Trinity Catholic High School

Assessment in Year 7

2018-2019

“Bloom believed that a far better approach would be for teachers to use their classroom assessments as learning tools, and then to follow

those assessments with a feedback and corrective procedure. In other words, instead of using assessments only as evaluation devices

that mark the end of each unit, Bloom recommended using them as part of the instructional process to identify individual learning

difficulties (feedback) and to prescribe remediation procedures (correctives)” (Mastery Learning by Thomas Guskey).

History: As a school we have researched carefully the implications of the Department for Education’s decision that the National Curriculum Levels do not need to be used by schools from September 2014 for assessing progress at Key Stage 3. We have reviewed various work that has been conducted in this area, held collaborative meetings with other secondary and primary schools and have decided on a system that we feel will continue to allow for scrupulous tracking of student progress.

We are piloting a system of Assessment without Levels (AWL) within English and mathematics (Y7, 8 & 9) and RE (Y7 & 8). The assessment system focuses on which specific elements of the curriculum an individual has understood well (mastered) and which they have not. Teachers will aim to ensure that all students have developed a sound level of understanding of the key skills, knowledge and understanding in a block of learning prior to moving onto the next block of content. Those who do not reach the required level are to be provided with a range of additional in class interventions and support so that they can reach the expected level.

The system will be:

Based on developing the key knowledge, skills and understanding required for success in the new KS4 curriculum.

Based upon high expected standards for all our students.

Based heavily upon formative feedback and subsequent student response which allows all to succeed.

Structured to incorporate periodic summative assessments to support ongoing formative feedback and prepare students effectively for linear examinations.

Allows for specific high quality intervention targeted at students’ misconceptions.

Cohesive showing a mapped path from KS2 to KS4 through flightpaths.

Flexible allowing students to develop at their pace – flight paths reassessed in light of performance and progress made – i.e. not set in stone.

Rigorous in terms of assessment and tracking students’ progress.

We will incorporate many of the practices we have already used for many years to ensure students are being assessed meaningfully, focusing on what a student had mastered and what they need to do to reach their next steps. The use of pre assessments, identifying the core skills to be taught and developed and post assessments to measure progress made will be incorporated into schemes of work. This will allow for students to continually be developing their knowledge and skills within a subject area and not wasting time revisiting work covered the previous year.

Year 7 Assessment – Pilot Scheme Year 3

We will continue to use a range of information from prior learning such as KS2 information – standardised scores and Question Level Analysis (of the KS2 assessments) – qualitative information from feeder primary schools, baseline tests, standardised spelling and reading tests, etc. to inform target setting. In addition, through working with our feeder primary schools, all students should have a copy of their best piece of English work and Maths work from KS2 in their exercise books at the start of Year 7 – as a reference to the skills already demonstrated at that level and so giving a point to move on from. In addition, the best piece of English work will also be placed in their RE book as a point of reference in terms of developing written responses to work set.

Using information gathered, noted above, along with the estimates provided by Fischer Family Trust, we will place students onto flight paths though these will be flexible and adapt to students’ progress. These flight paths are for the end of the Key Stage.

Note that students will be told the track that they are on for English, maths and RE, along with target levels for all other subjects in December of Year 7 – these are not fixed and can change.

Trinity Track

KS3 Flight Paths Old KS2 Levels

Old End of

KS3 (Y9)

Levels

GCSE (New grades)

Approximate

Mastery 5A+ 6-8 & EP 9-8

Secure 4b-5b 5-7 7-6

Developing 3b-4c 4-6 5-4

Emerging <3b 3-5 3-1

Staff will continually monitor students understanding of topics through use of a variety of assessment for learning techniques in the classroom,

including to name a few, show me boards, green pen marking, peer and self-assessments etc. It is very important that students respond to teachers

marking carefully through green pen corrections, rewriting paragraphs or extending their learning through wider reading – parents may wish to

support in this activity.

