At Sprowston Community Academy we use regular assessment linked to the key knowledge and skills covered within series of lessons within a subject. This takes the form of low stakes quizzes, assessed pieces of extended writing and also knowledge based tests and exam type questions for example. Many subject ‘topics’ last for around half a term and would include some form of assessment and knowledge based test/exam. These link to the Knowledge Organisers that are available with this link. These offer students an outline of the expected knowledge required as a minimum for each topic and form the basis for recall and revision activities at home and school. The key assessments completed for each topic are linked to our tracking points throughout the year. This allows teaching staff to see the progress made by the students, confirm and check their understanding, and to highlight areas requiring further work; assisting teachers in producing clear next steps for pupils and informing future lessons. We aim for the assessments to be evenly spread throughout the year and therefore to be timely and linked to specific targets for the students, with time allowed for learning and action following these. Across the main school, assessments use the grades 1-9 system with 9 being the highest. Often reports also include H, M or L for High (towards the top end of a grade), Middle and Low in terms of where within that grade students are. At sixth form assessments use a to E grades and use 1,2 and 3 to show the level within a grade.
All main school targets are based on the Department for Education’s national expectations for the end of Key Stage 4 based on Key Stage 2 SATs results. Targets are tracked back over the 5 years to create a yearly target or flightpath that is achievable but also aspirational. At KS5 ALPS target setting system is used based on prior GCSE attainment tom produce ‘expected’ A level grades for that particular subject. These are challenging but again achievable and allow students to more onto the higher education journey of their choice. Please be aware that targets are a minimum to work towards and not a ceiling to any progress or success.
Feedback and the dialogues between students and teachers is a crucial aspect of the learning cycle and comes in a number of forms at Sprowston Community Academy, all of which are valuable and used to offer clear, regular and meaningful feedback on progress and improvements. Often feedback has connotations of ‘the past’ when actually the key is about the action from feedback and moving forward (what going to be done differently). We value the ‘menu of feedback’ approaches below, and recognise that simple and more subtle feedback is as equally valuable or as useful. This includes verbal feedback, the referencing of grades when ideas and explained or shared, offering examples of work and modelling, the use of checklists, to name a few. Teaching staff regularly plan opportunities within lessons for time to be spent responding to feedback and making improvements or progress in learning, knowledge and skills.
The expectation is that teachers will use a variety of these methods as appropriate to the completed work. Feedback should not focus on just one method as each is valuable.
Longer assessments lend themselves to the use of success criteria and the use of the schools Marking 4 (see diagram), whereas shorter quizzes, some exam questions or shorter tasks link to self/peer assessment led by the teacher and whole class feedback.
It is expected that at least one piece of work per topic would include the Marking 4.
Reporting home follows three tracking points for Y7-10 and Y12, which are spread across the academic year, with Y11 and 13 receiving four, with the addition of one tracking point following their Pre Public Examinations Mocks. Parents will
receive short report which offers subject specific Professionally Predicted Grades (PPGs), an Approach to Learning (ATL) score and an overview of attendance, achievement and behaviour points.
The PPGs (Professional Predicted Grades) are based upon students recent assessed work, test/exam scores and pieces of classwork and homework. It also factors in their behaviour, attendance, attitude and approach to their work to give an idea of what teaching staff think is going to be achieved at the end of the academic year. The Approach to Learning (ATL) scores (below) are for each subject and this ranges from 2 through to -2, with 0 being the ‘Expected’ attitude and approach to subjects and studies, 2 being ‘Outstanding’ and -2 ‘Unacceptable’.
The student is proactive, showing exceptional readiness for learning and constantly seeking ways to improve their progress. They keep on top of their studies and maintain a well organised book / folder, putting
maximum effort into all that they do. They perform independent study / revision outside of lesson. They are an outstanding member of the class.
Excels in demonstrating the expected SCA Learning Habits.
The student focuses on producing high standards of work and ensures that their book / folder is complete. They actively seek and respond to teacher feedback to show improvements in their work and progress. They
show initiative when completing homework or revising for exams or in class tests. They contribute positively to the lesson.
Consistently demonstrates the expected SCA Learning Habits.
The student works towards making further progress. They complete homework and engage with coursework / revision programmes. They ae focused during lesson activities and respond to teacher feedback to make
improvements. They work well in both independent and group situations. They have a well maintained book / folder.
Displays the majority of the expected SCA Learning Habits in lessons.
The student can be slow to start work and lacks the engagement required to make consistent progress. Their book / folder is not always complete and they do not revise sufficiently for exams and in-class tests. They
can require teacher intervention to keep them focused in the lesson and to be up-to-date with work. They do not fully engage with teacher feedback and so do not learn from mistakes.
Demonstrates some of the expected SCA Learning Habits during some stages of lessons but this is inconsistent
The student actively avoids engaging in lesson activities or homework, resulting in incomplete work and a lack of progress. They do not engage with feedback from the teacher and teacher intervention in the lesson
does not improve their focus. They do not revise for exams or in-class tests which means that their knowledge base is poor.
Rarely shows any of the expected SCA learning habits in lessons.
The teacher is unable to make a judgement due to a lack of contact time in the particular lesson.