Curriculum Overview at KS3 (Years 7, 8 and 9)


Curriculum Vision

The central aim of our school community is to create, deepen and enhance our individual response to the person of Jesus, the Risen Christ who is really present to all of us through the Eucharist. The solemn Eucharistic Prayer before and after the Consecration, ends with these beautiful words: ‘Through Christ our Lord from whom all good things come.’ This great truth does not simply include virtues and aspirations but the lasting impact of Jesus on human history and on our lives. If there was no Risen Christ, there would be no Mozart, no Shakespeare, no Einstein, no Rembrandt. Therefore, we must develop our relationship with the Risen Christ and manifest this in a passionate commitment to study, to our own maturity and to the good of others.

Leo Tolstoy maintained that the ‘vocation of all of us must be the welfare of others.’ Pope Francis echoed these words when he declared, ‘It is important to be happy during this life but it’s even more important that other people are happy because of us.’ Christ lays this down in his Golden Rule, to love our neighbour as ourselves, including our enemies.

Our spiritual life is more than merely going to church. We must be committed not only to avoiding evil but doing real good. In Dickens’s story ‘The Christmas Carol,’ Ebenezer Scrooge does nothing wrong. He pays his rates and taxes, he is abstemious about his food and drink, he’s not extravagant. However, as a human being, Scrooge fails not because he did anything wrong, but because he did nothing right. Scrooge eventually finds salvation in service to others and so each of us must use our God- given talents for the glory of God and the good of our neighbour and the community.

The motto of Trinity Catholic High School is ‘In Christo Florebimus’ – ‘In Christ we shall flourish.’ Consequently, we do not view the curriculum as merely the teaching of a syllabus or a programme of study. Qualifications are indeed very important however our mission is far more encompassing and concerned with the holistic development of each student. Cardinal Hume said ‘Schools should produce young people with ideas and dreams, with a vision of what they want to achieve in life, who have a strong sense of service, of care and compassion for those in need and who have above all else a love of life, a zest for living life to the full.’ Our curriculum seeks to provide a rounded education nurturing the intellectual, physical, emotional and spiritual development of all students, ‘a rich path made up of many ingredients because development is the result of different elements that act together and stimulate intelligence, knowledge, the emotions, the body, and so on.’ (Pope Francis). Our curriculum and teaching, like our motto, must be vigorously passionate, inspiring excellence and aspiration, so as to allow all of us to develop our talents and, as the psalmist says, ‘soar on wings like eagles.’

Curriculum Aims

  • To place the Risen Christ, and our personal relationship with Him through the Eucharist, at the very heart of our school community.
  • To deepen, develop and enhance education at Trinity so it is a rich, living and vibrant experience.
  • To ensure that love and enjoyment of learning lies in the very sinews of every individual and our school community at large.
  • To uphold the dignity of all, celebrating diversity, developing shared common values and a strong sense of community, where all can contribute towards the common good.
  • To offer a rigorous curriculum that supports the holistic development of all students enabling all to succeed and thrive.
  • To ensure that students come to realise that they are truly valued and honoured, where individual endeavour, achievement and growth is recognised and nurtured, and all vocations are fostered and encouraged.
  • To develop the qualities, knowledge and skills necessary for students to shape their destinies and progress successfully to the next stage of their life, further study or career.
  • To develop outward looking students with wisdom and compassion that broadens perspective beyond the self, the aspiration to develop talents to the full and the moral integrity, knowledge and skills to use gifts for the greater good of society.