Assessment for Learning

Starting points

Within English, Maths and RE, the core Knowledge and Skills that students will need to understand and master in order to be successful at GCSE have been identified and mapped. These are based on the knowledge and skills that subject staff know to be key to success in year 10 and 11 through a thorough understanding of examination syllabuses. These obviously link to the National Curriculum programme of studies. The maps for Reading, Writing, Oracy, Mathematics and RE in Year 7 are included at the end of this document and clearly show how and what students need to do to develop their understanding further.

Within each strand, there are steps, which can be thought of as a pathway through a programme of study for each strand and each step represents the progress to be made – ideally a student may make 3 steps progress over the course of KS3 though some may make more and others less. Progress through the grid, from one step to the next step above, represents advancement in an area of required knowledge, understanding or skill. To move to the next step students will need to have mastered the learning in the previous steps. Note each step within the grid may have more than one descriptor level for attainment. By careful mapping of the curriculum and exposing students to the “Trinity Tracking Grid” students can see what they need to do to reach the next step and if they are on “Track” to achieve their targets.

The weighting for the different strands within the grid allows for fine level reporting and gives us the opportunity to see if students are on track to achieve their forecast GCSE grades – see last page within this document to see the diagram from Ofqual explaining the new grading structure at GCSE.

You will not find any grades in books for marking – either for effort or attainment. You will however find detailed teacher feedback on specific pieces of work. The feedback will comment on the content and accuracy, literacy and presentation. Teachers will often use the codes WWW – what went well and EBI – even better if. In addition, students may be set a specific “Green Pen Question” to further develop / extend their understanding. It is the expectation that students will correct work and respond to teacher feedback in green pen, before attempting the next piece of assessed homestudy. Stickers will be on the front of exercise books in English, maths and RE, which show the track that they are on and a termly review of progress. Stickers for other subjects will be showing their end of year level within that subject area.

Departments will regularly assess progress made towards the schemes of learning – through teacher assessment termly and through key assessments undertaken within the autumn and end of year exams. Using clear success criteria, departments decide on the attainment level achieved. In the main, a mastered skill would mean that students are on the correct path to achieve at a high level at GCSE, whilst an emerging level student is working on a path aimed at a lower grade at GCSE. Progress to target is clearly indicated on reports home to Parents:

Identifying the core knowledge and skills

Reviewing marking in books

Tracking Progress

Indicator

Above Expected Progress AEP

Meeting Expected Progress MEP

Below Expected Progress BEP

It must be stressed that a student meeting expected progress is making good progress. A student can be secure in year 7, 8 and 9 and still be making progress towards the criteria explicitly noted by departments.

After the main assessment points, Christmas and End of Year, reports will go home to parents; each report will indicate whether students are on the mastery, secure, developing or emerging pathway or “Track” for English and maths – it will report the level of progress made “Below expected progress”, “Making Expected Progress” or “Above Expected Progress” in terms of the formal tests and in terms of classwork / homestudy. For other subjects, they will be given a National Curriculum Level. In addition, teachers will award a Learner Profile level (grade 1 – 5) (Descriptors are included later in this document for reference) and a comment on Homestudy and Behaviour.

Teachers will be able to give detailed feedback on the strengths in terms of knowledge and skills and areas for further development and how these can be addressed at the parents evening following in the mid-year assessments.

After the end of year assessments, the reports that go home to parents are in a similar format and “Targets for Improvement” going forward are noted.

In addition, on all reports home we will indicate the percentage attendance rate, how many times a student has been late and what awards the student has received over that assessment period of time – e.g. Headmaster’s awards, Effort and Excellence awards etc.

Whilst there is not a formal subject parents evening following these reports, Parents and students may be called in to attend a pastoral “Cause for concern” meeting, where on reviewing progress across the year, subject staff have indicated that progress appears to have stalled.

Reporting to Parents

English Reading

A01 Students can read, understand and

respond to texts. Identify and interpret explicit and implicit

information and ideas.

AO2 Students can explain, comment on

and analyse how writers use language and structure to achieve

effects and influence readers, using relevant subject terminology.

