In September 2014, the Government introduced the new National Curriculum to schools in England. Perhaps the most significant change was with the decision to remove the use of National Curriculum Levels to describe children’s attainment; instead schools were asked to develop their own assessment system which enables them to check what children have learned and whether they are on track to meet expectations.
When designing our assessment structure, we have taken the opportunity to reflect on the key attributes and skills that we would expect the children in each year groups at this school to know, understand or be able to demonstrate in each subject by the end of the year. We he have called these Key Performance Standards. The nature of the children at the school means that these standards demonstrate a higher expectation than you would find in many non-selective schools and incorporate the areas that we deliver beyond the minimum expectations of the National Curriculum. They have been designed to be demanding, though realistic, and we would expect the majority of students at the school to be able to meet the majority of the standards in each subject by the end of each academic year.
We will continue to send home information to about each child’s progress every term. Progress in each subject will be identified by a descriptor to explain where each child’s subject teacher feels they will progress to by the end of the year. We will be using five descriptors:
Beginning- Will have occasionally met some criteria with close support;
Securing - Will have met a number of criteria on more than one occasion;
Achieving - Will have met the majority of criteria in a range of contexts;
Advancing - Will have met all criteria consistently and demonstrated some additional skills;
Excelling - Will be working well above the expected standard for this year group.
Each term parents will therefore be able to see how their child is performing in one subject relative to another. If a child is on track to be ‘Achieving’ in Mathematics by the end of the year and ‘Excelling’ in English, it will be straightforward to see where their relative strengths lie.
We will also provide parents with information about how we expect their child to perform across their subjects by the end of the year, so that they can see whether their child is on track to meet expectations.
The table below provides information about the curriculum followed in each subject and Key Performance Standards for each year group:
|SUBJECT||YEAR 7||YEAR 8||YEAR 9|
|Art||Y7 Art.pdf||Y8 Art.pdf||Y9 Art.pdf|
|Biology||n/a||Y8 Biology.pdf||Y9 Biology.pdf|
|Chemistry||n/a||Y8 Chemistry.pdf||Y9 Chemistry.pdf|
|Drama||Y7 Drama.pdf||Y8 Drama.pdf||Y9 Drama.pdf|
|English||Y7 English.pdf||Y8 English.pdf||Y9 English.pdf|
|French||Y7 French.pdf||Y8 French.pdf||Y9 French.pdf|
|Geography||Y7 Geography.pdf||Y8 Geography.pdf||Y9 Geography.pdf|
|German||Y7 German.pdf||Y8 German.pdf||Y9 German.pdf|
|History||Y7 History.pdf||Y8 History.pdf||Y9 History.pdf|
|Mathematics||Y7 Mathematics.pdf||Y8 Mathematics.pdf||Y9 Mathematics.pdf|
|Music||Y7 Music.pdf||Y8 Music.pdf||Y9 Music.pdf|
|Physical Education||Y7 Physical Education.pdf||Y8 Physical Education.pdf||Y9 Physical Education.pdf|
|Physics||n/a||Y8 Physics.pdf||Y9 Physics.pdf|
|Religious Studies||Y7 Religious Studies.pdf||Y8 Religious Studies.pdf||Y9 Religious Studies.pdf|
|Technology||Y7 D&T.pdf||Y8 Technology.pdf||Y9 Technology.pdf|
In 2014, the Government announced changes to GCSEs in England. Reformed GCSEs in a few subjects would be first taught in September 2015 with more reformed courses introduced for first teaching in September 2016 and 2017. This means that students in Year 10 are studying reformed GCSEs in all subjects whilst Year 11 are studying a combination of ‘old’ and reformed GCSEs.
Students in Year 11 will be working towards reformed GCSEs in:
· Art & Design
· Computer Science
· English language
· English literature
· Physical Education
· Religious Studies
The biggest immediate change will be in your child’s assessment data and target grades for reformed GCSE subjects, as any grades provided will be in the new range of 9-1 (where grade 9 is highest). ‘Old’ GCSE specifications have not changed and will continue to be reported A*-G.
Ofqual have provided the following information about how the new 9-1 grades relate to the old A*-G grades:
· Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above;
· Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above;
· For each examination, the top 20 per cent of those who get grade 7 or above will get a grade 9 – the very highest performers;
· The bottom of grade 1 will be aligned with the bottom of grade G;
· Grade 5 will be positioned in the top third of the marks for a current Grade C and bottom third of the marks for a current Grade B. This will mean it will be of greater demand than the present grade C.
In 2014, the Government announced changes to A Levels in England. Reformed A Levels in a few subjects would be first taught in September 2015 with more reformed courses introduced for first teaching in September 2016 and 2017. This means that students in Lower Sixth are studying new A Levels in all subjects whilst those in the Upper Sixth are studying a combination of ‘old’ and reformed A Levels.
For students in the Upper Sixth, new A Levels are being studied in the following subjects:
· Art & Design
· Business Studies
· Physical Education
· Religious Studies
The AS examinations taken in these new subjects have been separated from the A Level qualification. This means that marks gained in AS examination during the summer examinations of the Lower Sixth will not contribute to the final A Level grade in these subjects.
Students in the Lower Sixth will no longer take any external AS examinations in the summer term.