Curriculum Principles

We believe our curriculum should:

  • Be broad, balanced and appropriate and remain as broad as possible for as long as possible regardless of starting point or demographic.
  • Be well matched and responsive to the needs, interests and aspirations of all students.
  • Inspire and engage all in a lifelong learning journey by fostering an environment which invites all to reflect on their sense of purpose and calling.
  • Meet, at least, the statutory National Curriculum expectations providing a strong academic core of subjects.
  • Ensure equal access to the full curriculum offer and opportunities for all students, including disadvantaged students and those with SEND, with high ambition for all and appropriate levels of challenge and support stretching the boundaries of individual ability, encouraging students to respond and develop in their own unique and individual way.
  • Be academically rigorous, inspiring excellence and aspiration in all its forms.
  • Ensure the tradition and rigour of subject domains is respected, developing intellectual curiosity and the knowledge, skills and disciplinary habits of mind required for deep, meaningful and sustained subject engagement and progression.
  • Develop core knowledge and conceptual understanding through a coherent and appropriately sequenced curriculum so that new knowledge and skills build effectively on previous learning.
  • Pursue excellence in all its forms affording students enhanced life chances and opportunities through both academic progress and spiritual, moral, ethical and social growth.
  • Support effective transition at all key stages.
  • Promote high standards of language, literacy and numeracy, prioritising progression in these skills across all key stages.
  • Offer an extensive range of extracurricular provision which is relevant to our students.
  • Offer learning experiences both inside and outside of the classroom across all subject domains increasing students’ appreciation of learning beyond examination content, enriching learning and development at every level of the whole human person.
  • Reflect a knowledge-based curriculum model with key interpersonal skills and cognitive skills explicitly taught across all subjects. Alongside these skills, cultural experiences and career opportunities link in to our overall curriculum design which intends to give a holistic and life changing experience leading to a clear personal identity and purpose.
  • Make explicit links to career and further education pathways with a programme of advice and guidance that meets the Gatsby benchmarks and the Baker Clause.
  • Develop students as autonomous learners and resilient individuals who are self-directed and self-motivated.
  • Reflect the school’s local context, addressing gaps in students’ knowledge and skills and responding to gaps in learning that have arisen as a result of the pandemic.


Curriculum planning is underpinned by the following principles:

  • Balanced – developing the spiritual, intellectual, moral, cultural, social and physical potential of students; ensuring each area of learning and experience is given sufficient attention in relation to others and the whole curriculum.
  • Rigorous – cognitively demanding and suitably challenging, aiming to support high standards of achievement and nurture aspiration.
  • Coherent – making explicit connections and links between different units of work and different subject domains developing an appreciation of the interconnectivity of knowledge.
  • Vertically integrated – focusing on progression by carefully sequencing knowledge and skill development; providing clarity about what ‘getting better’ at the subject means.
  • Appropriate – meets the needs of all students, matching and extending levels of challenge to a student’s current level of maturity / knowledge / skill.
  • Focused – keeping the curriculum manageable by teaching the most important knowledge, the big ideas or key concepts within a subject.
  • Relevant – identifying valued outcomes of a curriculum both in terms of progress within school and in the world beyond school.


Structure of the School Day

The structure of the school day is as outlined below. There are 20 periods of formal lessons a week and 4 periods daily. The school largely operates on a weekly timetable for most subjects, though some subjects are taught on a fortnightly basis. School extends to 15.45pm every Monday for form period. Elements of the school’s CPR programme (Citizenship, PSHE, and RSE) are incorporated into this time.

Time Activity
8.55 Period 1
10.20 Break
10.35 Period 2
11.50 Lunch
12.35 Period 3
13.50 Break
14.05 Period 4
15.20 End of day (Tuesday to Friday)

 The Curriculum at Key Stage 3

At KS3 there is a strong focus on breadth of curriculum with students studying all core and foundation subjects of the National Curriculum across the three – year key stage. Religious Education is at the centre of the curriculum and all students study Theology. All students study either French or Spanish at KS3 and we strongly encourage students to continue with this language through to GCSE.

