Assessment
Assessment criteria - Years 7 to 11
We work in partnership with students and parents to ensure that students fulfil their
own personal potential. “Attitude and Effort” awards (“Attitude to Learning” awards in
the sixth form) are an integral part of our monitoring process, and are communicated
every half term. These awards make a regular judgement on students’ attitude and effort in
every subject. In addition, a progress check is made by every subject each term and
communicated to parents.
The purpose of this monitoring is threefold:
• to keep parents informed on a regular basis
• to offer students reward and recognition for hard work in addition to attainment
• to flag up patterns in student progress so that we can implement early intervention
where required
Attitude and Effort
'A and E' assessments are reported on a half-termly basis. From Autumn 2018 these will be on the scale:
| Description | |||
| Outstanding | Consistently goes the extra mile, dedicated to continual improvement and reaching their full potential. | ||
| Very Good | Always shows a very good attitude to learning, could still take a more pro-active role. | ||
| Positive | Does what is required with enthusiasm, consistency is needed. | ||
| Unacceptable because they are | Coasting | Disruptive | Lacking in Interest |
| Does the minimum of what is asked of them either in lessons or at home. Has more to offer. | Has interrupted lessons or stopped others from learning on more than one occasion. | Does not appear to be motivated to learn or achieve. Extra support has been required to keep them on task. | |
Key Stage 3 curriculum
The KS3 curriculum at Hanley is ambitious and is designed to introduce and develop the unique way of thinking in each subject. Hanley uses the definition of learning as the new knowledge and skills that have moved into a students’ long-term memory. As a result of this definition our teachers use a variety of continual assessment methods in KS3 rather than relying on the traditional end of unit or term test with a revision list.
It is rare that a student has a fully rounded set of skills in KS3. Students may find that within a subject, particularly those that cover work in discrete modules, that a fluctuating profile is seen over the course of a year. A student may demonstrate some development in one area and flair in another. A summary table is provided below indicating the typical features of each description and an idea of potential actions to help further progress.
Key Stage 4 Attainment
Students' progress is reported on a termly basis.
We track students' progress against their Hanley Expected Minimum (HEM) and Hanley Aspirational Target (HAT) grades. These are using GCSE grades 9-1.
We use Key Stage 2 test results along with our own baseline testing to determine students' starting point on this scale in each subject. We aim for students to move up 4 grades between Year 7 and Year 11, although we are acutely aware that progress is rarely linear for individuals or within certain subjects. When students reach Key Stage 4 the focus will be on achieving and exceeding their target grades.