A03 Students can compare writer’s

ideas perspectives, as well as how these are conveyed across two or

more texts. Students can show understanding of the relationships between texts and the contexts in

which they were written.

AO4 Students can evaluate texts

critically and support this with appropriate textual references.

Mastering

Students produce a clear sustained approach to the full task. They include a range of references to illustrate and justify responses. Students can convincingly identify most explicit and implicit information and ideas.

Students demonstrate clear understanding of language and structure. They can clearly explain the effects of language and structure using a range of relevant quotations and use accurate subject terminology.

Students clearly consider ideas/perspectives/ contextual factors making links between context, text and task. Students demonstrate a clear understanding of differences between ideas and perspectives. They compare ideas and perspectives in a clear and relevant way, explaining clearly how methods are used to convey ideas/perspectives and use relevant quotations to support.

Students demonstrate clear evaluation of the text. They use clear examples from the text to explain views. Their explanations of the effect of writer’s choices are clear and use a range of relevant quotations to support.

Secure

Students produce a somewhat sustained response. There is some effective use of references to justify responses, including quotations. Mostly appropriate register. Students can identify explicit and some implicit information and ideas.

Students demonstrate understanding of language and structure used. They can explain and begin to show understanding of how language and structure are used to achieve effects and influence the reader.

Students clearly explain ideas/perspectives/contextual factors Students can identify similarities and differences. They make some comparisons, commenting on how they are conveyed to the reader.

Students demonstrate some critical awareness of the texts, making some evaluative comments supported by some relevant quotations.

Developing

Students focus on the full task and with some coherence and in a mostly appropriate register. There is a range of points illustrated with relevant references from the text. Students can identify basic explicit information and ideas.

Students demonstrate some understanding of language and structure. They attempt to comment on effect using relevant quotations and subject terminology, though not always appropriately.

Students are aware of ideas beyond the literal but will demonstrate limited understanding of the influence of context. Students demonstrate understanding of different ideas and perspectives. They use textual details to support some comments on how differences are conveyed.

Students make straightforward evaluative comments about the text. There is some use of textual evidence to support views and straightforward explorations of writer’s methods.

Emerging

Students focus on the task. They include relevant comments with some supporting evidence. Students can identify some basic explicit information and ideas.

Students demonstrate simple awareness of language and structure. They include simple comments on language and structure of texts.

Students show some awareness of ideas beyond the literal but with limited understanding of context. Students demonstrate simple awareness of different ideas and perspectives. They are able to identify how differences are presented with simple references or textual details.

Students make simple evaluative comments about the text. Simple examples and textual references are used with some mention of writer’s methods.

English Writing

AO1 Technical Accuracy

AO2 Structure and Creative Ideas

AO3 Purpose, Form, Audience

AO4 Rhetorical Devices

Mastering

Sentence structure is varied to achieve a particular and intended effect. The students will use a range of accurately used punctuation. Spelling and control of tense is secure and the student will demonstrate some ambitious vocabulary.

Student’s writing is engaging with a range of connected ideas. The student usually uses coherent paragraphs with a range of discourse markers. There is usually effective use of structural features and a clear shape and intended structure to the writing.

Student’s communication is clear. Straightforward tone, style and register are successfully matched to purpose, form and audience. Vocabulary is chosen for effect and engages the reader successfully.

Successful use of a range of rhetorical devices that have been carefully chosen to impact upon the overall effect of the text. The student should be able to demonstrate use of devices listed below and also irony, oxymorons, euphemisms, analepsis, anaphora (where appropriate).

Secure

Control of sentence construction is mostly secure. Vocabulary is beginning to develop and is used with precision.

Student’s writing demonstrates an increased variety of linked and relevant ideas. There is some use of paragraphs and discourse markers as well as some use of structural features.

Student’s communication is mostly successful. There is a sustained attempt to match purpose, form and audience with some control of register. There is evidence of conscious use of vocabulary. There is a clear understanding of purpose and form and clear awareness of the reader/intended audience.