The KS3 curriculum is designed to be rich in knowledge across the wide range of subjects, ensuring that we not only fulfil the National Curriculum but also look to extend students’ knowledge and intellectual curiosity instilling within them an appreciation of our world and our place within this. Throughout KS3 we seek to nurture students’ enjoyment and love of learning, cultivating essential skills and disciplined habits of mind that are required for successful study. The broad and balanced diet at KS3 acknowledges that all of our students are individual and is designed to give them a range of experiences and opportunities to help them develop into rounded individuals with a range of strength and talents. Most importantly, the KS3 curriculum contains real challenge and rigour, building the academic foundations for GCSE and further study.

The curriculum is taught through discrete subjects though opportunities for cross curricular connections are exploited to support curriculum coherence. Across a 20 – period week of formal lessons (75 minutes per lesson); 4 lessons daily, students study the following subjects in years 7-9. Most subjects are taught within a weekly timetable, whilst in certain years, Music, Technology, and RE are taught on a fortnightly timetable. The time allocation, in terms of periods allocated, for subjects at KS3 is summarised below.


Key Stage 3 Subjects Year 7 Year 8 Year 9
English 3 3 3
Mathematics 3 3 3
Theology 1.5 2 2
Science 2 2 3
Art 1 1 1
Computing 1 1 0
Design and Technology 1.5 1.5 1.5
Geography 1 1 1
History 1 1 1
Modern Foreign Languages 2 2 2
Physical Education 2 2 2
Music 1 0.5 0.5

CPR is embedded across the curriculum in all subjects and is also an integral part of a wide range of activities, including during form and assembly time, which are carried out on a day-to-day basis. Subjects deliver different aspects of the National Curriculum for Citizenship & PSHE.

Relationship and Sex Education within a Catholic context is taught throughout all subjects, and led by the Theology Department, with dedicated curriculum time given within Theology lessons each term. The programme follows the approved Catholic Education Service curriculum, developed in partnership with the Dfe and Ten Ten Resources, delivering RSE education through cinema, film and in- class debate and discussions. For more information on CPR and RSE refer to relevant policies on the school website.

Careers Education and Guidance programmes make a major contribution to preparing students for the opportunities and responsibilities of adult life. A planned, progressive programme during KS3 supports students to make informed choices about KS4 options and pathways enabling students to develop realistic and ambitious aspirations which suit interests and aptitudes – for more information refer to the Careers Policy on the school website.

The school is built upon the ethos of equality and it is on this basis that the philosophy of mixed ability is structured. With the exception of mathematics (and a very small number of groupings within English and MFL) classes are taught in mixed ability groups across the key stages.

Students with special educational needs are provided with a balanced and broad curriculum which enables them to have full access to the curriculum. Teaching is differentiated to meet the needs of all students through quality first teaching strategies. Further support is provided for students with an Educational, Health and Care Plan and students with special educational needs via in-class and tailored interventions. Where more intensive or specialist support is required students are sometimes withdrawn from normal classes.

Students with low levels of literacy and numeracy skills are identified, through rigorous testing and past attainment, and supported intensively from the outset of Y 7.

We offer an extensive and ever- evolving range of clubs, educational visits and events to enhance our students’ educational experience. Across the curriculum, at all key stages, there are excellent opportunities for students to engage in a board or specialist range of activities – artistic, cultural, speaking, mathematical, sporting, scientific and technological. Homework clubs and targeted intervention classes are provided to support academic achievement.


Reading is the master skill for cross-curricular success in secondary schools. The curriculum is dominated by text, both in print and on screen, and our learners need to be able to read effectively in order to understand, make sense of and take meaning from the wide range of texts presented to them. The transition to secondary school sees a shift in the type of texts students are required to read: rather than predominantly fiction, students must be able to access dense, expository texts. For a significant number of learners who enter secondary schools with a reading age below their chronological age, the reading demands of the secondary curriculum prove extremely challenging. It is our duty as teachers to provide effective support strategies and equip students to approach these texts strategically so that they know more. Consequently, it is our responsibility as a body of staff to ensure that we use available data on students’ reading ability in order to make informed choices about appropriate texts and to plan appropriate support for our students in order that they can successfully access a wide range of texts. Every teacher at Trinity is a teacher of reading.

