This guide is applicable for pupils starting Y7 in September 2020 - Cardiff High ...
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This guide is applicable for pupils starting Y7 in September 2020 KS3 Assessment Guide September 2020
Cardiff High School Telephone:
Llandennis Road 029 20 757 741
www.cardiffhigh.cardiff.sch.uk
Cardiff Fax:
CF23 6WG 029 20 680 850
Useful Contacts - Wellbeing & Achievement Team
Achievement Leader for Year 7 Ms. N. Warren warrenn17@hwbcymru.net
Wellbeing & Achievement Officer for KS3 Mrs. V. Ataou ataouv5@hwbcymru.net
Head of Lower School
Head of Lower School (Y7 - Y9) Mr. M. O’Brien obrienm28@hwbcymru.net
Senior Leaders of Wellbeing & Achievement
Deputy Headteacher Mrs. A. Yarrow yarrowa@hwbcymru.net
Headteacher’s PA Mrs. H. Jones richardsh25@hwbcymru.net
Other Key Wellbeing & Achievement Team Members
Additional Learning Needs Coordinator
Ms H. Williams williamsh166@hwbcymru.net
(KS3)
Attendance Officer Mrs. K. Price pricek247@hwbcymru.net
Senior Resource Officer
Mrs. S. Young youngs11@hwbcymru.net
(Transition Administration KS2 - KS3)
Follow CHS and also individual teachers,
departments and groups on twitter
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with any problems).
Details of all departmental contact emails and twitter accounts are provided at the back of
this booklet
KS3 Assessment Guide September 2020 2
Welcome
September 2020
Dear Parent or Carer
As your son or daughter starts secondary school and progresses through the key
stages, you will no doubt have many questions regarding their academic progress
and also about how we will share this information with you. Here at Cardiff High
we believe that good communication between school and home is fundamental to
the wellbeing and academic progress of every pupil and we place great value on
your support and involvement in your child’s school life. This guide is designed to
provide an overview of our approach to assessment and reporting in Key Stage 3.
Contained within the following pages you will find information related to our
philosophy on assessment for learning and also details about our reporting
procedures and the other opportunities for communication during the academic
year.
The timeline at the end of this booklet maps out the key assessment events and
communication touch points for Years 7, 8, and 9, focusing on each of the three
year groups of Key Stage 3 in turn. However, in terms of assessment, it is also
important to regard the Key Stage as a whole, as progress is often measured in
terms of attainment at the end of one Key Stage in comparison to that at the end
of the next. Obviously, due to the current situation, much of this is subject to
change. We will keep you fully informed of any changes if and when they occur.
We hope that you find this booklet informative and useful, but if you have any
further questions or comments about how it might be improved, please do not
hesitate to contact us.
Stephen Jones
Headteacher
KS3 Assessment Guide September 2020 3
Frequently Asked Questions...
How do you assess achievement and progress in Cardiff High
School?
Your child’s progress will be guided by teachers through timely feedback and opportunities
to act upon it. This feedback will be a combination of verbal, written and in some cases in
digital format. Each department has their own bespoke approach to feedback and it is not
just about final outcomes, which will be assessed at certain stages in the year, or
acknowledgement marking of exercise books, but rather a formative process and dialogue
between learners and their teachers. Feedback is about taking time to plan for
progression, to reflect on a draft, an idea, or a piece of work and, through constructive
targets and suggestions, enabling pupils to drive their understanding forward and to make
improvements. Successful feedback requires input from learners as they re-draft, adapt or
alter their thinking following it.
Teachers will use a combination of some of the following as part of their feedback process:
• Regular verbal feedback in lessons and through learning conversations
• Identify appropriate core tasks with significant planning, drafting and feedback
opportunities
• Provide time in lessons to discuss and act upon feedback given
• Establish clear routines of how to evaluate your own performance and give
productive peer feedback
• Using mini whiteboards (or similar digital tools) to monitor impact/understanding
and then adapting subsequent lessons to address the needs of learners
• Provide pupils with feedback codes and targets linked to specific tasks
Feedback is one of the most important things we can do to help pupils make progress and
it is specific to the curricula needs and requirements of each subject area. What is
important is that pupils are given high quality feedback which allows them to improve
their performance and make progress and that they understand what they have to do in
order to improve.
KS3 Assessment Guide September 2020 4
Frequently Asked Questions...
When are there formal assessments in Key Stage 3 and what form
do they take?
Formal assessment is regularly carried out at significant points throughout a pupil’s school
career, through class tests, teacher assessments of specific pieces of work or via external
examinations and these results often inform the direction that future study will take.
Obviously, due to the current situation, much of this is subject to change. We will keep you fully
informed of any changes if and when they occur.
• Currently in Wales levels are awarded at the end of Key Stage 2 (end of primary
school) in English, Maths, Science and Second Language Welsh.
• Pupils are awarded the level which best describes where they are currently working.
