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									 Assessment Policy
 Approved by:            Governing Body
 Date:                   Autumn 2010
 Review date:            Autumn 2011

1.1 Summary of changes:
           The Progress Indicator
           Negotiated and agreed targets for Y7, Y10 and Y12
           Target comments
           Sub-levels in Ma, En and Sc

1.2 Introduction
The prime purpose of assessment is to motivate students and enhance learning.

At its best, assessment is an integral feature of all teaching and learning which provides
students with detailed, meaningful feedback concerning their progress and encourages in
them a sense of responsibility for their own learning, responding to Assessment for Learning
(AfL) strategies.

1.3 Roles and Responsibilities
Assistant Head Teacher, Director of Learning, Teaching and Assessment – strategy and
Data Manager – managing Assessment in SIMS and providing data analyses.
Directors of KS3, 4 and 5 and Progress Leaders – monitoring and evaluating systems and

1.4 Policy and Procedures
At SHTC we believe that good assessment practice will be in evidence in the following

          i)     Teaching and planning
          ii)    Students‟ learning and attitudes
          iii)   Feedback and marking of students‟ work
          iv)    Management
          v)     Leadership of the college
          vi)    Engagement with parents

(i)       Teaching and Planning:

          We believe that assessment provides the basis for informed teaching, helping
          students to overcome their difficulties and ensuring that teaching builds on what has
          been learned.
          Throughout the college teachers will:
           use assessment as a natural part of teaching and learning;
           plan effectively, with clear learning objectives and suitable teaching strategies;
           assess students‟ work thoroughly and constructively;
           use assessment to inform teachers‟ planning and target setting, in order to meet
            the needs of individuals and groups;
           use assessment to establish challenging targets for students;
           use assessment to promote students‟ learning and personal development;
           analyse oral and written responses so as to adjust the pace, content or methods
            of teaching;
           use optional and statutory tests to monitor and assess progress;
           use assessment to check students‟ understanding of ideas, for example, by
            asking them to apply their learning in new situations;
           promote the involvement of students in evaluating their own work and
            understanding the progress they are making;
           help students judge the success of their own work and set targets for
           ensure that information is shared regularly with parents and other staff;
           use assessment to plan work for students with special educational needs and to
            consider outcomes at annual reviews.

(ii)    Students‟ learning and attitudes:

        At SHTC students will be actively involved in their own assessment and will:

           find marking and feedback time helpful;
           understand how well they are doing and how they can improve;
           understand the comments made on their work, any targets set for them and how
            to go about reaching them;
           be regularly involved in helping to assess their own work;
           respond to marking and feedback to improve their work;
           understand and apply the criteria that teachers use for marking and assessing
           contribute to setting their targets for improvement;
           know that making mistakes is inevitable and that they can learn from sorting
            them out;
           be able to say what they think of their work and know how theirs compares with
            what their teachers think.

(iii)   Feedback and marking of students‟ work

        Effective marking and feedback will:

           provide regular, well focused, diagnostic comments that help students to see
            how to improve;
           be easily understood by students;
           help students improve their work;
           help students to judge the success of their work and to set targets for
           have targets for students and show them how to go about reaching them;
           give teachers detailed information about students‟ knowledge and
           be consistent across the college (see separate marking policy below).

(iv)   Management

       The Leadership Team of the college will ensure that:

          the college assessment policy is reviewed regularly and is reflected consistently
           across the work of the whole college;
          a thorough programme of assessment and review is used consistently in all
           subjects throughout the college;
          the college makes the most of student level and value-added data;
          comprehensive and analytical assessment procedures are organised precisely to
           give the college a very clear insight into students‟ progress within and across
           stages, particularly in the core subjects, and for the achievements of different
          performance data is readily available within the college and is used alongside
           internal assessments to monitor performance;
          target setting and the monitoring of achievements are well established for
           individual students;
          evidence of differences in achievements by different groups are monitored and
           acted on;
          the analysis of student performance informs college improvement plan priorities;
          RAISE ONLINE is used to help establish how well the college is performing
           against both national averages and similar schools;
          the assessment coordinator is clear about his/her role and responsibilities and
           has ready access to guidance, support and relevant training.

