L If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Each of the assessment points were taken in controlled conditions within class using exam style structures. The mock exams were taken online on teams during lockdown, but were released at a certain time, and collected in within the time limit. The in class assessments and end of unit assessments were done in silence, and with the correct additional requirements for the majority of students. Where they were not, this has been noted for individual students. The best of each of these units is used to help guide the overall grade for each student, allowing students to evidence what they have achieved. At each point, moderation occurred to ensure continuity across the cohort and classes. The only assessment completed wholly at home was Component 3 - the NEA – as completed during second lockdown. This is permissible as students would have completed it in home/school conditions in normal circumstances.

A-Level Physics Type of Assessment Unit 1, 2 and 3 Unit 1, 2 and 4 Unit 1, 2 and 6 Level of

Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: SUVAT - April 2021

Exam Y Y Y H

Assessment 2: Forces April 2021

Exam Y Y Y H

Assessment 3: Electric circuits – May 2021

Exam Y Y Y H

Assessment 4: Magnetic fields – May 2021

Exam Y Y Y H

Assessment 5 Particles - May 2021

Exam Y Y Y H


A-Level Politics Type of Assessment Unit 1- Uk Unit 2- USA Unit 3- Political Ideas Level of

Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: UK Constitution

25 mark question Y Y Y H

Assessment 2: UK Devolution

9 mark question

Y Y H

Assessment 3: US political parties

25 mark question

Y Y Y H

Assessment 4: US elections

9 mark question

Y Y H

Assessment 5: feminism

25 mark question

Y Y Y H

Assessment 6: liberalism

9 mark question

Y Y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- The six assessments cover every assessment objective for each unit and allow the students to show their understand on a range of topics. All of the assessments were completed in school under exam conditions.

A-Level Psychology Type of Assessment Paper 1 Paper 2 Paper 3 Level of Control

H, M, L AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1:

Issues and debates end of unit exam /24 October 2020

Y Y Y H

Assessment 2: Relationships end of unit exam /24 November 2020

Y Y H

Assessment 3: Schizophrenia 16 mark essay December 2020

Y Y H

Assessment 4: Biopsychology end of unit exam /24 March 2021

Y Y Y H

Assessment 5:

Research Methods – 12 mark Application question March 2021

Y L

Assessment 6 Research Methods – full paper / 32 March 2021

Y Y Y H

Assessment 7 Social Influence – end of unit exam / 24 April 2021

Y Y Y H

Assessment 8 Social Influence – 16 mark essay April 2021

Y Y Y H

Assessment 9 Schizophrenia end of unit exam / 24 May 2021

Y Y Y H

Assessment 10 Psychchopathology end of unit exam / 24 May 2021

Y Y Y H


No AOs have been omitted - all assessment objectives are covered within each of the three papers Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:-

• All three papers are covered • One paper 3 topic is omitted due to not teaching the content • Topics taught during lockdown 1 have been omitted due to being unsure of student attendance during the spring / summer term – previous • Topics have been omitted due to timing constraints in terms of student revision and staff workload

A-Level Religious Studies Type of Assessment Level of

Control H, M, L

AO1 AO2

Assessment 1: Philosophy Arguments for the existence of God Evil and Suffering

10 and 15 marks in class assessment

Y/N y

Y/N y

[e.g. H] H

Assessment 2: Study of religion and dialogues Ethics- Normative ethical theories and application of ethics to human and non-human life

25 mark question in class assessment

y y H

Assessment 3: Christianity – gender and sexuality.

10 and 15 marks in class assessment

y y H

Assessment 4: Philosophy, ethics and Christianity.

Mock paper

y y H

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- Both assessment objectives have been met.

Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- Assessments covered a variety of questions from paper 1 and 2, covering all elements of the course, philosophy, ethics and Christianity. Past exam questions, as suggested by the exam board were used. The topic, migration and religious pluralism was not completed so was not included in the assessment questions.

A-Level Sociology Type of Assessment Paper One Paper Two Paper Three Level of

Control H, M, L

AO1 AO2 AO3 AO1 AO2 AO3 AO1 AO2 AO3 Assessment 1: Education Exam 4,6,10

mark questions (2020 paper) taken on 24.3.21

Y Y Y n/a n/a n/a n/a n/a n/a High

Phoebe Guppy- sat paper at home

Y Y Y n/a n/a n/a n/a n/a n/a Low

Assessment 2: Families and Households Exam 10 and 20 amrk questions (2020 paper) taken on 21.4.21

n/a n/a n/a Y Y Y n/a n/a n/a High

Assessment 3: Beliefs in Society Exam 10 and 20 marks questions (2020 paper) taken on 5.5.21

n/a n/a n/a y y y n/a n/a n/a High

Assessment 4: Crime and Deviance Exam 30 mark question (2020 paper) taken on 12.5.21

n/a n/a n/a n/a n/a n/a Y Y Y High

If an assessment objective has been omitted at subject cohort level please briefly outline the reasons why:- N/A Outline the rationale for the choice of assessment evidence used, i.e. why the evidence above was used and how it supported the grading decision:- The assessment used is based on how students would “normally be assessed”- covering all topics- other than theory and research methods which was taught during lockdown #1 and #2. The papers have been shortened down to fit into an hour long lesson, but coverage of all questions types have been used to ensure all skills are assessed. The students total marks will be converted into a %, and then compared against the 2019 grade boundaries. If the boundaries need adjusting, this will be done so, under consultation with the HOF.

A-Level Spanish Type of Assessment Unit – see below Level of

Control High , Medium, L ow

AO1 AO2 AO3 AO4 Assessment 1: Week of 12 April.

Translation into Spanish and from Spanish Y Y High

Assessment 2: Week of 19 April-

Paper 2 Volver essay Y Y High

Assessment 3: 26 April

Speaking: Tarjetas Y Y Y Y High

Assessment 4: Week of 4 May

Reading/summary Y Y High

Assessment 5: Week of 3 May

Reading and listening

Y Y High

Assessment 6: Paper 2: week of 7th May

La Casa de Bernarda Alba Y Y High

Assessment 7: Week of 10 May/

Individual Research Projects – Speaking Tests Y Y Y High

Assessment 8 : Week of 17 May.

Reading and Listening including listening summary. Y Y High

subject assessment criteria for summer 2021 qualifications

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