• Legally, secondary schools are only required to provide a level at the end of year 9.
However, in Cardiff High we provide assessments throughout years 7, 8 and 9.
• Pupils are assessed in a variety of ways throughout their time in Key Stage 3
depending on the subject and the point in academic year. Assessments may take the
form of assignments, projects, performances or presentations, as well as traditional
tests.
• All Key Stage 3 pupils sit statutory literacy and numeracy assessments, usually
towards the end of the academic year. These are currently moving from traditional
paper based tests to on-line personalised assessments. In the academic year 2020-21
all Key Stage 3 pupils will sit online reading and maths procedural and mathematical
reasoning assessments.
• Years 7 and 8 have an assessment fortnight in early June when they will sit tests or be
assessed in other ways in all of their subjects. The outcomes of these assessments
are shared via pupil reports at the end of the year.
• End of Key Stage 3 levels are awarded towards the end of Y9 in all National
Curriculum subjects, namely English, Maths, Science, Art, Design & Technology,
Geography, History, ICT, Modern Foreign Languages, Music, Physical Education and
Welsh, so final assessments for year 9 pupils will take place in the spring term.
• Y9 levels must be submitted to the Welsh Government and a report is generated for
parents which is sent out at the end of the year.
• Religious Education is not formally levelled at the end of Key Stage 3, however
assessment takes place throughout the Key Stage and is communicated, via exercise
books and pupil reports.
KS3 Assessment Guide September 2020 5Frequently Asked Questions...
What do Levels actually mean?
In Key Stages 2 and 3 teachers assess pupils according to national level descriptors
published by the Welsh Government. These are specific descriptions of exactly what each
level means in each subject area.
For example, this is an extract from the National Curriculum for Mathematics:-
Mathematics Level 5
Pupils identify and obtain information to solve problems, and check whether their results are sensible
in the context of the problem. They describe situations mathematically using symbols, words and
diagrams and draw their own conclusions, explaining their reasoning. They make general statements
of their own, based on available evidence. They use their understanding of place value to multiply and
divide whole numbers and decimals. They order, add and subtract negative numbers. They check their
solutions by applying inverse operations or estimating using approximations. They calculate fractional
or percentage parts of quantities and measurements. They construct and use simple formulae
involving one or two operations. They use co-ordinates in all four quadrants. They measure and draw
angles to the nearest degree. They recognise, identify and describe all the symmetries of 2-D shapes.
They convert one metric unit to another and know the rough metric equivalents of imperial units in
daily use. They make sensible estimates of a range of everyday measures. They find areas of rectangles
and triangles and volumes of cuboids. They read scales on maps, plans and graphs. They use the mean
of discrete data and compare two simple distributions. They interpret graphs, diagrams and pie charts.
They use the probability scale from 0 to 1, and appreciate that different outcomes may result from
repeating an experiment.
(Extract from Mathematics in the National Curriculum in Wales)
• Full details of all level descriptors and the programmes of study for each subject are
available via the school website.
• Pupils are awarded the level which best describes where they are currently working.
• As mentioned on the previous page, the statutory requirement is that schools award
levels at the end of the key stage (End of Year 9). However, in Cardiff High we provide
assessments throughout Key Stage 3.
• As you will see if you look at the different level descriptions, the scope of an individual
level is quite wide, so when awarding levels in Cardiff High, we often subdivide the
level to give an indication of where, within the level, a pupil is currently working.
For example:-
5L = Lower Level 5 5M = Mid Level 5 5U = Upper Level 5
• However, the end of KS3 level is given as a whole level.
KS3 Assessment Guide September 2020 6Frequently Asked Questions...
What would be an average level of achievement for the Key Stage 3 age
group?
• When pupils start KS3 in Year 7, the average level nationally for core subjects is
approximately Level 4.
• By the end of Key Stage 3 (end of Year 9) the performance of the vast majority of
pupils will be within the range 3 to 7 and the national average at the end of KS3 is
approximately Level 5.
• Level 8 is available for a small number of high performing pupils at the end of Key
Stage 3.
• Rarely, an assessment of Exceptional Performance may be awarded.
• Average progress in core subjects between the end of Key Stage 2 and the end of
Key Stage 3 is between 1 and 2 levels. It is, however, worth bearing in mind that
the levels represent a quite broad range of performance; there may well be
significant variation between a pupil who has been working comfortably for a
period of time at Level 5 and a pupil who only just reaches a Level 5 at the end of
Year 6.
What levels do most pupils start Cardiff High with?
The following chart shows a typical spread of levels for pupils entering Cardiff High.
Cardiff High School Intake 2015 Key Stage 2
Typical SchoolLevels
Intake KS2 Levels
60%
50%
40%
ENGLISH
30%
MATHS
20% SCIENCE
10%
0%
2 3 4 5 6
How do levels link to GCSE grades?
