1. Autumn term 1 (Sept/Oct) Summer term 2 (June/ July)
How will my daughter/ward be assessed at Fulham Cross Girls’ School?
Year 9 -11
What are the main changes and why?
From September 2017 we are changing the way that we assess students at Fulham Cross. This is to support students with preparation for the new GCSE curriculum and to ensure that we are providing students and parents with the most accurate information possible on student progress. By Year 9 students will be completing GCSE level work in all subjects so it is more useful for students, parents and staff if we move to using the new GCSE grades rather than the old national curriculum levels.
The new GCSE specifications have less coursework and controlled assessment and place more emphasis on retention of information for examinations. Therefore we have changed our assessment map to reflect this.
Students in Years will have 3 formal assessment/ examination points throughout the year in order to give them the opportunity to become familiar with the exam technique required to be successful in each subject. It will also give students, staff and parents a clear idea of areas for improvement – giving them the opportunity to work on these in good time before the external exams at the end of Year 11. These exam periods will take place:
Autumn term 1 (Sept/Oct)
Autumn term 2 (Nov/Dec)
Spring term 1
(Jan/ Feb)
Spring term 2
(March/April)
Summer term 1
(May/June)
Summer term 2 (June/ July)
Year 9
Extended assessment/ exam
Formal full exam set
Year 10
Year 11
Mock exams
PPE exams
External GCSE exams
What do the grades given mean?
New grading structure
Old grading structure
Following this formal assessments; students will be given the new GCSE grades of 1-9. The new grades’ equivalency to the old grades are explained in the chart adjacent: 1 is the lowest grade possible; 9 is the highest. A grade 4 is seen as a ‘standard’ pass. A grade 5 is seen as a ‘strong pass’.
What will happen with the information from the exam/ assessment?
Teachers and students at Fulham Cross are already familiar with the ‘assessment cycle’ in which students not making progress are supported through ‘intervention’ where teachers work with them; mainly in class but sometimes through additional sessions to correct what they are struggling with. Students should also be working on their areas for development at home.
How will my daughter/ward’s progress be reported to me?
You will receive 4 written reports during the academic year:
A report in October. This will NOT report performance but will make you aware of your daughter/ ward’s target grades for the year. These are calculated through a combination of her end of primary school grades and a comparison of how similar performing students are currently doing nationally.
Progress reports in December, March and July based on exam performance in ALL subjects.
Teacher assessment grades for English, Maths and Science in February, April and June.

2. How can I support my daughter/ward at home?
How will my daughter/ward be assessed at Fulham Cross Girls’ School?
Year 9 -11
How can I support my daughter/ward at home?
The new GCSE specifications are largely about retention of knowledge and applying that knowledge in an exam situation.
You can ensure that your daughter/ward is constantly revising in an effective way. Revision should not be something that is just for Year 11. She should be testing herself constantly on knowledge that she has gained through class as well as past papers.
See our separate leaflet – ‘Supporting your daughter/ward with revision’ for more information.
What if I am concerned about my daughter/ward’s progress?
In addition to calendared parents’ evenings; there will be additional ‘data drop in clinics’ with your daughter/ward’s LPC and members of the Senior Leadership Team. These will take place the week after you have received your daughter/ward’s report so that you are able to come in and discuss any concerns or areas for development. You will be notified about these sessions via text and nearer the time.
In addition; we encourage all parents to have an open dialogue with subject teachers and you can telephone or ask to arrange a meeting with your daughter/ward’s subject teachers at any time.
If you think that your daughter/ ward has a particular learning need you are welcome to contact the Head of Personalisation for further assessment.
How will I know if my daughter/ward is making steady progress at other times; not just during exams?
Teachers assess student progress continually in lessons through a variety of methods such as:
Questioning
Assessment of class work
In class topic tests/ spelling tests/ presentations
Students will be given continuous feedback. Outside of exam periods teachers will contact you if they have any concerns about your daughter/ward’s performance in class.
Similarly you should discuss class work with your daughter/ward – ask her if she has had topic tests and feedback and what her areas for improvement are. Look through her exercise books and discuss class work with her. Help her prepare revision notes on the knowledge from class and from in class tests that she has struggled with.
What can I expect from teachers in terms of marking?
Students will be given detailed written feedback on their 3 exam papers every year. It is an expectation that they engage with this feedback and complete corrections and redrafting.
In addition to this; teachers will monitor exercise books but these will not be given extensive written feedback. Research has shown that verbal feedback has more impact on student learning and teachers will continuously circulate in lessons giving verbal feedback to students after scanning their books. It is our belief that students should be writing more than teachers! It is still the expectation that students engage with this verbal feedback and complete corrections and redrafts. For in class tests there will be an emphasis on self and peer assessment.
In subjects where extensive written work is required; students will be given numbered targets in their books to assist them with redrafting.
Impact
Verbal feedback
Marking of exam papers
Marking of classwork
Impact on students’ learning