Key Stage 4 - St Wilfrids Catholic High School and Sixth Form College

Key Stage 4

Key Stage 4

In Years 9, 10 and 11 each pupil’s programme is made up of compulsory subjects and guided subjects leading to a GCSE or BTEC examinations.  The core subjects are Religious Education, English Language, English Literature, Mathematics, Science and Physical Education.  Pupils also follow a programme for Personal, Social, Citizenship and Health Education. In addition, the pupils are guided to study four other subjects.   Pupils are strongly encouraged to follow a broad curriculum and to choose a balanced programme which should include at least one other EBacc subject; a humanities subject and/or a modern foreign language. We also encourage students to consider the full English Bacc programme of subjects, especially those in the high ability KS2 band.

Year 9 – Programme of Learning / Spring Term

Year 10 – Programme of Learning / Spring Term

Year 11 – Programme of Learning / Spring Term

 

http://www.st-wilfrids.bkcat.co.uk/school/guided-pathways/

Assessment

We have developed the assessment calendar this year to support the monitoring of student progress and outcomes. Students are provided with information about the standards that they are attaining and the progress that they are making in each of their subjects up to six times each year. Twice each year, teachers record current and forecast grades and progress, attitude to learning, controlled assessment and home learning Indicators.

The Current Grade includes all aspects of the final assessment including written exam, controlled assessment and practical aspects. The Forecast grade indicates what the student will achieve if they continue to work as they are doing with the present level of effort and commitment, taking into account the advice provided.

9-1 Grading system at Key Stage 4

The table below demonstrates how the new 9-1 grading system compares to the previous legacy system

The DfE have designed the grading so that there are comparable points at key grades. The bottom of a grade 7 is comparable to the bottom of the old grade A, the bottom of a new grade 4 is comparable to the bottom of the old grade C, and the bottom of the new grade 1 is comparable to the bottom of the old grade G. They have also been clear to employers, universities and others that if they previously set entry requirements of at least a grade C, then the equivalent now would be to require at least grade 4.

Within Key Stage 4 at St Wilfrid’s we also use a ‘finely graded’ 9-1 approach to assessment. The table below describes how this system is used across assessments in school and when reporting to parents.

Grade Description
4+ The student is attaining at the top of the grade 4 boundary
4 The student is attaining safely within the grade 4 boundary
4- The student is attaining at the lower end of the grade 4 boundary

 

The Target grades are the standards that we expect students to aspire to achieve.

The Attitude to learning indicates how well the student is developing in their independent learning, taking full responsibility for their learning and being actively engaged in class, motivated and hardworking.

We are continuing to develop systems to track student progress and monitor outcomes against the new performance measures.

The Progress indicator is an indication of the progress being made in learning.

The Home learning indicator is an indication of the progress being made in and quality of home learning
The Controlled Assessment Indicator is an indication of the progress being in with and quality of controlled assessment.

The following key is used for Progress, Home Learning and Controlled Assessment:

Excellent Progress: Excellent progress being made to enable the student to achieve above expected standards and make outstanding progress from KS2 start points.

Good Progress: Good progress, the student is on track to attain standards that are in line with those expected.

Improvement Required: Improvement required if the student is to make progress in line with expectations.  Subject based Intervention to be put in place

Poor Progress: Poor progress, cause for concern.  The student is not  making sufficient progress to  attain the  national expected standard

Very poor progress, serious cause for concern.  The student is working well below the expected national standard and is not making progress.

Attitude to Learning: Student’s attitude to learning will also be assessed using the following criteria:

Excellent: A highly motivated student, who is able to work independently, takes full responsibility for their own learning and is actively engaged in class.  A student who demonstrates excellent effort in all lessons.

Good: A motivated and hardworking student who is able to work independently, improve their work and make good choices in and out of lessons.  A student who consistently displays good effort levels and takes responsibility for their own learning.

Requires Improvement: A student who can make good choices in and out of lessons but not consistently and the poor choices in lessons result in standards not always being as expected.   Inconsistent effort is applied to work.  Unless a change in approach to class work, homework and attitude is made future progress could be limited.

Below Expected Standard: A student who is under-achieving and, unless a significant change in approach to class work, homework and attitude is made, the student stands very little chance of fulfilling their potential.  Little effort is applied to work and very little responsibility is taken for learning.

Unacceptable: A student who is severely under-achieving and, unless a significant change in approach to class work, homework and attitude is made, will not achieve potential.   Very little effort is applied to work and no responsibility for learning is taken.