(v)    Leadership of the college

       Leadership by the Governing Body will:

          ensure that the college fulfils its statutory duties related to assessment;
          use performance data to challenge and support the Leadership Team.

1.5 Monitoring, Evaluation and Review

Monitoring and evaluation of the policy will take place through observation of lessons and
scrutiny of student exercise books by the Leadership Team and Heads of Department as
part of the established Monitoring and Evaluation of Teaching and Learning Policy

Views of students will be gleaned from discussion at Student Council Meetings.

1.6 Key Stage 3
Guidance Notes for Staff
KS3 Assessment and target setting procedures

1.    Baseline data/targets

      By half term of the Autumn Term, all teachers of Y7, Y8 and Y9 students will be able
      to access group lists with relevant prior attainment data for each student in each
      class they teach and a target level for each subject where possible.

      Y7 group lists will include results of CAT (MIDYIS) tests, KS2 levels (and test scores),
      TAs, „Specials‟ (eg G&T) and relevant SEN information. In addition, an appropriate
      „End of Year and End of Key Stage target‟ will be agreed by teachers and students
      for every student in each subject in Y7. (Sub-levels are used in Maths, English
      and Science). These will be based on the prior attainment data at KS2 and the FFT
      data. In addition, detailed information for individual students will be provided as

      Y8 and Y9 group lists will include results of CAT or MidYis test (see Appendix A for
      explanation of MidYIS), KS2 levels and relevant SEN information. In addition, the
      lists will include the NC TA level attained in the previous academic year for each
      subject, as reported to parents. Targets may be raised above those in the previous
      year to increase challenge and motivation.

      End of Key Stage targets for KS3 students will be formalised on the student
      database (sims.net) by the end of the Autumn term.

2.    Target setting process

      Every teacher in every subject will communicate „End of Year or (for Y9) end of Key
      Stage targets‟ to students.

      Students will write their target level on a sticky label and stick it on the front or
      inside the front of their book or folder in each subject so that they know and are
      regularly reminded of their target. All targets will be provided for tutors and YCs on
      sims.net to support the mentoring and monitoring programme. Tutors have an
      important role in supporting students and developing more general „SMART Targets‟
      (eg relating to study skills, etc. During the year tutors will regularly review targets
               All current end of Key Stage targets
               Progress grades/levels, previous grad/level, current and previous A2L
               Behaviour and rewards points
               Attendance data.

3.    Assessment and Reporting at KS3

      Students‟ work will be assessed in accordance with the Assessment Policy. This will
      be carried out throughout the year to support learning and monitor progress. On a
      termly basis data on progress, attainment and A2L will be collected. These will
      reflect the teachers‟ informed judgements for all students.

Attitude to Learning Grades
Attitude to Learning (A2L) Grades will be on a five letter scale a-e:
                    You   are hard-working and present a very positive attitude to work.
                    You   are always willing and cooperative.
      a             You   take a pride in the presentation of your work.
                    You   ensure that deadlines are met.
                    You   are always well prepared for lessons.

                    You   work to the best of your ability.
                    You   are cooperative with staff and other students.
      b             You   ensure that work is well presented.
                    You   meet deadlines.
                    You   are usually well prepared for lessons.

                    You   have to be reminded of the need to stay on task.
                    You   sometimes need to be requested to cooperate.
      c             You   show some inconsistencies in the presentation of your work.
                    You   do not always meet deadlines.
                    You   are sometimes not well prepared for lessons.

                    You haven‟t the motivation or the willingness to work independently.
                    You have not always met the expectation regarding behaviour but you
      d              respond to correction.
                    You have a casual approach to work and its presentation.
                    You regularly do not meet deadlines.
                    You are often not well prepared for lessons.

                    You do not work without constant prompting.
                    You lack concentration/motivation.
      e             You do not meet the expectations regarding behaviour and your
                     response to correction is negative. You sometimes reject support
                     when it is offered.
                    You seldom meet deadlines.
                    You are rarely well prepared for lessons.