Conscious use of some rhetorical devices, including similes, metaphors, hyperbole, alliteration etc.

Developing

Varied sentence structure including coordination and subordination. A range of punctuation is evident and this will be mostly accurate. Most spelling, including irregular words, is correct. Tense and agreement is mostly secure.

Student’s writing includes some linked and relevant ideas. There are some attempts to write in paragraphs with some discursive markers, although not always appropriate. Ideas will be organised in a coherent and logical manner.

Students communicate with some success. They attempt to match purpose, form, and audience and control register. However audience/purpose are not always fully established. They begin to vary vocabulary. There is some shape and structure and communication shows some clarity and fluency.

A few rhetorical devices used throughout the writing that have been chosen to impact upon the reader.

Emerging

Some variety of sentence structures. Some control of sentence construction and a range of punctuation. Spelling is usually accurate. Control of tense and agreement is generally secure.

Student’s writing includes one or two relevant ideas which are simply linked. There is some sequencing of ideas into paragraphs but with an often random paragraph structure.

Students communicate ideas with simple success. They show simple awareness of purpose, form and audience; limited control of register. They make use of simple vocabulary.

Some evidence of carefully chosen rhetorical devices including simple similes, repetition for effect, emphatic placement of words.

English Oracy

AO1 Physical

AO2 Linguistic

AO3 Cognitive

AO4 Social and Emotional

Mastering

Consistently demonstrates fluency of pace and speech with excellent tonal variation. The student projects their voice clearly and uses gesture and appropriate posture. The student uses facial expression and maintains eye contact with the audience

Consistently demonstrates a range of rhetorical techniques such as metaphor, humour, irony and mimicry. Sophisticated and ambitious vocabulary employed.

Consistently takes into account the level of the audience’s understanding. The student educates the audience rather than repeat knowledge that others already have.

Consistently demonstrates self-assurance, liveliness and flair. Student oozes confidence and is not daunted by speaking in front of others.

Secure

Demonstrates fluency of pace and speech with some tonal variation. The student projects their voice clearly and uses occasional gestures and appropriate posture. The student uses some facial expression and has some eye contact with the audience.

Demonstrates some rhetorical techniques in an attempt to maintain the audience’s attention. Wide range of vocabulary employed.

Tries to take into account the level of the audience’s understanding. The student tries to educate the audience rather than repeat knowledge that others already have but may not always be successful in doing so.

Demonstrates some self-assurance, liveliness and flair. Student is quietly confident but may seem a little daunted by speaking in front of others.

Developing

Some fluency of pace and speech but with little tonal variation. The voice may not be always projected clearly but there are some attempts to be heard by the audience.

A few rhetorical techniques employed. Limited vocabulary employed. Some attempts made to engage the audience’s attention through language. There may be some slips in appropriate vocabulary.

Some attempt to take into account the level of the audience’s understanding. May present one or two new and interesting ideas to the audience.

Tries to overcome fear of speaking in front of others though may retreat to the security of notes/looking at the board. Demonstrates nerves as a result of speaking in front of others.

Emerging

Pace and speech is somewhat erratic and there is little tonal variation. Voice is not projected well and therefore makes it difficult for the audience to hear. May simply read from notes/board.

One or two rhetorical techniques employed. Simple vocabulary/slang employed.

Doesn’t take into account the level of the audience’s understanding and simply regurgitates simple ideas that the audience are already aware of.

Does not demonstrate confidence in speaking in front of others. Speech lacks liveliness and flair and therefore does not engage the audience.

Religious Education Year 7 Assessing without Levels: Teacher Planner Checklist

Linking to The Way, The Truth and The Life Diocese Programme of Study. Linking to new G.C.S.E. specification subcategories of Beliefs and Teachings,

Practices, Sources of Wisdom and Authority and Forms of Expression and Ways of Life.

