Charters’ new Key Stage 3 Assessment model was introduced for first use in September 2016.
You can view the model by clicking on the link under Further Information.
This is a response to the government’s decision to remove the requirement on schools to report using national curriculum levels. It is now the responsibility of all secondary schools to put in place their own assessment system for Key Stage 3 (Years 7-9). Over the past twelve months we have developed a system that is clear and understandable for parents and students and has some coherence with the changes in examinations in Key Stage 4.
Explanation of the Key Stage 3 Assessment System
The aims of the model are as follows:
1) To help students, parents, and teachers track and record a student’s progress across Key Stage 3 (Years 7 – 9) in all subjects
2) To make a clear and distinct link between Key Stage 3 and Key Stage 4 performance
Students are set aspirational targets in all the subjects that they study. Students work towards reaching their targets (or very nearly) by the end of Key Stage 3 (Year 9). This target is set according to a number of key factors:
1) The student’s Key Stage 2 SATS performance in Reading and mathematics
2) The student’s performance in each subject’s baseline test, held during the first term of their time at Charters
3) The student’s performance throughout the first term, including the outcomes from the Cognitive Abilities Tests (CATs) that they take during September of Year 7
Once a target is set students will be placed on a ‘flight path’, against which progress will be measured. It is anticipated that a student will make on average 1 grade of progress during each academic year. However we do understand that not all progress is linear and therefore peaks and troughs are expected.
The Assessment Objectives (AOs) that teachers use when making their judgements about the grade that each student is achieving can be viewed by clicking on the link under Further Information.
Reporting to Parents
Progress will be reported to parents three times each academic year for the core subjects (English, mathematics and Science) and twice for all other subjects. A number grade will be given showing their current attainment. For example a grade 5. If, however, a student is at grade 5 but close to the attainment standards for the next grade, the report will show a grade 5E – they are exceeding many of the requirements for a grade 5 but are not yet quite at grade 6. Alongside this, an Attitude to Learning grade (1 = Outstanding, 2 = Good, 3 = Requires Improvement, 4 = Inadequate) will be awarded. A prediction will also be made by each teacher, suggesting whether they think the student is on track to reach their target grade by the end of Key Stage 3. This will be in the form of a +, = or -.
Key Stage 4
When students begin their Key Stage 4 GCSE/BTEC courses in Year 10 it is expected that the Targets set for each subject will reflect the student’s performance at Key Stage 3, but will also be heavily influenced once again by the students’ Key Stage 2 SATS results.