Attainment Grades will be NC Levels with a „best fit‟ approach, informed by on-going
assessments and tests. Tests are never used as the sole means of assessment.

Progress is shown by a progress indicator symbol: +, = and – with reference to progress
observed through AfL in lessons: + good (improving), = satisfactory (constant) and -
unsatisfactory (slipping).

1.7 Key Stage 4
Guidance notes for KS4
Essentially, the same process takes place for Y10 and Y11 (as for Y7-Y9).

Assessments and Reporting at Key Stage 4:

Students‟ work will be assessed in accordance with the Assessment Policy. This will be
carried out throughout the year to support learning and monitoring progress. On a termly
basis ‘Progress Grades’ will be collected. These will reflect the teachers‟ informed
judgements on A2L, PROGRESS and ATTAINMENT for all students.

A2L Grades will be on the same five letter scale as for KS3. The same symbols are
used for the progress indicator.

Attainment Grades will be GCSE based grades (A*-G) with a ‘best fit’ approach or
Vocational based levels: Below Pass, Pass, Merit, Distinction. (See Appendix D for
Vocational courses).

At KS4, subject target setting takes place for all exam subjects.

YEAR 10:

a.     By the end of the first half term, all teachers will have had an input into agreeing
       targets for their groups. They will subsequently be able to access the updated
       baseline data/prior attainment data for each student and groups of students.

       All KS3 data will be present, along with End of Key Stage targets generated from the
       above discussions and linked to FFT data. YELLIS or other systems may also be
       used. (See Appendix A for explanation of YELLIS).

       KS4 Targets for each subject will be verified on the formal database by the end of

b.     By the end of November, each teacher will have informed students of the End of Key
       Stage subject targets.

c.     All tutors provided with all End of Key Stage targets to assist mentoring and

d.     Progress Grades will be collected in the Autumn and Spring Terms.

e.     In the Summer Term, annual exams will take place followed by a full written report
       to parents.

YEAR 11:

a.     In September/October each year, departments are asked to consider if any
       amendments are needed to the End of Key Stage targets generated in Y10.

b.     Where departments consider that subject targets should be adjusted upwards to
       maintain challenge, these will be recorded on the SIMS Database (Assessment).

c.     By the end of November, all targets are verified and confirmed with students.

d.     All tutors are provided with all End of Key Stage targets to assist mentoring and

e.     Progress Grades will be collected before the half term of Y11 and used to update
       online information for parents.

1.8 Key Stage 5
Guidance notes for Post-16
A similar process is envisaged with Y12 and Y13 using ALIS or ALPS or some other system
to provide predicated grades as a basis for the targets. (See Appendix A for explanation of
ALIS and ALPS). Y12 targets will be agreed by the end of the first half term.

Progress Grades will be collected for Y12 and Y13 three times and used to generate data for
students and parents to access online.

1.9 Formal Assessments/Exams

Y11 students will sit formal „Mock Exams‟ in the Hall with a separate exam timetable in
January. A Results Event will be held when students receive their mock exam results and
a predicted grade on a „mock-up‟ of an examination board results sheet.


Due to the modular approach used for AS and A2 courses, there will be no formal Y12/13
Internal Exams. All internal assessments will be carried out as „tests‟ in normal lessons.

1.10 Subject Assessment Portfolios
Each subject area should have a departmental „Assessment Portfolio‟ containing examples of
work agreed by teachers within that area showing what a level 4, 5, 6, 7 etc piece of work
looks like. The same approach for GCSE, Vocational and Advanced Level should be used.

1.11 College Marking Policy
It is fundamentally important for the marking of students‟ work to be frequent, consistent
and helpful.

This Policy aims to be:-

          straightforward so that all parties involved understand it
          constructive and in the interests of the students
          practical and effective to avoid over-burdening staff

          consistent across the whole college, yet flexible enough to address specific
           subject needs.

Key aspects of the policy
1.     Marking procedures will cover content, A2L and presentation.

2.     There should be a regular pattern or marking agreed within the department which
       should meet the minimum requirements of the whole college policy.

