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Secondary
Student attainment and progress are closely monitored at Safa Community School to provide the best possible opportunities and the highest levels of support for all children. All
assessment activities aim to ensure that learners are able to make better-than-expected
progress in their learning whilst taking into account the needs of individual children.
Assessment is the opportunity for students to demonstrate knowledge, skills and abilities. Therefore, any opportunity that students have to demonstrate their learning is used as an assessment, whereby a student’s level of understanding can be judged. Classroom assessment is central to the teaching and learning process. It must, therefore, be collaborative in nature. At SCS, assessment is an interactive process where teachers identify strengths and challenges and can adapt their work to meet students’ individual needs.
Assessment is the process through which all stakeholders (students, teachers, parents, and the board of directors) can make judgments that allow them to monitor progress and evaluate learning experiences. This allows them to improve planning, diagnose difficulty, identify progression, and assist with the personalisation of learning.
Often referred to as assessment for learning (AfL). It is often viewed as more of a natural part of the teaching and learning process. It can include strategies such as observations, havin
The skills and knowledge that students require for success at A Level and life beyond school begin in KS3. As such, SCS ensures that the assessment, curriculum, and reporting system are focused on the key skills and knowledge that students are developing rather than giving a numerical level at KS3.
At KS3, student targets are linked to the curriculum expectations of each subject. By the end of each academic year in Key Stage 3 (Year 7-9), we aim for all our students to meet curriculum expectations across all subject curriculum areas. For each subject, students are set an ‘If Challenged’ Target that takes into consideration a number of indicators, including GL CAT4 (Cognitive Abilities Test) and subject teachers’ professional judgement. Staff will use the ‘If Challenged’ Target’ as a guide to see how students are progressing across the academic year in line with curriculum expectations.
g students read out loud, questioning in class, and the use of different digital platforms. Formative assessment is at the heart of effective teaching.
Students receive a GCSE Target Grade (9-1) or BTEC Target Grade (Pass-Distinction*) for all core options subjects (English, Maths, Science) and their chosen option pathway at the start of Key Stage 4, based upon their CAT4 ‘if challenged’ outcome.
At each reporting cycle, students will be awarded a GCSE grade, 9-1, or BTEC grade, Pass-Distinction*, based on their current working grade in each subject linked to the GCSE assessment objectives. Targets may be adjusted in Year 11 based on outcomes in Year 10.
Students receive an AS/A-Level Target Grade (A*-E) or BTEC Target Grade (Pass-Distinction at the start of Key Stage 5. This is based upon the combination of CAT4 and ALPS to set student target grades. Targets may be adjusted at Key Stage 5 based on AS Examination results sat in Year 12.
At each reporting cycle, students will be awarded an A-Level grade, A*-E, or BTEC grade, Pass-Distinction*, based upon their current working grade in each subject linked to the A-Level assessment objectives.
Students receive a Minimum Expected Target Grade at the beginning of each year in Key Stage 3 (KS3), a GCSE Target Grade at the start of Key Stage 4 and an A-Level Target Grade at the start of Key Stage 5 (KS5)*. These targets take into consideration a number of indicators, including GL CAT4 (Cognitive Abilities Test), prior academic performance and subject teachers’ professional judgement. It is important to state that target grades merely act as a guide and students may well exceed them across the academic year.
*Please note that targets may be adjusted at Key Stage 5 based upon AS Examination results in Year 12
The attainment grade given in each reporting cycle (Assessment Points 1-3) is based upon a range of student work that has been taken into account by subject teachers in order to provide a reflective and holistic grade. The evidence considered at each reporting cycle will be a cumulative outcome from the start of the academic year to the given reporting point. e.g. the grade given in the Term 2 reporting cycle will consider a range of evidence from the start of the academic year up until the point of reporting in Term 2.
Each department will have agreed pieces of evidence to support and inform the attainment grade for Term 1, Term 2 and Term 3. The number of pieces of evidence used by each department to inform their grading will vary based on the amount of contact time they have with students. Assessments will not be conducted simply for reporting purposes, and the attainment grade on student reports will not be the result of a single piece of assessed work. Teachers’ professional judgement will be used to assign an attainment grade in line with the curriculum expectations (KS3) or GCSE/A-Level assessment objectives (KS4-5) for each subject.
It is also important to state that student performance is not a linear process; it is absolutely normal to see grades fluctuate at each reporting cycle based on the range of content taught and the application of knowledge and skills across the curriculum. Should grades change significantly, the school will make contact with parents to ensure the necessary support is provided to students to get them back on track.
Students receive an Attitude to Learning Grade from 1-4 for each subject. This grade is an indication of their current attitude, effort and application towards their studies, alongside their behaviour and preparation for learning. Students receive a ‘Settling In AtL’ in the first half-term, focused on how they have started the new academic year, as well as an ‘AtL’ at each Assessment Point.
Attainment is based upon a student’s outcome at a specific point in time – this is measured against subject curriculums, assessment criteria or grade descriptors. Table 1.1 provides an overview of the attainment grades that are given at each Key Stage (KS3-5) in the Secondary phase.
Each department will have agreed pieces of evidence to support and inform the attainment grade for Term 1, Term 2 and Term 3. The number of pieces of evidence used by each department to inform their grading will vary based on the amount of contact time they have with students. Assessments will not be conducted simply for reporting purposes and the attainment grade on student reports will not be the result of a single piece of assessed work. Teachers’ professional judgement will be used to holistically assign an attainment grade in line with the curriculum expectations (KS3) or GCSE/A-Level specifications (KS4-5) for each subject.
It is also important to state that student performance is not a linear process; it is absolutely normal to see grades fluctuate at each reporting cycle, based on the range of content taught and the application of knowledge and skills across the curriculum. Should grades change significantly, the school will make contact with parents to ensure the necessary support is provided to students to get them back on track.
The attainment grade given in each reporting cycle (Assessment Point 1-3) is based upon a range of student work that has been taken into account by subject teachers in order to provide a reflective and holistic grade. The evidence considered at each reporting cycle will be a cumulative outcome from the start of the academic year to the given reporting point. e.g. the grade given in the Term 2 reporting cycle will consider a range of evidence from the start of the academic year up until the point of reporting in Term 2.
The Progress Indicator (PI) is an assessment of how students are performing at each reporting cycle in relation to their Target Grade (TG). Table 1.2 provides a summary of the progress grading system.
Students receive an Attitude to Learning Grade from 1-4 for each subject. This grade is an indication of their current level of focus, application, effort and behaviour in lessons, in line with each subject’s curriculum expectations and school’s behavioural expectations. Students receive a ‘Settling In AtL’ in the first half-term, focused on how they have started the new academic year, and an ‘AtL’ at each Assessment Point. Table 1.3 provides a description of each of the AtL grades.
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