We aim to provide every student with reading skills that are portable and functional, ensuring that they have every chance to become engaged, motivated and independent readers who enjoy their reading, are eager to access the curriculum and who go on to fulfil their potential and achieve economic well- being later in life. Students who are confident readers and writers are likely to have more choices open to them and make a positive contribution to society.

We believe that active encouragement of reading for pleasure is a core part of every student’s educational entitlement, whatever their background or attainment because extensive reading and exposure to a broad range of texts can contribute widely to each student’s educational achievement. Staff at Trinity are required to be ‘reading role models’ for students, encouraging them to read widely through recommendations from their own reading.

All students in Years 7-9 are required to bring a book of their choice (of an appropriate reading level) to school with them each day. Students may spend 15 – 20 minutes reading in silence during the “Reading Period” prior to the start of the period 3 lesson. All classrooms on the lower site are stocked with book bags/shelves should students not happen to have their reading book with them. Class teachers check daily to ensure that students have a reading book with them.

The aim of the initiative is to:

a) give students the opportunity for quiet reading each day,
b) encourage students to develop a love of reading,
c) encourage students to develop an interest in a wide range of texts.

Academic articles are embedded into schemes of learning to enrich the curriculum experience of our students by exposing them to the work of scholars, latest scientific findings, economic analysis, geographical / environmental findings etc. In addition, students are set the challenge of reading 50 books during the course of the year – students record these books within their journals and are rewarded for reaching this goal with a certificate and small prize.

Students can access and reserve books from the school’s Bethan Library through the following link:!dashboard. Through this link, students not only have access to the school’s own vast library of texts, students also have access to our online subscription of Newsademic (academic articles written with students in mind); online exhibitions; a collection of webcams from around the world and free resources from Oxford University.

Extracurricular Opportunities

The curriculum is broadened further by addressing gaps in opportunity through wider extracurricular opportunities beyond the classroom, developing a curriculum that is balanced, promotes equality of opportunity and responsiveness to individual needs and learning entitlements, not just the regular curriculum offering. Typically, students develop and discover their interests and talents through wider extracurricular opportunities including partaking in The Duke of Edinburgh’s award scheme; charity work; choirs and the school orchestra; rock and pop concerts; theatre performances; gallery visits; fieldtrips; ski trips; a wide variety of masterclasses from outside speakers; gym clubs; games clubs; sporting activities and a wealth of other initiatives.

How can I support my son/daughter at KS3?

Many parents/guardians might feel at a loss when their children start secondary school. Involvement in these crucial years can make an enormous difference. Below are some ways in which you can support your child to learn and improve.

  • Please do encourage your child to engage with the Digital Learning Hub on the school website. We have compiled some of the best online digital resources to support learning, exploration and subject specific resources used by students within the school. Some subject resources will require individual student log in details. All students that require access will have these details. The hub also includes useful study skills instruction videos such as the Cornell Note Taking Method, Independence Skills and Preparing Effective Flashcards, which will further assist the completion of independent work.
  • Check the presentation and where possible the content of all home study. Home study should be done as soon as possible, preferably on the evening of the day it has been set. Please sign the journal each week. Let the school know if there are any problems with home study that cannot be resolved. Perhaps your child seems to be doing too much, or not enough, or is finding it too easy or difficult.
  • Ensure that outside activities/clubs whilst important do not hamper your child’s quality of work and place them under undue pressure.
  • Students should be regularly testing themselves at home to demonstrate a high level of success. Assist your child with past papers and exam questions so they become further familiar with exam format, question style and time pressures.
  • Parents can assist students with revision through active use of knowledge organisers. They provide a useful overview of some key elements of factual knowledge that students can refer to as a basis for self-quizzing.
  • Staying motivated can be one of the biggest obstacles to studying and revising. Students must set scheduled breaks alongside their study targets. Distractions should be removed where necessary. Students should de-activate gaming or social accounts and turn off their phone when revising or studying. As a reward, they can access these once they achieve set revision tasks.
  • Establishing a revision routine is important. Students should make use of revision plans/wall planners and allocate more time to subjects and topics they are unsure about. Students should be creating their own revision ‘hit lists’. These are the topics that students need to focus on further. Student plans need to be flexible to allow for some topics that may take longer than they expect.
  • Discuss with your child revision strategies that they have completed in the past for tests and mock examinations. What techniques have they found useful and what has not worked so well?  What obstacles does your child face when it comes to revision?  Aspects such as these will need to be considered before a plan is put in place.
  • Students should have the environment necessary for success. Students need a place to revise, which is quiet, calm and comfortable. Things to consider are noise levels, lighting, ability to store their work tidily and not being disturbed by other family members. If there is not a good place to revise at home, please consider the local library. Varying the revision space can often be helpful.
  • Students must attend all revision classes such as Darius and small group tutorials if required to do so. Staff give up their own time to work with students during these sessions and therefore if your child is invited, they are expected to attend. Parental support with this is very much valued.