3.     The degrees of marking will vary:

       Some exercises will require no more than checking and this can be indicated with a
       tick (or staff initials), but at least this will indicate that the work has received the
       scrutiny of the teacher.

       Follow up can be made on subsequent work. Other exercises require and merit a
       more careful, in-depth examination and to be commented on as a minimum. A
       grade or level may be given to help students to easily understand how well they
       have done. However, research has shown that a comment/target only is a much
       more powerful motivator for improvement. It is envisaged that marking (rather than
       just checking/initialling) will take place on average once every three weeks which will
       mean that a student‟s work will be marked at least ten times per year.

       Work should be marked and returned promptly. Feedback becomes less
       meaningful if a long period of time elapses between collection and return of work.

4.     Categories of marking:

       Comments are welcomed by students and should be:

                  Constructive and positive, giving praise where possible with
                   reference to what has been done well.
                  Legible to the student.
                  Intelligible and useful to the student in terms of what should be
                   improved to reach the next level or grade.

       Best practice emphasises the value of specific feedback on how a student
       could improve. This should lead to short term targets for improvement.

       Feedback should be given that will help the students to improve their literacy.

       Correction of errors should follow the department‟s agreed approach and in
       response to the strategies for developing literacy across the curriculum.

Grading of work
Departments should, where possible mark/assess work according to NC Levels or external
grading standards (eg GCSE/AS/A2/Vocational and Applied A Levels). This is considered to
be best practice especially when students can refer to the Level Descriptors (either
displayed in the classroom and/or exercise books). However it is acknowledged that it is
unlikely to be feasible to relate all work to NC Levels or external exam grades. With this in

mind, students should, as a minimum, have some work marked to NC Levels,
vocational exam criteria or external exam grades once per term. This could be
undertaken as a specific assessment (eg a topic test) or a designated
class/homework task. It is acknowledged that some subjects have established good
practice by assessing to levels/external exam grades more frequently and all departments
are encouraged to develop in this way. Assessment should never be by test only.

Students should record the level/grade they are working at (for the designated task) and be
given specific feedback on how to improve. This should be related to existing targets where

This is an important aspect of students‟ work. The common standard for the presentation
of written work is:

   New work should be titled
   Title underlined and work dated
   Homework exercises should be titled as ‘Homework’
   Finished work should be ruled off.

Teachers will use their judgement over the care taken by students in presenting their work.
Poor presentation/poorly maintained books (including graffiti) should be
challenged and appropriate action taken.

Self Marking and Peer Marking
These are valid exercises as part of the whole teaching and learning/assessment package.
This approach can provide students with instant feedback and an insight into why and how
marking takes place and so aid understanding of what is required in the work.

Rewards and Sanctions
An emphasis is placed on positive feedback to help guide and encourage students. The
reward system should be used to motivate students. Poor or missing work should not be
accepted and appropriate action should be taken at an early stage. Actions may include
repeating sections of work, extra tasks, etc and the application of the college disciplinary
system. Persistent problems should be referred to the Head of Department.

Monitoring and Evaluation
Heads of Department and Key Stage Co-ordinators should monitor the implementation of
the policy. Strategies will include taking in samples of students‟ work marked by colleagues.

1.11 Appendix A          (Please also see Assessment and Data handbook for staff)

What is YELLIS?
YELLIS (YEar 11 Information System) is a value-added monitoring system that provides a
wide range of performance indicators for students aged 14-16.

The value-added approach allows you to make a fair comparison of the progress made by
your students with that made by all other students participating in the YELLIS project. To
make these comparisons each student needs to be measured against a common baseline at
the beginning of the YELLIS cycle – with GCSE examinations providing an “end measure”.

What is the MidYIS Project?
MidYIS stands for Middle Years Information System and the MidYIS Project provides new
and innovative tests widely used in the UK and elsewhere, forming a baseline for Value
Added measures in secondary schools. Feedback is provided student by student for each
school joining a MidYIS Project. Additional indicators regarding students‟ attitudes can also
be provided through the Extended MidYIS computer-based questionnaire. The clear
presentation of results, along with timely and accurate data, greatly contributes to the
continuing success of the MidYIS Project.