Religious Education

Beliefs & Teachings

Practices Sources of Wisdom/Authority Forms of expression &

ways of life

Mastering Students are able to critically analyse creation stories. For example, evolution, Genesis and other religious stories/practices. Students will use developed terminology, for example, eschatological. Students will effectively evaluate the impact of religious beliefs on believers today.

Students can make links between Praxis and Biblical teachings. They demonstrate sophisticated knowledge on practices/rituals in the Catholic Church and other world religions by use of quotations. Developed terminology is used. Students extended writing on Catholic Practices is structured and comprehensive.

Students use developed terminology linking the Pope to Peter and the Vatican to the Catholic Church e.g. Magisterium is used frequently and accurately. Developed awareness of the different interpretations of scripture, for example, literal, historical and symbolic is demonstrated through evaluative writing.

Students evaluate the importance of famous pieces of art/architecture relating to the Catholic Church. They are able to explain what a vocation is using a range of examples. Students can explain the importance of different sacred objects found in a Church e.g. pew, altar. Students can explain how the Church is the ‘Body of Christ’.

Secure Students describe Biblical stories relating to various topics such as Easter and life after death. They articulate their understanding through detailed explanatory eyewitness/diary accounts on key religious figures such as Abraham, David and Zechariah.

Students demonstrate knowledge about Praxis by explaining examples of faith in action. Students are able to explain the rituals of the seven Catholic sacraments. They can describe why religious symbols are used.

Students explain the different parts of the Bible: Old and New Testament. Students can describe the different roles in the Church: Laity, Parish Priest, Bishop, Archbishop, Cardinal and the Pope. They can explain how St. Paul contributed to the spread of Christianity as well as explain the significance of different Biblical stories.

Students describe devotional objects in the home. They are able to explain what constitutes a Catholic home. They can give examples of how the Church is a community looking at both their own parish and others nationally.

Developing Students are able to recall Biblical stories verbally. They recite prayers such as Our Father, The Creed and The Hail Mary. Students can make bullet points demonstrating their knowledge on topics such as God’s creation.

Students list symbols relating to the seven sacraments. They are able to write a paragraph on what happens in Mass and at the sacraments. Students recognise the rosary, what it is used for and its importance.

Students retell stories such as Jesus’ miracles, the creation, crucifixion and resurrection. They are able to discuss other key Biblical stories as well as key Biblical characters such as Paul.

Students role play Biblical Stories They recognise statues of Mary and Catholic symbols such as the crucifix. They participate in responses at Mass.

Emerging Students are able to list items found in a Church. They can name some prayers such as the Our Father, sign of the cross. An awareness of key words such as God, disciple, Jesus.

Students participate in religious events, including the sacraments as well as prayer services. They are able to name ways in which Christians worship/ celebrate, for example, Mass, Christmas.

Students communicate the name of the Christian Holy Book. They demonstrate an awareness of stories relating to Noah, Adam and Eve, Jesus.

Students participate in creativity relating to the Catholic Church e.g. creating stained glass windows. They have an awareness of hymns and spirituality.

Mathematics Number H 15% F 25%

Ratio and proportion and rates of change

H 20% F 25%

Algebra H 30% F 20%

Geometry and Measure H 20% F 15%

Probability and Statistics H 15% F 15%

Mastering

Algebraic fractions. Problem solving involving fractions

Simple and compound interest. Interpret the gradient and intercept on real life graphs.

Know and understand Pascal’s triangle. Generating quadratic and cubic sequences. More complex algebraic expansion. Recognise and draw the graph from a quadratic equation Solve a quadratic equation from a graph

Calculate arc length Calculate the perimeter and area of a sector. Area and perimeter using algebra

Calculating averages from frequency tables

Divide decimal numbers. Explain the effect of x and Divide by powers of 10 <1. Problem solving involving fractions (more complex).

Percentage change. Ratios involving different units and ratios involving fractions Speed, distance time

Use the nth term to work out any term in a sequence. Negative substitution. Single coefficient Double bracket expansion. Work out an equation of the form y = mx + c from the graph Draw graphs from real-life situations to illustrate the relationship between two variables

Work out the area of a trapezium. Co interior angles are supplementary. The exterior angles of a triangle equal the two opposite interior angles. Solve problems involving circles and compound shapes

Mutually exclusive and independent events.