Home study at KS3

Home study refers to tasks given to students by their teachers to be completed outside of usual lessons. Home study plays a vital role in consolidating and extending learning, develops independent learning skills, raises standards of achievement and is fundamental to both success as a student and in adult life. At Trinity, home study is an integral part of the curriculum, planned and prepared alongside schemes of work to instil in all students the  importance  of  life-long learning,  meet  curriculum  objectives  and  facilitate  progression  to  the  next stage of a student’s educational journey, for all groups of students.

Students must carefully record the home study tasks set by teachers and staff will check that this is recorded either during or at the end of the lesson.

Students need to have somewhere quiet, away from distractions, where they can work on their home study. We suggest a golden hour where the TV is turned off and mobile phones are handed to parents to have until the work has been completed. If students do get stuck on their home study then they should inform their class teacher before work is due to be submitted and get help to ensure that they can complete the activity set to the best of their ability. Students must maintain a focus on presentation and pride in work undertaken. The “Expectations of Written Work” which can be found in students’ books and in their journals, sets out what the school expects from every student in terms of their work and presentation. Students submitting poor quality home study will be required to re-do the home study.

Home study activities may take a variety of forms such as:

  • Independent learning.
  • Flipped learning and forward planning.
  • Pre-learning activities such as reading or notetaking.
  • Specific tasks that consolidate and extend understanding, knowledge and skills from class to improve fluency and confidence.
  • Preparation for formal or informal oral presentations to develop public speaking and spoken literacy skills.
  • Consolidating knowledge and skills through online eLearning resources such as: Mathswatch; Tassomai; Kerboodle etc.
  • Extended writing activities.
  • Simple experiments.
  • Academic reading.
  • Research work, fact-finding, gathering information, gathering or analysing sources, evaluating evidence, forming judgements.
  • Interviewing
  • Evaluating learning.
  • Extended projects/ structured tasks within extended projects.
  • Designing
  • Making models.
  • Practising a particular skill.
  • Listening to/watching a particular relevant broadcast or film.
  • Revision for formal tests, mock examinations and low stakes testing.
  • Learning spellings.

Some home study will be set using eLearning platforms and marked remotely – feedback being given immediately to students. This will also be the case if students are set quizzes on TEAMS.

Some home study will be within students’ exercise books and staff will mark students work here. Note that students are expected to respond to teachers’ marking in green pen. In some instances this might be by writing out incorrectly spelt words 3 times and learning them, in others it might be re-writing a conclusion, etc.

On occasions, home study will have to be uploaded to Office 365 TEAMS and feedback will be given to students on their work there and so may not be evident in the class books. Again the expectation is that students respond to the teachers’ comments and work can be resent to teachers to show improved work.