The MidYIS Tests are designed to measure developed ability and (as far as possible) are not
curriculum based. They are designed primarily to be taken on entry to secondary school at
Y7, Y8/S1 or Y9/S2. Initially each student‟s performance on the test is reported to the
school as four scales (Vocabulary, Maths, Non-Verbal, Skills) plus an overall MidYIS Test

Predictors to Key Stage 3 and GCSE/Standard Grade are provided for each student based on
the latest relationship between the MidYIS Test and each Key Stage and GCSE/Standard
Grade subject.

Value Added feedback at the student and subject level will follow once students have taken
Key Stage 3 and/or GCSE/Standard Grade examinations. Value Added is a fair measure of
assessing how the students in your school have performed in each external examination
compared to students of similar ability in other schools.

What is the Advanced Level Performance System?
The ALPS System is a system created and developed by Kevin Conway while Principal at
Greenhead College in Huddersfield between 1987 and 2002. It is an aspirational system
which takes account of student abilities in defining targets for students and teachers at the
start of an A-Level course which are realistic, challenging and attainable and which allow for
continuous improvement over years to very high standards when properly implemented.

1.12 Appendix B

Please refer to the AfL Policy

What is Assessment for Learning?

“Assessment for learning is the process of seeking and interpreting evidence for use by
learners and their teachers to decide where the learners are in their learning, where they
need to go and how best to get there.”
                                                           Assessment Reform Group (2002)

                                           - 10 -
The key message is that AfL is about using the information gained to improve learning.

AfL gets straight to the heart of good teaching by:

          helping teachers help students to take the next steps in their learning;

          helping students help each other to take the next steps in their learning;

          helping students help themselves to take the next steps in their learning.

To do this it is important that lessons should begin with the teacher sharing with students:

                                LEARNING OBJECTIVES

At the end of the lesson, during the plenary, discussion should centre around:

                                LEARNING OUTCOMES

Department Heads have training materials on the following units:

Defining what is meant by learning objectives and learning outcomes; demonstrating
the purpose and importance of sharing learning objectives with students; providing
strategies for this sharing. Ensure there is a clear focus in planning on what students
should learn and the evidence for them having achieved it. Plan questions and plenaries.
Focus written feedback on the learning objectives. Self-evaluation handouts available.
1. Highlight how oral feedback develops students‟ learning; consider a range of
   strategies; help in planning; help in whole-college policy development.
2. Recognise the most effective types of written feedback, focus written feedback on
   learning objectives, develop strategies, develop a whole college policy. Handouts to
   assist in evaluating effectiveness of written feedback.
Promoting and developing peer and self assessment; enabling teachers to plan for
effective strategies. Implications for teaching eg guiding students to identify next steps;
encouraging self-reflection on their learning.
Target setting. A definition; explaining and exemplifying the principles; outlining the
process. How to use data and focus plans on raising student attainment; ensure prior
attainment is built on through the Key Stage; identify underperformance; support improved
learning outcomes for underachieving groups. Examples of curricular targets available as

                                            - 11 -
1.13 Appendix C

The NQF and the FHEQ
National Qualifications Framework (NQF)                                           Framework for Higher
                                                                                  Education Qualifications
Previous levels (and examples)               Current levels (and examples)

5                                            8                                    D (Doctoral)
Level 5 NVQ in Construction                  Specialist awards                    Doctorates
                                             7                                    M (Masters)
Level 5 Diploma in Translation
                                             Level 7 Diploma in Translation       Masters degrees,
                                                                                  postgraduate certificates
                                                                                  and diplomas

4                                            6                                    H (Honours)
Level 4 NVQ in Advice & Guidance*            Level 6 National Diploma in          Bachelor degrees, graduate
                                             Professional Production Skills       certificates and diplomas
Level 4 National Diploma in
Professional Production Skills
                                             5                                    I (Intermediate)
Level 4 BTEC Higher National                 Level 5 BTEC Higher National         Diplomas of higher
Diploma in 3D Design                         Diploma in 3D Design                 education and further
                                                                                  education, foundation
Level 4 Certificate in Early Years
                                                                                  degrees and higher
                                                                                  national diplomas

