Key Stage 3: Years 7-9

Year 7- 9 students should expect to receive specific targets for improvement when feedback is given by their teacher. Students should note these on their subject tracker sheets and respond if appropriate, perhaps by redrafting a section of their work or trying another question as set by the teacher. Feedback does not necessarily take the form of written marking in students’ books. It can be verbal, written or electronic in format, or students may work in groups to assess each others’ work. Parents should not expect to see teacher comments and writing on every piece of work completed by students.

Three times during the year, students in Key Stage 3 are assessed against the following categories:

• effort and behaviour 
• home learning
• organisation
• preparation and participation

Students will be issued with a grade against our KS3 Assessment framework on the final progress report only. The framework outlines the expected standard for each subject and contains information about the knowledge and skills required. Each year group has one parents’ evening event during the year at which there will be an opportunity to discuss students’ progress and how this compares with the assessment framework.

Students are assessed against the framework using the following scale:

In the summer term of each year of Key Stage 3, students will sit their end-of-year examinations. Results in each subject will be reported to students and parents as a percentage, together with relative information about the performance of the year group as a whole and performance relative to the students’ starting points.

Key Stages 4: Years 10-11

In Key Stage 4, students work may be assessed using examination board mark schemes or mark grids. Areas for improvement will be given. Feedback does not necessarily take the form of written marking in students’ books. It can be verbal, written or electronic in format, or students may work in groups to assess each others’ work. Parents should not expect to see grades, teacher comments and writing on every piece of work completed by students.

Each student has a target grade based on the Key Stage 2 score they received at the end of their primary school education. Achieving their target will place the student in the top 25% nationally for their ability level.

Tests and formal classroom assessments are used in subjects to determine progress and attainment, or to contribute to summative assessment grade. Mock examinations are held at regular intervals during Key Stage 4: once in year 10 and twice in year 11.

Parents receive progress reports three times per year. These contain details of progress made towards the expected grade to be reached based on the student’s prior attainment, relevant mock exam results as well as information on behaviour and study habits. An indication of the predicted grade should be given (grades 9-1 for GCSE). Sometimes ‘fine grades’ are used which divide each grade into three levels, e.g. 5:1, 5:2, 5:3, where 5:1 is a strong grade 5, or nearly a 6.

Key Stage 5: Years 12 and 13

In Key Stage 5, students work may be assessed using examination board mark schemes or mark grids.

Each student has an ALPS (A Level Performance System) target in the 6th Form. This is their target grade for all subjects. and is based on their prior attainment at GCSE. Achieving their target will place the student in the top 25% nationally for their ability level.

Parents receive progress reports three times per year. These contain details of the predicted grade for the student for each subject. Mock examinations are held in January of year 13 and June of year 12, though exam-based assessment will continue throughout the course. An indication of the predicted grade should be given (A*-E for A Level). Areas for improvement will be given. Sometimes ‘fine grades’ are used which divide each grade into three levels, e.g. C1, C2, C3, where C1 is a strong C, or nearly a B.

If you have comments or concerns regarding marking or assessment, please contact your son / daughter’s year co-ordinator in the first instance.