1. Sir James Smith’s Community School
STEPS GRID handbook
A practical guide
Key Stage 3

2. STEPS and the STEP Grid Handbook
Monitoring and reporting attainment and progress
throughout Key Stage 3
Dear Parent/Carer,
Over the past 12 months we have been using the STEPS assessment model with our Key Stage 3 students. Each subject has a STEPS grid. Each grid is comprised of 9 ‘steps’ and a number of ‘strands’. The grid contains descriptors for what your child needs to be able to do to complete a ‘step’. After using the STEPS model for the past year, we have refined and updated some grids.
Your son/daughter will start with a baseline ‘step’ in Year 7, which will be derived from KS2 data and baseline assessments they will complete in their opening weeks of Year 7. For Year 7 students, we will report the baseline step for each subject in the first report in mid-November. For Year 8 and 9 we will report the next progress data at this time. It is expected that most students would move up each strand by at least 1 step each year (3 steps over the course of the key stage)*.
We feel very confident that what your son/ daughter experiences at Sir Jim’s is indeed a very comprehensive and professional package. This assessment model allows you as parents and carers the opportunity to be closely involved in their attainment, progress and target setting over the entire key stage.
Below you will find a copy of the STEPs grid. Please keep this safe and use it to cross reference attainment on each report with content of the KS3 courses for each subject studied.
You should receive three attainment reports throughout the year, as detailed below:
Finally, please feel free to contact me directly if you have a specific question about the system which needs further explanation.
Yours faithfully
Mr. E. McGuffie
Assistant Head Teacher – Curriculum

3. Introduction What is STEPS?
What is STEPS?
Strategic Targets for Educational Progress and Success (STEPS) is an assessment and progress monitoring, tracking and reporting programme for secondary schools.
How does it work?
Upon arrival in Year-7, every student is assessed via a broad range of information and results available to the school. Subject teachers then place students at a baseline Step in each Strand and this becomes the starting point for each subject. A Step Point Score is generated which is an overall score for a subject. Each student is expected to make at least one Step of progress in the Step Point Score per year, with the exception of Science where progress has been built implicitly into the scheme of work.
School reports
You will receive three reports per year showing your child’s attainment and progress in every Strand in every subject and it will also show you the overall Step Point Score. When used in conjunction with this handbook, it will give you both a detailed and quick method of reviewing attainment and progress so far. It will also allow you to discuss targets to progress to the next Step.
The STEPS grids
Each subject has its own grid, these form the rest of this handbook. Each grid is a basic summary of all the work that can be covered in each of the Key Stage 3 Programmes of Study. Each subject follows a similar approach.
Strands: these run along the top of the grid, they break a subject down into smaller topics or areas. There are between three and seven Strands per subject.
Steps: These break a subject down into progressive Steps. There are nine Steps per Strand per subject; 1 is the lowest Step and 9 is the highest.
Statements: Each Step has one or more statements. Students have to achieve all of these, and all of the ones in the Steps below, to be at that Step level.
The Step Point Score
Students will be given a Step score for each individual Strand in each subject. The Step Point Score combines these individual scores to give an overall score in a subject.
If 3.6 was the baseline at the start of year-7, then the students would be expected to reach:
4.6 by the end of Year-7
5.6 by the end of Year-8
6.6 by the end of Year-9.
This would be a minimum expectation and targets could be adjusted each year to maintain challenge for each individual.

4. Modern Foreign Languages
Modern Foreign Languages

5. Key Stage 3 Programme of Study 2018-19 Modern Foreign Languages
Year
Autumn-term
Spring-term
Summer-term 7
Hello!
Introducing myself and my family.
Life at school
Describing your morning routine and school
At Home and
Abroad
Describing where you live and finding your way in a German town.
Healthy Living
Talking about what you eat, drink and do to stay fit.
Home Life
Describing your house and life at home. A study of Germany and a German town.
On Holiday!
Holidays past, present and future.
Preparation for Eurovision Song Contest. 8
Travel
Describing your
holiday and
travelling by train in
France / Germany.
Life in France /
Germany
Comparing food,
drink, daily life and
customs in France /
Germany with
England.
Enjoy your meal!
Talking about food and drink, describing recipes and ordering food in a café.
All that I am
Describing yourself, your character, your friends and your memories.
The world of work
Talking about the advantages and disadvantage of jobs and your future
The holidays are here again!
Holiday plans, tourism in Cornwall and going to a tourist office in France / Germany. 9
Problems!
Coping in French /
German with theft, loss and accidents.
Health and illness, going to the doctor’s, healthy lifestyles.
Fashion
Describing and buying clothes, talking about school uniform.
Are you
environmentally
friendly?
Talking about living in the town and country, talking about recycling, discussing whether Camelford is environmentally friendly or not.
Leisure
Talking about TV, the cinema, favourite films, social media, reading.
Creativity
Going to the restaurant in France/ Germany, writing a magazine in French/ German.
Key:
Each unit is assessed following our STEPs model. The course is assessed for 4 skills or ‘strands’: listening, speaking, reading and writing. The highlighting indicates the skill to be assessed in each unit of work. Twice a year students have an opportunity to feed back to staff on their language learning and to tackle one of our creative challenges. These units are labelled ‘over to you!’
Listening
Speaking
Reading
Writing
Over to you!

