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

2. 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.

3. 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.

4. 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.

5. National changes: the new GCSEs

6. 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

7. 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.

8. 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.

9. 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

10. 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.

11. 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

12. 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