                                             4                                    C (Certificate)
                                             Level 4 Certificate in Early Years   Certificates of higher

Level 3 Certificate in Small Animal Care
Level 3 NVQ in Aeronautical Engineering
A levels
2 Vocational (BTEC/OCR National)
Level 2 Diploma for Beauty Specialists
Level 2 NVQ in Agricultural Crop Production
GCSEs Grades A*-C

Level 1 Certificate in Motor Vehicle Studies
Level 1 NVQ in Bakery
GCSEs Grades D-G
Entry Level Certificate in Adult Literacy

* Revised levels are not currently being implemented for NVQs at levels 4 and 5.

                                     Vocational (BTEC/OCR National)
        Level 2                             Pass                        Merit             Distinction
(2) Certificate                              C                           B                     A
(4) Diploma                                  C                           B                     A

                                                        - 12 -
1.14 Appendix D

The registration of students is completed on-line by the Exams Office by 1st November.
Details of students entering specific courses are needed by 15th October from Department
Heads. Exams Officer will e-mail Department Heads to confirm registrations, and then
provide print-outs of all courses and students for checking. A deadline of 5th July is given to
Department Heads for marks to be submitted to exam boards. Heads are notified by e-mail
by the Exams Office for this information to be with the Exams Department by 30th June.

Below is a timed schedule of entry for BTEC courses

   Details                    Route                      Aimed At/              Deadline date
   Course details to be       Via e-mail to all          Subject Teacher        1st October
   supplied to the Exams      concerned from Exams       Quality Nominee
   Office                     Officer

   Student details for        Via e-mail from Exams      Subject Teacher        15th October
   specific course to be      Officer
   supplied to the Exams

   Registration of Students   Via Edexcel on-line by     Examinations Officer   1st November
                              Exams Officer              Students registered

   Course & Student           Through internal mail      Subject Teacher        5th November
   confirmation               – all paper copies         Quality Nominee

   Course marks               Via e-mail                 Subject Teacher        30th June
                                                         Quality Nominee

   Certification              Via Edexcel on-line. All   Exams Officer          5th July
                              marks are to be            Quality Nominee
                              submitted via Edexcel
                              on-line by the Exams
                              Officer by this date.

                                               - 13 -
           Policy Statement on Target Setting

Key Objectives

To create a unified system of gathering and sharing performance data for all students in such a way

   Allows us to own our data and for teachers to see the relationship between target setting and
    assessment for learning .
   Motivates students to take responsibility for their own learning.
   Allows tutors to have a more effective dialogue with their tutees concerning their learning.
   Gives parents a better understanding of the target setting process and their role in it.

Fischer Family Trust Band D predictive data will be used as one element in target setting. This will be
the minimum target for most students because we believe that students need to be set challenging
targets. MIDYIS, CATs, YELLIS and ALIS data and end of Key Stage results are also factored into the
individual target. In 2010 teacher agreed targets will be introduced in Y7, 10 and 12. This process
will roll out across the college.

After initial agreement and setting, targets may be adjusted upwards based on regular assessments.
Very occasionally personal circumstances might mean targets are adjusted downwards. There will be
no A* targets.

Two Levels of Progress

Generally speaking the targets are aimed at challenging the student to make real and substantial

       Key Stage Two                      Key Stage Three                          GCSE
             2                                   4                                   D
             3                                   5                                   C
             4                                   6                                   B
             5                                   7                                 A / A*


At Key Stage Three
 Every student has a start level based on KS2 data to initiate the discussion on appropriate
 There is an overall end of KS3 target for each National Curriculum subject
 There is an end of year target for each subject in Year 7 and Year 8.

Teachers will:
 Set every student an end of year target for every subject apart from Citizenship and any other
   non-national curriculum subjects. These will be completed by the end of the first term.
 Use Fischer Family Trust data (Band D) to help this process.
 Use entry level stats ie KS2 levels, Fischer Family Trust data, MIDYS or CATS and pieces of
   assessed work in this process of target setting.
 At KS3 the end of year targets will be graded using sub levels; a, b, c in core subjects and lower,
   medium or high in foundation subjects.