6. Modern Foreign Languages
Step
Strand 1
Listening
(Equal weighting)
Strand 2
Speaking
Strand 3
Reading
Strand 4
Writing 9
All of the below and can …
understand native speaker French / German in a variety of contexts with confidence.
identify attitudes and emotions.
infer meaning.
use relative clauses.
use the infinitives and a variety of verb constructions.
use the passive voice.
understand and translate a variety of authentic texts. 8
understand authentic speech.
confidently use a range of tenses and pronouns.
manipulate language to suit situation and audience.
use idioms, comparatives and superlatives.
speak for a range of purposes and in a range of registers.
read authentic texts with confidence.
write for a range of purposes and in a range of registers. 7
understand longer, detailed texts spoken at normal speed with a range of tenses, structures and unfamiliar vocabulary.
use four tenses.
vary the person of the verb.
speak in detail and with accuracy, demonstrating a variety of structures and vocabulary.
improvise and paraphrase.
narrate events.
understand longer, detailed texts with a range of tenses, structures and unfamiliar vocabulary.  6
identify three tenses.
understand detail in longer spoken texts.
use three tenses in the ‘I’ form.
use formal and informal language.
use complex structures such as modal verbs, negatives.
understand longer, detailed texts.
use three tenses in the ‘I form.
structure written work logically.

7. Modern Foreign Languages
Step
Strand 1
Listening
(Equal weighting)
Strand 2
Speaking
Strand 3
Reading
Strand 4
Writing 5
All of the below and can …
identify two tenses.
use two tenses in the ‘I’ form.
use correct word order.
use adjective endings.
justify opinions.
speak spontaneously.
use more complex opinion phrases. 4
understand the gist of longer spoken paragraphs.
use the present tense accurately.
use descriptions.
use time phrases.
ask questions.
adapt language learned in class.
understand longer paragraphs, including a few unfamiliar words.
translate longer paragraphs into English.
use a dictionary to find the gender / plural of a word.
write longer paragraphs.
translate longer paragraphs from English into French / German. 3
understand short spoken paragraphs in the present tense.
understand opinions.
give simple opinions.
use connectives.
use intensifiers.
use knowledge of sounds to pronounce new words accurately.
understand short paragraphs in the present tense.
identify and understand opinions.
translate short paragraphs into English.
use a dictionary to find a new word in French / German.
write short paragraphs.
give opinions.
translate short paragraphs in the present tense from English into French / German. 2
understand simple sentences.
respond to simple sentences.
produce simple sentences.
translate simple sentences into English.
use a dictionary to find the meaning of a new word.
write simple sentences accurately, using a model.
translate simple sentences from English into French / German. 1
Can…
understand single words.
respond to single words.
translate single words into English.
produce single words accurately.
arrange words in alphabetical order.
copy single words accurately.

8. Frequently Asked Questions
Q. What is STEPS? A. STEPS is an assessment-recording and progress-monitoring system for all subjects studied at Key Stage 3. Q. What are STEPS grids? A. The STEPS grids break a subject down into Strands of content and nine progressive Steps. Students are placed on the STEPS grid following a baseline assessment. The expected progress is at least one-Step per year or three-Steps over the key stage. Q. What is a Strand? A. A Strand is an area of study of a subject. Every subject is divided into between three and seven Strands. Q. What is a Step? A. Every Strand is broken down into nine progressive Steps. Nine is the highest Step and one is the lowest. Steps provide the pathway through the Programme of Study for each Strand. Q. Why does my child appear to have made more progress in one subject than another? A. All subjects are different and so are children! It is quite understandable for one student to have a different rate of progress to another. Learning is a cycle of improvement. Students improve and then plateau before making further improvement – the timescale for this improvement is very individual and varies between subjects. It is quite normal for rapid progress to be made when children are exposed for the first time to specialist teaching, when perhaps teachers with expert knowledge were not available in primary school. Q. My child seems to have made no progress at all in one subject. A. There could be circumstances which would mean that within the last assessment cycle this was the case. It could be a completely new subject, or one that has been studied for only a portion of the year. We are anticipating three Steps of progress over the key stage and that one Step is merely the average of this expected progress each year. Remember also that in Science, progress has been built implicitly into the schemes of work. Therefore your child will be expected to stay on the same step or fluctuate above/ below this step as the content becomes more challenging throughout the year. Progress will be numerically represented by a variation score (progress score) from your child’s start point. If your child’s score is positive or remains at 0 throughout the year this represents expected progress or above expected progress; if they receive a minus progress score then this indicates that they will need more support to maintain their progress in the upcoming units.