Assessments at Key Stage 3 are based around our Branston Levels. These levels have been devised by individual departments and are updated annually to reflect changes in academic content and focus. Feedback is given to parents at four assessment points throughout the year via a progress check and through the annual parents’ evening. The assessment reported on the progress check are a snapshot of current performance. Student will receive an on-going assessment of their work and this feedback can take a variety of forms; verbal, peer and written feedback. Assessed work can take many different forms. All students will complete an extended piece of homework within each subject. In addition, there will be weekly homework tasks, which may form part of a wider assessment. Each department has an assessment calendar outlining the assessment pattern for their curriculum area.
At Key Stage 4 and 5 assessed work can take a numbers of forms. Some subjects have coursework based elements where examination regulations will dictate the degree of feedback allowed. Other areas may be exclusively examination based and assessments using past paper questions will be the norm. Again students are expected to complete a weekly homework per subject. Feedback may be numerical or linked to examination grades. Full mock examination weeks are scheduled for each year group where students will be graded against actual GCSE and A level grades. At Key Stage 4 and 5 we report predicted grades to parents rather than a current grade.
Please use the links below to view our Assessment Calendar, Assessment Policy and an important notice regarding Controlled Assessments.
We have put the key dates together into one easy document so that parents and students are aware of key internal assessment dates throughout the year.
All students also have a Parents’ Consultation Evening where parents are encouraged to attend and have individual appointments with teaching staff.
Student’s work is continually assessed through classwork and homework tasks. In addition, there is an opportunity for departments to conduct more formal assessments during our calendared assessment weeks.
In Years 7 and 8 there are 3 assessment check points across the year and the results of these are forwarded to parents through a Progress Review.
In Year 9 parents will a Progress Review in the Autumn term. This followed by a full written report in the Spring and then final Key Stage 3 levels in the Summer.
During Year 10 parents receive a Progress Review in the Autumn term and a full written report in the Summer term. In Year 11 students will receive a full written report immediately after the mock examinations.
In Year 12 students receive a Progress Review in the Autumn term followed by a written report early in the Summer term. In Year 13 students receive a full written report late in the Autumn term and then a final Progress Review early in the Summer term.
Assessment Calendar 2017 2018
Our Academy policy on assessment and recording of progress in below:
a) Assessment practice should have a positive impact on students’ attitudes, motivation and self-esteem. This is more likely where students see assessment primarily as a means of improving their standards of work and promoting their general development, a prime aim of the Academy.
b) Assessment provides evidence of working towards key stages within the National Curriculum. This information may be requested by parents at any time, while teacher assessment helps to illuminate SAT scores in the subjects.
c) Students should have some opportunity to respond to assessment, for instance through reflecting about, revising or correcting work and discussions with their teachers. Teachers should use their results of their assessments to set work which is well matched to their students’ capabilities. A variety of assessment procedures is encouraged (including student self-assessment).
d) Assessments should largely be woven into schemes of work. In addition, faculties are requested to give end of unit/year tests.
e) Each faculty should have its own assessment policy and it must be remembered that the informative marking of books is a key element in helping students to progress.
f) Students’ work should be marked regularly and certainly never less than every half term . Departments are encouraged to develop standardised departmental marking policies and to ensure that students understand what their marks mean. Work should be annotated with comments that will assist students in improving the quality of their work. “Benchmark” pieces of work, agreed upon by faculty members should be available for reference by teachers (particularly new staff) and OFSTED inspectors.
g) Marks should be recorded, as appropriate, and at the end of each year, National Curriculum summary sheets for each student in relevant subjects should be completed and passed on to the new subject teacher, the Team Leader (or Key Stage Co-ordinator) and made available to Vice-Principal (JT). Evidence should consist of an exercise book/folder/file with marked, dated pieces of work. Additional evidence is to be encouraged but not at the expense of a more enriching curriculum for the student. Departments that wish to use computer generated summary sheets are encouraged to do so. YELLIS and ALIS Record Sheets should be completed after each round of predicted grades.
h) A copy of the marks for each department’s standard tests and GCSE predicted grades should be filed with the head of department for reference, and use in analysing student progress. Full year lists in all subjects will be returned to Team Leaders, who should compare progress of students in their subject to others. Departments can convert these into class lists by downloading and editing central files into department files.