Heads of Department and Curriculum Coordinators will:
 Monitor the setting of targets, and ensure that staff understand the process.
 Review targets to ensure consistency.
 Monitor progress towards targets of individuals, groups and cohorts.
 Identify staff for support and students for intervention towards meeting targets.

                                               - 14 -
Year Coordinators and Progress Leaders will:
 Evaluate target data for cohorts and individuals.
 Identify students and groups for intervention.
 Monitor vulnerable groups.
 Monitor progress towards targets for individuals, groups and cohorts.

At Key Stage Four
As for KS3 and:

Teachers will:
 Set students an end of Key Stage target which will not normally be lower than the Fischer Family
   Trust data (Band D). Not all subjects studied are examined through GCSEs and so in some cases
   targets will be set in terms of the particular subjects grading eg pass/merit/distinction. Some
   subjects such as Study Plus are not examined and will not be set targets – though they will still
   be reported on.

In some subjects, such as Art, DT, Music, Drama and Languages, there may be more variation
between individual targets and the predictive data. This recognises the fact that talent in some
subjects is not necessarily closely linked to average academic levels in the core subjects. However,
FFTD is likely to be a minimum target in the vast majority of cases.

At Key Stage Five

Teachers will:
 Set an AS target for year 12
 Set an A2 target for year 13
This target would be identified through the use of existing data eg ALIS predictions and also at least
two assessments in Year 12 during the first term.


Heads of Departments and Key Stage Coordinators will:
 Ensure that schemes of work show how key lessons are building up to these assessments.
 Ensure that moderation takes place for key assessments.
 Move to a termly calendar of assessments for each year group.
 Provide information on the college or department websites: this should give details for parents
   and students on assessment dates. The information should also include sources of help for
   parents and students on the key assessments if appropriate.
 Core subjects: Set two assessments per term which will be formally marked using levels or
   grades linked to APP (Assessing Pupil Progress) at KS3 or GCSE at KS4.
 Foundation subjects: Set and mark one assessment per term.

This does not have to be undertaken during test conditions, but can be extended projects, home
based tasks, presentations, coursework or other tasks which demonstrate the student‟s level of
These assessments do not all need to be set at the same time, but over an 8 week period, to straddle
a half term.

Heads of Department and Curriculum Coordinators will:
 Moderate assessments to ensure consistency.
 Monitor progress of individuals, groups and cohorts.
 Identify staff for support and students for intervention towards meeting targets.

Year Coordinators and Progress Leaders will:
 Evaluate data and monitor progress towards targets for individuals, groups and cohorts.
 Identify students and groups for intervention.
 Monitor vulnerable groups.

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Data Team will:
 Provide current assessment data by teaching group, year group and form group.
 Train Heads of Departments and Pastoral Managers on how to evaluate data to focus on different
     cohorts of students eg for intervention purposes.
 Provide a current teacher level for each student to be included in the reporting process for
     parents. This will be based on assessments undertaken so far within departments.
All staff will have access to the target setting data.

Advanced Skills Teachers will:
 Support departments on how to use principles of assessment for learning to support target
   setting in the classroom.

[If appointed Advanced Skills Teacher with a responsibility for target setting will:
 Run a parents‟ information evening, explaining our target setting policy.
 Ensure that further information for parents giving more details about assessments in the core
    subjects, where to find sources of further information etc is published on department internet
 Co-ordinate a student‟s calendar of assessments to put in their planners.]

Form Tutors will:
 Use the reporting and assessment data as a basis for dialogue about learning with members of
   their form.
 Agree targets with their tutees.
 Discuss which subjects are areas for concern and need to be tracked by the student and form
   tutor throughout the year.

Students will:
 Keep a record of targets and summative assessments for each subject.
 Track their own progress at KS4 using the booklet provided.
 Discuss targets and current working levels with subject teachers, tutors and at home.

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