Key Stage 3 is the foundation of our seven year journey towards success at Level 5 in curriculum and qualifications. The curriculum is broad and balanced, meets the requirements of the National Curriculum and prepares students for starting G.C.S.E. in Year 9.
The curriculum should be engaging, fun, developing skill, knowledge and understanding of units of work which lay the foundation for the Key Stage 4 core curriculum and possible option choices.
We build on the transition from our colleagues in the Partner primary Schools by getting to know their assessment methods and curriculum strengths whilst offering support to them with our specialist knowledge. Primary to Secondary transition in curriculum terms is vital to success in the further Key Stages. It is a Key Stage in its own right and not something to get through before the serious work of G.C.S.E. occurs. If we get Year 6 to Year 10 correct, it will reduce the amount of intervention necessary for students to succeed at Key Stage 4.
Assessment plays a key role in helping us to improve outcomes. Knowing how each student is performing allows staff to implement strategies to help individuals improve. Ipsative assessment helps the student to know what skills, knowledge and understanding they have succeeded and those which they need to improve.
Summative assessment plays an important role in providing information about the effectiveness of our system in providing students with appropriate levels of knowledge, understanding and skills to progress into Key Stage 4 with confidence. Summative assessment allows us to see the progress of individual students, of class groups and at whole school enabling us to set meaningful and challenging targets.
Sir Michael Wilshaw in his recent speech criticised the best teachers being placed at Key Stages 4-5 to the detriment of Key Stage 3. Equal emphasis is needed to be placed on the quality of teaching at ALL Key Stages and our Teaching and Learning focus will continue to ensure all students in all classes receive a standard of at least good teaching.
|Report Type||Year 7 Date||Year 8 Date|
|Progress Review 1 Reports Sent Home||03/11/2017||03/11/2017|
|Progress Review 2 Reports Sent Home||05/01/2017||05/01/2017|
|Progress Review 3 Reports Sent Home||23/02/2017||23/02/2017|
|Progress Review 4 Reports Sent Home||20/04/2017||20/04/2017|
|Progress Review 5 Reports Sent Home||08/06/2017||08/06/2017|
|Progress Review 6 Reports Sent Home||18/07/2017||18/07/2017|
|Full School Report Sent Home||19/01/2017||23/02/2017|
|Parents Evening||Simon – 27/04/2017
Stock – 04/05/2017
- Each subject will set one homework task per week shown in the schedule below although there may be some occasions where a longer project may be assigned that covers, for example, 2-3 weeks. These will be based around promoting study skills which will be taught and modelled in assemblies.
- The day that students work on their homework may not be the same day as the lesson in which the homework is set. Teachers should be mindful of this when planning the deadline for work to be handed in.
- Guided time per subject is 20-30 minutes and 60-90 minutes per evening.
- In addition, students will be set literacy and numeracy tasks.
Subject Grading: We report on the attainment of each student for all subjects and we will be using the following assessment system to do this: emerging, developing, securing and mastering. These address the key question: is the student progressing as expected for the year group?
- Mastering: Yes, the student is progressing as expected for the year group. The student is likely to gain the highest grades at GCSE in this subject. Knowledge, understanding and progress may be above what is expected.
- Securing: Yes, the student is progressing as expected for the year group. The student is likely to gain a minimum of a grade 5 at GCSE (C+ now) in this subject.
- Developing: At times, the student is progressing as expected for the year group. Based on current progress, the student is likely to gain a grade lower than 5 at GCSE (C/D grade now) in this subject. Sometimes the student needs additional intervention in order to achieve the expected progress.
- Emerging: The student can struggle to make the expected progress for the year group. Based on current progress, the student is likely to achieve the lower grades at GCSE in this subject. The student needs more sustained additional intervention in order to achieve the expected progress.
Please note: all schools are developing their ways of assessing at KS3, and we have made modifications in light of parental feedback and our work with other Kent Catholic Schools Partnership institutions.
Attitude to Learning: We also report on your son or daughter’s attitude to learning so that we can acknowledge the effort that they have demonstrated over the course of the term, and offer appropriate support to those who may be experiencing difficulties. A grade 1 means outstanding, 2 is good, 3 is requires improvement, 4 is inadequate.
Year 7 Key Performance Indicators:
Year 8 Key Performance Indicators:
Stage 1 – How We Use The Data From Primary Schools
St Simon Stock is provided with data on each student by their respective Primary Schools and from the Cognitive Ability Tests (CATS), undertaken when students join the school. The data we use most in order to monitoring progress is; SATS (from Primary Schools) and CATS. We use SATS lower/middle/upper indicators provided by the government, and the average of the CATS scores to calculate where we would expect each student to be on the EDSM (where E is the lowest grade and M is the highest grade) scale used by the school. These EDSM grades are then tentatively linked to projected GCSE grades.
Stage 2 – How We Track Progress KS3 At St Simon Stock
Once we have calculated what our expectation is for each student, we then track the progress of individuals, classes and subjects against the data entered by teachers at each Progress Review. By comparing the data teachers enter against our expectation grade for students, we are then able to pinpoint individuals or areas of concern and intervene to support and improve. We are able to celebrate student successes and spot individuals who are in need of being stretched and challenged. Please note – you would not expect a student to progress from E up the scale to M; Assessment Without Levels does not work in this manner, rather an individual should maintain their ‘expectation’ throughout the Key Stage.
Stage 3 – How We Prepare The Data To ‘Talk’ To The GCSE System
At the end of Key Stage 3 (in our case this is Year 8), final assessments are undertaken and teachers input grades for each subject. These are then converted to GCSE grades (9-1) and included in the information that is provided for GCSE/BTec teachers of classes in Year 9 for the following academic year. A teacher is then able to compare the subject grade at the end of year 8 to official government targets to help them support each student as required.