Secure

Multiply and divide decimal numbers by 10, 100, 1000 and 10 000. Multiply decimal numbers. Round numbers to one or two significant figures. Cancelling down fractions by multiplying and dividing.

Calculate percentage increase and decrease. Ratios as in 1:n and n:1. Exchange rates.

Work out the nth term. Use algebra to write simple expressions and recognise equivalent expressions. Expand brackets – two single brackets. Change the subject of the formula using the balancing method. Solving with unknowns on both sides. Negative and fractional coefficients. Setting up and solving real life equations. Work out the gradient in a graph from a linear equation

Corresponding and alternate angles. Construct 3D shapes from nets including more complex shapes

Understand and calculate the mean average of data Understand continuous data and use grouped frequency Venn Diagrams. Make sensible decisions by comparing averages and ranges of two sets of data

Understand and use financial language. Use a number line to order positive and negative numbers, including decimals Carry out multiplications involving negative numbers. Round up or down, to one decimal place. Use long division. Multiplying and dividing mixed numbers.

Understand and use percentages greater than 100% Convert more complex percentages to decimals and fractions. Use scale factors and scale diagrams in maps. Problem solving with ratios Use ratios to solve two or more items.

Use given inputs and outputs to work out a function. Know and understand the Fibonacci sequence. Recognise and draw graphs of the form x + y = a Solving equations using the balancing method – two step. Recognise and draw the graph from a simple quadratic equation Read and draw distance–time graphs Recognise and draw the graph of a linear equation.

Work out the area of a parallelogram. Angles in a quadrilateral Calculate the circumference and area of a circle.

Read and interpret different statistical diagrams Understand how to use data Experimental probability. Use a scaling method to draw a pie chart Read and interpret data from pie charts Carry out a statistical survey Use charts and diagrams to interpret data and then write a report.

Developing

Carry out calculations from information given in tables and charts. Understand and use the symbols < (less than) and > (greater than). Round numbers and use in estimations. Divide whole numbers by decimals. Recognise and use square numbers up to 225 and the corresponding square roots. Problem solving involving fractions Add and subtract fractions with different denominators and mixed numbers. Fractions of an amount.

Non calculator and calculator methods for finding simple percentages of an amount. Ratio – sharing in a given amount.

Know and understand the triangular numbers. Use letter symbols to represent unknown numbers or variables. Creating formulae Flow chart method for rearranging formulae. Draw a graph for a simple relationship Recognise and draw line graphs with fixed values of 𝑥 and 𝑦. Recognise and draw lines of the form 𝑦 = 𝑎𝑥

Work out the perimeter and area of a compound shape. Work out the area of a triangle. Work out the volume of a cube and cuboid, using a simple formula. Work out the capacity of a cube or cuboid. Angles in a triangle Work out the relationship between the circumference and diameter of a circle

Use the mean and range to compare two or more sets of data

Be familiar with everyday uses of tables and charts. Multiply decimals by whole numbers. Round numbers to a given degree of accuracy. Ordering fractions.

Understand the equivalence between a fraction, a decimal and a percentage Simplifying ratio. Use of recipes and scaling – using the ratio method.

Recognise, describe and generate sequences that use a simple rule. Understand and use coordinates to locate points in all four quadrants Balancing method for solving one step equations.

Work out the perimeter of 2D shapes. Work out the area of 2D shapes. Use a simple formula to calculate the perimeter of a rectangle. Use a simple formula to calculate the area of a rectangle. Vertically opposite angles Be familiar with the names of 3D shapes and their properties Use isometric paper to draw shapes made from cubes Know the definition of a circle and the names of its parts

Probability and events Read data from pie charts in which the data is given as percentages

Emerging

Use a number line to calculate with negative numbers. Multiply and divide decimal numbers by 10, 100 and 1000. Order decimals. Add and subtract decimal numbers. Recognise and use square numbers up to 225. Round numbers to the nearest whole number, 10, 100 or 1000. Recognise mixed numbers and improper fractions.

