Year 7Assessing without levels

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

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

Banding – Y7KS3 Bands Old GCSE

GradeNew approx forecast GCSE grade

Excellence A* 8-9Secure B-A 6-7Developing C-B 4-5Foundation 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

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What will students in Y7 receive

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Subject End of Year 7 Band

Mathematics Excellence

Science Secure

Art Excellence

Drama Secure

French Developing

Geography Excellence

History Developing

ICT Developing

Music Secure

PE Secure

RE Developing

Technology Developing

Joe BLOGGS

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

www.ralphthoresby.com• 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

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Assessment grids - Year

Year 8Performing Composing Listening/AoS/Notation

Year 7 Excellence Excellence Excellence

Performing Composing Listening/AoS/Notation

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

Excellence Excellence Excellence Secure Secure 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

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

Secure Secure Secure Developing Developing 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

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

Developing Developing Developing Foundation Foundation 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

Perform/improvise simple melodic/rhythmic parts with

awareness of effect of combining sounds

Develop ideas within a structure. Use 2 or more layers

Describe, compare, evaluate music using keywords.

Foundation Foundation Foundation

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

Subjects have created ‘flightpaths’ for each band across KS3.These list the requirements for the end of the year.

Assessment grids – ½ Term/Scheme of workSubjects 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 handsPerform in time with a backing beat or another studentInclude 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 duetPerform in time with a backing beatSome 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.

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

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

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.

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