Assessment and Reporting

YEARS 7-9

At Chorlton High School we recognise that students have different starting points and are different types of learners. All students in Years 7 to 9 are assigned a LEARNING PATHWAY based on their starting points (Key Stage 2 performance).

All learning pathways will enable all students to follow the same learning journey, however they may travel at different speeds and face different challenges

 

 

 

 

 

 

 

 

 

All students in Years 7 to 9 will be assigned to their coloured Learning pathway based on their KS2 attainment. The details of these are outlined below. 

Learning Pathway Starting point of the student a the start of Year 7 If a student makes expected progress throughout each year they will be on track 
Blue Will have been working at greater depth than the expected standard at the end of KS2. If they make expected progress each year they will be on track for a new GCSE Numerical Grade of 6-9 (similar to the ‘old’ GCSE grade B-A*).
Green Will have been working at the expected standard at the end of KS2. If they make expected progress each year they will be on track for a new GCSE Numerical Grade of 4-6 (similar to the ‘old’ GCSE grade D-C).
Yellow Will have been working towards the expected standard at the end of KS2. If they make expected progress each year they will be on track for a new GCSE Numerical Grade of 1-4 (similar to the ‘old’ GCSE grade G-C).

It is possible that a student could be on more than one pathway due to different results in the English and math Key Stage 2 assessment.

At Chorlton High School we have always endeavoured to ensure that our students make the most progress possible, regardless of their starting point. To do this successfully we have to have an assessment system that is easy to understand, clearly demonstrates progress and is suitably robust and relevant.

Towards the end of each term students will sit Progress Tests in each of their subjects. Following this they will receive a raw score from their class teacher and feedback on their performance in the exam. This enables student to identify their strengths and focus on the areas of learning that will move them forward.

In our termly reports to parents, we will report if pupils are making:

  • ‘below expected progress’ 
  • ‘expected progress’,
  • ‘above expected progress’. 

These statements will be based on their performance in the progress test compared with other learners in their year group with similar KS2 starting points.  Pupils will either be on the Blue, Green or Yellow pathways based on these starting points.

For example, take the green pathway.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The concept of reporting on their progress in comparison to other learners also reflects changes to the assessment of GCSE examinations. Previously these qualifications have been based on meeting assessment criteria; in the future examination boards will be applying an element of ‘comparable outcomes’ to their marking. In essence this means that they will decide a percentage of students they wish to achieve a certain grade, and they will then apply this to the exam scores of all the students who take the exam that year.

We would like all students to perform in line with our expectations. However, due to the nature of students, some will perform above other students even within the same learning pathway. This is completely normal. The focus will be in ensuring that those students who are performing below expectations will be supported to make further progress.

 

YEARS 10 & 11

 

Target grades

We have high aspirations for our students and so the targets we set are rigorous and challenging. Target grades are provided for all subjects and are generated by student’s prior attainment at KS2. In some cases we adjust targets if there is an identified reason. All targets are end of course targets.

Curriculum and assessment reform

Students are assessed using GCSE grades. At this point in time all GCSEs are currently being reformed. The Government has reformed all GCSE subjects to embed more rigour and challenge. This means that all GCSE courses will eventually be reformed and also introduces a new grading system. There will be a consistent system in place by 2019, however we are currently in a period of transition.

Assessment systems that underpin these Curriculum reforms have also changed with the phased introduction of Numerical Grades to replace existing GCSE grades. These now range from 9 to 1 with 9 being the highest award. There is no direct mapping from these grades to the ‘old’ GCSE grades, but some guidelines exist. A ‘good’ pass will be set at a Numerical Grade 5 which is similar to a C+ or B on the old system; with grades 7-9 awarded for students who have excelled in that subject, broadly similar to the current A/A*. 

Year 11

  • In August 2017, students will receive Numerical Grades (9-1) for English Language, English Literature and Mathematics and traditional ‘old’ GCSE grades in all their other subjects (A*-G).
  • There has been no change in how AS Levels or vocational qualifications (BTECs, VCerts, NCFEs etc.) are reported.
  • We will be reporting on progress each half term using current grades (this means that we are no longer using projected grades).
  • We will also be reporting each half term on classroom effort, home learning effort and coursework status.

Year 10

  • In August 2018, students will receive Numerical Grades (9-1) in reformed subjects and ‘old’ GCSE grades in all their other unreformed subjects (A*-G). Please see the table below.
  • There has been no change in how AS Levels or vocational qualifications (BTECs, VCerts, NCFEs etc.) are reported.
  • We will be reporting on progress each term using current grades and there will be a mixture of numerical and ‘old’ grades.
  • We will also be reporting on classroom effort and home learning effort. 
2018 Numerical Grades 9-1 (reformed courses) ‘Old’ GCSE Grades A*-G (Unreformed courses)
English Literature & Language Business Studies
Mathematics Design & Technology
Art (& Photography) Electronics
Sciences Film Studies
Computer Science ICT
Dance Media Studies
Drama Statistics
Food Preparation & Nutrition  Child Development
Geography Photography
History Textiles
MFL Product Design
Music Resistant Materials
  RE

 

Current grade

In Years 10 and 11 teachers assign ‘current grades’ for students. This is their current working grade.

Sub-grades

This year we have also refined the awarding of grades. Teachers will now use ‘sub-grades’ to indicate whether a student is working securely or not within a grade boundary by using a ‘+, = or –‘system. This is illustrated below.

5+ (A strong 5) – the student is secure at this grade and has shown signs of being able to progress to the next grade with additional effort and practice.

5= (A secure 5) – as long as the student continues to work in the same way.

5- (An insecure 5) – the student will need to work hard and complete additional study to be secure at this grade.

Effort grades

The school uses a simple 1-4 grading to reflect a students’ overall effort in the subject. This now refers to their effort in their classwork. A score of 1 or 2 means that a student is exhibiting excellent or good effort, a score of 3 means that they need to improve, and a score of 4 means that their effort is poor and that there are major concerns.

Home learning effort grades

These effort grades follow the same principle as the effort grade but are solely used for effort in work at home. 

Associated Documents