Know and understand square numbers. Use of symbolic algebraic notation. Collecting like terms. Work out coordinates from a rule. To draw a graph for a simple rule Recognise and draw line graphs of fixed values Learn how graphs can be used to represent real-life situations Draw and use real-life graphs Simple one step equations using the balancing method. Function machines- inverse

Angles at a point. Angles on a straight line. Know how to count the faces, vertices and edges on a 3D shape. Work out the rule connecting faces, edges and vertices of 3D shapes.

Read data from tables and charts Understand how to use data Use the median and range to compare data Make sensible decisions by comparing the median and range of two sets of data Use charts and diagrams to interpret data

Solve problems involving negative temperatures. Read and use calendars Use traditional long multiplication to carry out multiplications accurately. Use short division. Equivalent fractions

Understand the equivalence between some simple fractions and percentages Simplifying ratios. Understanding

Recognise, describe and write down sequences that are based on a simple rule. Solving algebra puzzles / pyramids.

Work out the perimeter of a shape. Work out the perimeter of a rectangle. Work out the area of a rectangle Construct 3D shapes from nets Identify parallel and perpendicular lines

Read data from pie charts, where the data is given in simple sectors

Order positive and negative whole numbers. Know times table up to 12.

Understand what a percentage is Describe ratios.

Understand and use coordinates to locate points Function machines.

Measure and draw lines. Work out the area of a shape by counting squares. Use a compass to give directions Know the different types of angles

Probability scales. Two way tables.

LEARNING PROFILE STAGES

Stage 1: The student is an extremely conscientious, highly organised, well prepared and motivated learner who exudes a high level of dedication,

creativity, curiosity and a passion for the subject. The student completes independent, in-depth and evaluative research into a topic; developing their

knowledge and communication skills by reading and researching around the topics that they study. Being persistent and reflective are core

characteristics of the student who is not afraid to make mistakes, but learns from, and acts upon, past experiences, improving and re-drafting work to

ensure it is consistently at a professional standard. The student asks pertinent questions, is able to evaluate ideas, articulate judgements confidently

and set challenging targets. They show initiative and leadership when working in groups.

Stage 2: The student is conscientious, organised, motivated, and imaginative; demonstrates curiosity and works competently when following

instructions from the teacher. He / She shows interest in the subject, has the ability to study independently, frequently carries out research and

consistently produces work that is of a high standard. Advice is readily accepted and clear progress and improvement is evident between

assessments. The student is able to review their work and set their own targets for development. The student seeks positions of responsibility in

collaborative tasks.

Stage 3: The student is hard working and succeeds when provided with clear instruction from staff. Research into a topic is often limited and little

independent work is completed. Work is usually completed to a good standard, but rarely extended. Advice is heeded and some progress is evident

between assessments but the student should spend more time carefully thinking about how their work can be improved further. The student is able to

set themselves targets with guidance from the teacher. They have the correct equipment for the lesson. The student enjoys and contributes well to

collaborative tasks.

Stage 4: The student shows curiosity for learning but has frequent lapses of attention. He / She lacks persistence when set challenging or open ended

research tasks; such tasks are sometimes incomplete or have insufficient detail. The student repeats mistakes by not acting on advice or by not

learning from previous experience. Work is completed to a fair standard but does not reflect pride or interest. The student works well with others

but must improve by accepting others’ points of view. He / She will sometimes forget to bring the appropriate equipment to the lesson.

Stage 5: The student shows little or no curiosity for learning and lacks persistence. He / She will frequently repeat mistakes by not acting on advice

and previous experience. The student often does not have the correct equipment for the lesson and this limits their learning experience. The student

occasionally works well independently but can be distracted or choose to distract others resulting in work that is rushed or of a poor standard. The

student needs to persevere with problems and use all available resources to extend their learning.