In summary, students should:

  • fully follow the ‘Expectations of Written Work’ document in student books before submission.
  • listen carefully to home study instructions in class and ensure that they have clearly understood the task/ activity set.
  • ensure that they have recorded it in their journal and allow enough time to ensure a high quality response.
  • ensure that home study is completed and handed in to meet the deadline.
  • attempt all work and give their best effort.
  • meet/email the class teacher for support in advance of the deadline should there be any difficulty with home study.
  • act on the advice given to them through the teacher comments. These may be signposted using EBI (Even Better If…) – by making a         response to those areas highlighted and thereby engaging in a positive and ongoing learning dialogue with the teacher.
  • submit work on time, adequately attending to interim draft and final deadlines without exception.
  • follow deadlines for large assignments to ensure adequate progress and so maximise potential.
  • catch up on all class work and home study when absent.

NOTE: In Year 7, for the first half term, home study will only be set by Theology, English, Maths, Science and MFL. All other subjects start after half term.

Year 7 Home Study Timetable
Department Frequency
English Every Lesson
Maths Once a week
Science Once a week
Theology Once a week
Art Half termly projects to complete.
Computing Fortnightly
Design and Technology Fortnightly
Food Technology and Textiles Written home study fortnightly
Geography Fortnightly
History Fortnightly
MFL – French & Spanish Every Lesson
Music Once every two lessons
PE Termly home study activities set.

The time necessary to complete home study tasks will range in times, but on average will take from 30 to 40 minutes per subject to complete. Students will be directed by their teachers as to how long each piece of work will take.

Year 8 Home Study Timetable
Department Frequency
English Every Lesson
Maths Once a week
Science Once a week
Theology Once a week
Art Half termly projects to complete
Computing Fortnightly
Design and Technology Fortnightly
Food Technology and Textiles Written home study fortnightly
Geography Fortnightly
History Fortnightly
MFL – French and Spanish Every Lesson
Music Fortnightly
PE Termly home study activities set

Home study will range in times, but on average will take from 35 minutes to 50 minutes per subject to complete. Students will be directed by their teacher as to how long each piece of home study should take.

Year 9 Home Study Timetable
Department Frequency
English Every Lesson
Maths Once a week
Science Every Lesson
Theology Once a week
Art Half termly projects to complete
Design and Technology Fortnightly
Food Technology and Textiles Written home study fortnightly
Geography Fortnightly
History Fortnightly
MFL – French & Spanish Every Lesson
Music Fortnightly
PE Termly home study activities set.

Home study will range in times and can be from 40 minutes to 1.5 hrs. Students will be told by their class teachers the expectation in terms of the required time to be spent on the home study tasks set.

Assessment at KS3

The assessment system at Trinity focuses on the specific elements of the curriculum an individual has understood well (mastered) and those they have not. Teachers will aim to ensure that all students have developed a sound level of understanding of the key knowledge, skills and understanding in a unit of learning prior to moving onto the next unit. Those who do not reach the required level are provided with a range of additional in class interventions and support so that they can reach the expected level. This is a mastery approach to teaching.

The assessment system at Trinity is:

  • cohesive, showing a mapped path from KS2 to KS4 through flightpaths.
  • based on developing the key knowledge, skills and understanding required for success in the new KS4 curriculum.
  • based upon high expected standards for all our students.
  • based upon formative feedback and subsequent student response which allows all to succeed.
  • structured to incorporate periodic summative assessments to support ongoing formative feedback and prepare students effectively for linear examinations.
  • one that allows for specific high quality intervention targeted at students’ misconceptions.
  • flexible, allowing students to develop at their pace – flight paths reassessed in light of performance and progress made – i.e. not set in stone.
  • rigorous in terms of assessment and tracking students’ progress.

Starting Points: We continue to incorporate many of the practices we have already used for many years to ensure students are being assessed meaningfully, focusing on what a student has mastered and what they need to do to reach their next steps. The use of pre-assessments, identifying the core skills to be taught and developed and post-assessments to measure progress made are built into schemes of learning. This allows for students to continually be developing their knowledge and skills within a subject area and not wasting time revisiting work covered the previous year.

