In September 2014, the Government introduced the new National Curriculum to schools in England. Perhaps the most significant change was with the decision to remove the use of National Curriculum Levels to describe children’s attainment; instead schools were asked to develop their own assessment system which enables them to check what children have learned and whether they are on track to meet expectations.
When designing our assessment structure, we have taken the opportunity to reflect on the key attributes and skills that we would expect the children in each year groups at this school to know, understand or be able to demonstrate in each subject by the end of the year. We he have called these Key Performance Standards. The nature of the children at the school means that these standards demonstrate a higher expectation than you would find in many non-selective schools and incorporate the areas that we deliver beyond the minimum expectations of the National Curriculum. They have been designed to be demanding, though realistic, and we would expect the majority of students at the school to be able to meet the majority of the standards in each subject by the end of each academic year.
We will continue to send home information to about each child’s progress every term. Progress in each subject will be identified by a descriptor to explain where each child’s subject teacher feels they will progress to by the end of the year. We will be using five descriptors:
Beginning- Will have occasionally met some criteria with close support;
Securing - Will have met a number of criteria on more than one occasion;
Achieving - Will have met the majority of criteria in a range of contexts;
Advancing - Will have met all criteria consistently and demonstrated some additional skills;
Excelling - Will be working well above the expected standard for this year group.
Each term parents will therefore be able to see how their child is performing in one subject relative to another. If a child is on track to be ‘Achieving’ in Mathematics by the end of the year and ‘Excelling’ in English, it will be straightforward to see where their relative strengths lie.
We will also provide parents with information about how we expect their child to perform across their subjects by the end of the year, so that they can see whether their child is on track to meet expectations.
The table below provides information about the curriculum followed in each subject and Key Performance Standards for each year group:
|SUBJECT||YEAR 7||YEAR 8||YEAR 9|
|Art||Y7 Art.pdf||Y8 Art.pdf||Y9 Art.pdf|
|Biology||n/a||Y8 Biology.pdf||Y9 Biology.pdf|
|Chemistry||n/a||Y8 Chemistry.pdf||Y9 Chemistry.pdf|
|Drama||Y7 Drama.pdf||Y8 Drama.pdf||Y9 Drama.pdf|
|English||Y7 English.pdf||Y8 English.pdf||Y9 English.pdf|
|French||Y7 French.pdf||Y8 French.pdf||Y9 French.pdf|
|Geography||Y7 Geography.pdf||Y8 Geography.pdf||Y9 Geography.pdf|
|German||Y7 German.pdf||Y8 German.pdf||Y9 German.pdf|
|History||Y7 History.pdf||Y8 History.pdf||Y9 History.pdf|
|Mathematics||Y7 Mathematics.pdf||Y8 Mathematics.pdf||Y9 Mathematics.pdf|
|Music||Y7 Music.pdf||Y8 Music.pdf||Y9 Music.pdf|
|Physical Education||Y7 Physical Education.pdf||Y8 Physical Education.pdf||Y9 Physical Education.pdf|
|Physics||n/a||Y8 Physics.pdf||Y9 Physics.pdf|
|Religious Studies||Y7 Religious Studies.pdf||Y8 Religious Studies.pdf||Y9 Religious Studies.pdf|
|Technology||Y7 Technology.pdf||Y8 Technology.pdf||Y9 Technology.pdf|