Assessment at Key Stage Three Information for Students and Parents

Transcription

1 Assessment at Key Stage Three Information for Students and Parents

2 NATIONAL CURRICULUM LEVEL ASSESSMENT AT SALTUS At Saltus Grammar School we seek to ensure that each student achieves his or her full potential academically. Assessment is an essential element in this process. In Key Stages 1, 2 and 31 students progress is measured by using national curriculum levels. The levels allow parents and students to see how they are progressing and how they compare with children of their own age in the UK. The National Curriculum sets standards of attainment for students in each subject ranging from levels 1 to 8. At the end of each Key Stage, students are expected to reach a certain level. The majority of students will achieve one level every two years. There will, however, always be some children below and others beyond the target levels shown below: At the end of Key Stage 1 (age 7) the expected level is 2. At the end of Key Stage 2 (age 11) the expected level is 4 By the end of Key Stage 3 (age 14) the expected level is 5 or 6. Progression through the levels The national curriculum levels set out the knowledge, skills and understanding that students are expected to have by the end of each key stage. Each level has a description that outlines what a student should demonstrate in terms of the type and range of performance. The following level description is for English (writing) at level 4: Students writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways, with organisation generally appropriate for purpose. Vocabulary choices are often adventurous and words are used for effect. Students are beginning to use grammatically complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and students are beginning to use punctuation within sentences. Handwriting style is fluent, joined and legible. Through assessing using levels, students understand not only how well they are doing compared to other children of their age, but importantly, how they can improve their work. Ultimately this is what really helps them to learn and progress.

3 Frequency of assessment All teachers assess students progress in each subject as a normal part of their teaching. Levels are awarded based on summative testing and ongoing teacher assessment. Levels are recorded on Netclassroom once per half term, with the exception of Music and PE which record levels once per term. At the end of each academic year teachers form an overall opinion about the level each child is working at in each subject. Levels are broken down into three sublevels: a = working at the top of the level b = working securely at that level c = just working at the level By using sub levels teachers are able to show progression during the course of a year, for example from Level 3c to Level 3a. Each subject has detailed descriptions of the levels, which help teachers to clearly identify the level a student is working at. Parents can find these level descriptions in the Programmes of Study for each subject at: Children learn at different speeds and in different ways. On average, therefore, we expect children to be at one the following levels within each year group: YEAR AVERAGE LEVEL AT YEAR END MFL level* Year 2 2c, 2b or 2a Year 3 2b, 2a or 3c Year 4 2a, 3c or 3b Year 5 3b, 3a or 4c Year 6 4c, 4b or 4a Year 7 4a, 5c or 5b Year 8 5c, 5b or 5a Year 9 5b, 5a or 6c 2a, 3c, 3b 3a, 4c, 4b 4a, 5c, 5b *Please note that for Modern Foreign Language, students levels of achievement will be lower due to the fact that they start their study of French or Spanish at a later stage.

4 If a child is working at one of the average levels then he/she is working at the UK national average. For example, a student in Year 8 working at level 5c, 5b or 5a will be working at the UK national average. A Year 8 student may also be at Level 4a. Whilst this may mean that student is below the UK national average, it does not mean the student has not made progress we need to look at where they were the previous year. Similarly, some children will be above the average and working at a higher level. Monitoring student progress at Key Stage Three Students sit Cognitive Ability Tests (CATs) at the end of Year 6 or the beginning of Year 7. The CATs tests provide predictors of performance at the end of Key Stage 3. These predicted levels are used as a minimum target level alongside the professional judgement of teachers, to give students target levels for the end of the academic year in each subject. The CATs predicted levels and the annual target levels are recorded in Netclassroom. Students also record their target levels and assessment results in their student planner, and progress towards them is monitored at the end of each marking period by both Advisors and subject teachers. Saltus commitment to maximising progress for every student Our assessment and reporting at Key Stage Three aims to challenge each and every student to reach their full potential. Therefore, each student s progress is measured against their individual targets for the year. In this way, we can be sure that each student is challenged and supported to make the best possible progress. Interim reports will indicate whether a student is working Below (BE), Towards (WT), Meeting (ME) or Exceeding (EX) their target levels for the current academic year.

5 Individual target levels: how are they determined? Teachers can use the CATs predicted end of Key Stage levels, along with prior attainment data, to provide target levels for each academic year. They do this by taking the target level and working back two sub-levels per year. So a child with a target level of 6c at the end of Year 9 would be aiming for a 5b at the end of Year 8 and a 4a at the end of Year 7: 6a 6b 6c Target level for end of Year 9 (identified by CATs) 5a 5b Target level for end of Year 8 5c 4a Target level for end of Year 7 4b 4c Students use progress sheets in each subject to track their progress and to help them to understand the criteria for reaching the next level. Advisors also discuss progress with their advisees on a regular basis. This ensures that our assessment is student-centred and that progression is carefully monitored in each subject. Reporting to parents National curriculum levels are reported annually to parents. We also make clear, on the report, if students are working at the UK national average, above or below the UK national average. Interim reports are issued to parents 6 times a year reporting below/working towards/meeting/exceeding expectation along with a short generic descriptor of the work undertaken by the class for that grading period. The judgement (below, working towards, meeting, exceeding) is informed by the NC level assessment(s) that have been recorded in the Level gradebook. Generally speaking, a student who is making expected progress towards their own end of year target level will be meeting expectation. A student who is working beyond their own end of year target level would be exceeding expectation. A student who is deemed to miss their own end of year target level by two sub-levels or more would be working below expectation. If the student is almost on track, but might miss their target level by one sub-level, then the best descriptor would be working towards.