Purpose of this presentation To describe and explain the new Key Stage 3 assessment model

The Ilfracombe Academy Marking Policy Marking at The Ilfracombe Academy should be a formative dialogue and should: Be in red pen Be frequent, positive and challenging Provide the student with opportunities to respond Address subject-specific misconceptions Require high standards of presentation Promote accuracy, SPAG (symbols) and high quality presentation. In Depth Marking should identify: S - “Strength”: subject specific positive comment T - “Target”: one area where the criteria was not met or a suggestion to promote further progress.

National changes National Curriculum levels from September 2014 The Department for Education (DfE) is removing the assessment system of National Curriculum levels from September 2014 and is not replacing it. It says that once this change is complete: Beyond the tests at Key Stage (KS) 2 and GCSEs at KS4, it will be for schools to decide how they assess pupils' progress.

Ofsted national report Key Stage 3: The wasted years? September 2015: perceived lack of challenge and engagement, especially for more able students. Secondary school leaders should: Ensure that teaching is of high quality and prepares pupils for more challenging subsequent study at Key Stages 4 and 5.

National changes: the new GCSEs

Implications of the new grading It will be harder to achieve a ‘good’ grade We need to ensure that Key Stage 3 prepares students for the new GCSEs

National changes: more challenging GCSEs End of course exams No coursework in the majority of subjects Subject content changes: Science: more challenging maths History: more historical periods PE: more theory.

Purpose of the new Key Stage 3 assessment model To promote outstanding outcomes To provide clear information for parents at a time when things are changing To prepare students for more challenging GCSEs To ensure that we are ‘one step ahead’ To ensure greater challenge and support for students.

Level descriptions Level Descriptions Level 1: the student has demonstrated the skills required to achieve a grade 1 at GCSE Level 2: the student has demonstrated the skills required to achieve a grade 2 at GCSE Level 3: the student has demonstrated the skills required to achieve a grade 3 at GCSE Level 4: the student has demonstrated the skills required to achieve a grade 4 at GCSE Level 5: the student has demonstrated the skills required to achieve a grade 5 at GCSE Level 6: the student has demonstrated the skills required to achieve a grade 6 at GCSE Level 7: the student has demonstrated the skills required to achieve a grade 7 at GCSE Level 8: the student has demonstrated the skills required to achieve a grade 8 at GCSE Level 9: the student has demonstrated the skills required to achieve a grade 9 at GCSE

Expected levels and levels Expected levels in Year 7 are based on a student’s performance in their Key Stage 2 and Cognitive Abilities tests. Expected levels in years 8 and 9 have been informed by students’ Key Stage 2 test results and their progress by the end of June 2016. Expected Levels reflect what we expect students to do in each subject at a particular age. There are two sub-levels: S: Secure D: Developing Progress Point: it tells you your child’s current level.

The interim report End of Key Stage 3 expected level End of year expected level A current level A shade: Making exceptional progress Making expected progress Slightly below expected progress Not making expected progress

Attitude to Learning Homework 1 2 3 4 5 6 Subject End of Y9 EL Progress Point Attitude to Learning Homework 1 2 3 4 5 6 Art 5S   5D Design Tech Drama 6D English 6S French Geography 4D History 4S Maths 3S Music PE PCRE Science 2S