1. Year 7 Assessing without levels

2. Why change?
With the removal of NC levels at KS3, there is a need to adopt a new assessment system that will work for us as a school.
This is the perfect opportunity for all subjects to review the current KS3 curriculum and make changes to better prepare students for KS4.
Make KS3 a focus for us as a school
To empower you as parents to be able to take an active role in your child’s learning. To give you more helpful information in relation to your child’s progress.
To establish a learning dialogue between all stake holders
SJH

3. The main changes
Students will be placed into different ‘learning bands’ for each subject.
These learning bands have been carefully designed so that maximum progress can be made for any given starting point.
Student progress will be measured against these bands, and reported as whether they are above/on/below in terms of expected progress.
Reflection weeks – opportunity for parental engagement/books sent home

4. Banding – Y7
KS3 Bands
Old GCSE
Grade
New approx forecast GCSE grade
Excellence A*
8-9
Secure
B-A
6-7
Developing
C-B
4-5
Foundation
G-D
1-3
Subjects have been set using KS2 results and baseline testing.
No specific target for end of Y7 – however pupils must remain in band, or exceed it – aspiration is to move upwards to the next band
JBA

5. What will students in Y7 receive
Joe BLOGGS
Subject
End of Year 7 Band
Mathematics
Excellence
Science
Secure
Art
Drama
French
Developing
Geography
History
ICT
Music PE RE
Technology
JBA

6. What will you as parents receive?
Info pack including 1st HT SoW assessment grids - today
Assessment grids will subsequently then be moved to the school website
Banding info along with list of student’s band for each subject
Band
Old GCSE
Grade
New approx forecast GCSE grade
Excellence A*
8-9
Secure
B-A
6-7
Developing
C-B
4-5
Foundation
G-D
1-3
JBA

7. Assessment grids - Year
Subjects have created ‘flightpaths’ for each band across KS3.
These list the requirements for the end of the year.
Year 8
Performing
Composing
Listening/AoS/Notation
Year 7
Excellence
Expression demonstrated in performance (dynamics/phrasing etc.) Able to make adjustments to fit within a group piece
Compose in different styles. Able to compose using chords along with appropriate musical devices for the style
Notate performance/composition notes to inform planning. Able to identify and compare use of elements in music. Accurately identify instruments and musical devices
Secure
Perform from memory/notation. Provide rhythmic support or take a solo. Use 2 hands
Use appropriate musical devices in composition. Able to demonstrate 1 or 2 elements well. Understanding of how to create different moods
Analyse and compare musical features. Can write down basic notation onto stave. Able to correctly identify instruments within a unit of work
Developing
Perform from memory/notation. Maintain own part within a group piece
Use appropriate musical devices in composition. Use of 2 or more layers
Describe and compare different kinds of music using keywords. Can write down basic notation onto stave
Foundation
Perform/improvise simple melodic/rhythmic parts with awareness of effect of combining sounds
Develop ideas within a structure. Compositions feature improvised ideas
Recognise different musical elements. Able to identify some staff notation
Develop ideas within a structure. Use 2 or more layers
Describe, compare, evaluate music using keywords.
To be able to maintain a melody line in a performance situation.
Create simple patterns from a stimulus with guidance.
Recognise the basic elements of music and be able to improve their own work with support

8. Assessment grids – ½ Term/Scheme of work
Subjects have also created assessment grids for each scheme of work.
These list the requirements for each band and are specific to that particular scheme of work
KS3 Bands
Key knowledge
Key Skills
Excellence
Students able to anaylse and compare musical features – assessed through homework on ‘the elements’. Able to correctly identify instruments within the unit and pick out key elements in listening and explain the effects
Students able to perform the entire Titanic piece as a solo using 2 hands
Perform in time with a backing beat or another student
Include expressive features, such as changing dynamics
Secure
Students able to describe and compare different kinds of music using keywords based on the elements – assessed through homework. Students recognise different instruments through listening exercises
Students able to perform the entire Titanic piece as part of a duet
Perform in time with a backing beat
Some thought on expressive playing – changing instrument sounds etc
Developing
Students are able to recognise some of the elements through listening work and accurately describe some of them in homework.
Able to perform verse or chorus as part of a duet, mostly in time
Foundation
Students are able to understand some of the effects of changing the elements. They can spot when a mood changes, and may be able to describe what changed to cause the effect
Able to perform the verse using one hand, but may not always be in time
Armed with this information, you as parents/carers will have a much better understanding of how your child is progressing and what they need to do to improve.

9. Reflection Weeks
Reflection weeks are an opportunity for students to reflect on their learning. It is proven that students will retain more information if they have had opportunities for regular review of learning.
Building reflection weeks into our KS3 SoW will better prepare our students for moving onto more challenging concepts because they will have retained more of the key information required to progress.
SJH

10. Reflection Weeks
Carried out during the 5th week of each half term – starting half term 2 for year 7.
Learners given the opportunity to ask questions and revisit material covered, and activities are planned to allow all learners to reflect and embed learning.
Books sent home to allow parents to view progress in books/see feedback from staff. Space in books for parents to comment/raise any concerns. Staff feedback will reflect assessment grids.
Students given the opportunity to look ahead – how does their learning fit into the big picture? How will their learning prepare them for future units/topics?
SJH

11. Assessment, Reporting & Recording
Assessment will be completed against new assessment grids
Ongoing assessment will be recorded as on/above/below in relation to band
First report home – 29th March 2016.
JBA