In the absence of KS2 SATs, all students in Year 7 sit a cognitive ability test (CAT4 assessments). It is an assessment of developed abilities in areas known to make a difference to learning and achievement – namely verbal, non-verbal, quantitative and spatial reasoning – and it provides an objective perspective on potential student achievement. It provides the school with retrospective KS2 indicators as well as 9-1 GCSE indicators across a range of subjects. By using this data, along with teacher assessments, we can be sure of setting students aspirational targets.

In addition, Year 7 students sit baseline assessments in English, mathematics and science and pre-topic tests in all other subjects in the autumn term. By assessing students on entry, we can reassess them at the end of the academic year and show real progress made.

Furthermore, on entry to Trinity students undertake a “Star Reading” assessment so that we can quickly identify students that may struggle with reading and look to provide appropriate interventions.

Using all the information obtained – teacher assessments, CAT4 tests, progress tests etc. – students are then placed on a KS3 Flight Path (noted on the front of exercise books) – information is given in the table below:



KS3 Flight Paths


KS2 Standardised Scores


(New grades)

Mastery 111-120 9-7
Secure 105-110 5-6
Developing 98-104 5-4
Emerging 80-97 3-1

What do the flight paths mean? Each department identifies the core “Knowledge and Skills” that students will need to understand and master in order to be successful at GCSE. These are based on the knowledge and skills that subject staff know to be key to success in year 10 and 11 and from a thorough understanding of examination syllabi. All subjects studied at KS3 are fully compliant with the national curriculum for their subject areas. All subjects stretch and challenge students appropriately. We have high expectations for all our students and expect high standards of work from all. Descriptions for each of the flight paths are given below:

Feedback: Teachers will provide written teacher on specific pieces of work in exercise books. The feedback will comment on the content and accuracy, literacy and presentation. Teachers will often use the codes WWW – what went well and EBI – even better if. In addition, students may be set a specific “Green Pen Question” to further develop / extend their understanding. It is the expectation that students will correct work and respond to teacher feedback in green pen, before attempting the next piece of assessed home study.

Please note that at Trinity we place a strong emphasis on assessment for learning (AFL) strategies in the classroom. AFL helps in making understanding and knowledge “more visible”. It helps learners understand what excellence looks like and how students can develop their own work to reach that level. AFL activities may include questioning, mini whiteboards, traffic light (RAG) activities, multiple- choice activities, quizzes in class etc.

Tracking Progress: Departments regularly assess progress made towards the schemes of learning:

  • through home study tasks set and assessed.
  • through low stakes testing built into lessons to help develop students’ ability to recall information from previous units of work and so develop their long term memory.
  • in class assessments, such as pre and post assessments, use of mini whiteboards and other assessment for learning activities built into lessons.
  • through formal school assessments, undertaken at mid-year and at the end of year assessment points.

Progress is noted as follows:

Above Expected Progress AEP
Meeting Expected Progress MEP
Below Expected Progress BEP

It must be stressed that a student meeting expected progress is making good progress. A student can be “Secure” in year 7, 8 and 9 and still be making progress towards the criteria explicitly noted by departments.

Reporting to Parents: After the main assessment points (at mid-year and at the end of year), reports go home to parents. Each report indicates whether students are on the Mastery, Secure, Developing or Emerging flight path or “Track”– it reports the level of progress made as either “Below expected progress”; “Making Expected Progress” or “Above Expected Progress” in terms of the formal tests and in terms of classwork / home study. In addition, teachers award a grade for ‘Home study Effort’ and a grade for ‘Behaviour’. After the “End of Year” assessments, the reports that go home to parents are in a written feedback is given on “Progress” and “Action” going forward.

Teachers give verbal feedback to parents on students’ strengths of knowledge and skills and areas for further development at the subject evening following the mid-year assessments.