At Key Stage 4 pupils will be awarded grades A* to G based on GCSE grade descriptors
and nationally set boundaries for external examinations. As a very general guide,
national figures suggest that the majority of pupils who achieve Level 6 in the core
subjects at the end of Key Stage 3 go on to achieve at least C grades at GCSE.
KS3 Assessment Guide September 2020 7Frequently Asked Questions... How do you monitor and develop literacy and numeracy skills in Cardiff High? Literacy and numeracy and the ability to apply them are obviously vital life skills. In September 2013, the Welsh Government introduced the Literacy and Numeracy Framework (LNF) for all schools. The aim of the framework was to provide schools with support and guidance in developing pupils' literacy and numeracy skills across the curriculum. The National Reading and Numeracy Assessments were introduced as part of the LNF. These are taken by all Key Stage 3 pupils each year and the results provide a snapshot of pupils' skills in reading, procedural numeracy and numerical reasoning. In 2019 the process started moving from paper based “one size fits all” tests to on-line personalised assessments. These on-line assessments are adaptive, meaning that if a pupil gets a question correct, they will then be posed a more challenging question. In the same way, if they get a question incorrect, they will then be given an easier question to try. This flexibility and personalisation hopefully means that the experience of taking the assessment is less stressful and more meaningful for pupils. The feedback is designed to identify specific strengths and areas for improvement and so move the pupils’ learning forward. In school we use the results of these assessments alongside other assessments and teachers’ professional expertise to ensure that all pupils receive the correct level of support and challenge in both numeracy and literacy. We have also used the LNF to ensure that development of literacy and numeracy skills are embedded within subject areas where relevant. Our philosophy is that pupils should have the opportunity to apply and develop their literacy and numeracy skills within a context that enhances their understanding of both the underlying subject matter and the skills themselves. For example, pupils will be expected to use literacy to explain and justify design decisions within DT and numeracy skills to quantify the impact of historical events. All pupils in Key Stage 3 are part of the Accelerated Reader Programme. This scheme encourages pupils to continuously develop their reading skills and to establish the habit of reading on regular basis. Similarly, pupils in Key stage 3 have access to mymaths, an interactive, online resource of maths support, practice activities and games. More information about these resources will be provided for pupils by the English and Maths Departments. KS3 Assessment Guide September 2020 8
Frequently Asked Questions...
What is the Digital Competence Framework?
The Digital Competence Framework (DCF) was introduced by Welsh Government in 2016 in
order to develop pupils’ digital skills, knowledge and attitudes to enable them to become
confident digital citizens. It is a key part of skills development at Cardiff High School and
pupils will be given the opportunity to apply and develop their skills in a number of subject
areas in line with the DCF.
THE DCF COMPRISES FOUR HIGH-LEVEL STRANDS.
EACH STRAND IS SPLIT INTO A NUMBER OF ELEMENTS AS
SHOWN BELOW:
CITZENSHIP - FOCUSES ON DEVELOPING SKILLS THAT POSITIVELY
CONTRIBUTE TO EVERYDAY LIFE, WHICH INCLUDES:
• IDENTITY, IMAGE AND REPUTATION
• HEALTH AND WELL-BEING
• DIGITAL RIGHTS, LICENSING AND OWNERSHIP
• ONLINE BEHAVIOUR AND CYBERBULLYING
INTERACTING AND COLLABORATING - FOCUSES ON EFFECTIVE
METHODS OF COMMUNICATION TO EFFECTIVELY COLLABORATE THE
LEARNING EXPERIENCE WHICH INCLUDES:
• COMMUNICATION
• COLLABORATION
• STORING AND SHARING.
PRODUCING - FOCUSES ON DEVELOPING CREATIVITY BY USING A
VARIETY OF MULTI-MEDIA FROM INITIAL PLANNING TO FINAL
PRODUCT, THAT TAKES INTO ACCOUNT TARGET AUDIENCE, WHICH
INCLUDES:
• PLANNING, SOURCING AND SEARCHING
• CREATING
• EVALUATING AND IMPROVING.
DATA AND COMPUTATIONAL THINKING - FOCUSES ON IDENTIFYING
HOW DATA IS LINKED TO THE DIGITAL WORLD AND CONSIDERING A
VARIETY OF STRATEGIES TO SOLVE PROBLEMS, WHICH INCLUDES:
• PROBLEM SOLVING AND MODELLING
• DATA AND INFORMATION LITERACY.
KS3 Assessment Guide September 2020 9Frequently Asked Questions... Do you set pupils for subjects in Cardiff High? In Maths and English pupils are put into sets upon entering Year 7. Data and information from your child's primary school is used to create the sets initially. Regular assessment, monitoring and class teacher feedback on progress then ensures that pupils have been placed into the set which is most suited to support and challenge them. Setting in Maths and English is flexible in that it allows for teachers to recommend set changes throughout the year if a pupil requires more support or more challenge in the subject. In both subjects all classes work through the same programme of study. Classes may cover this work in slightly different ways as the teacher will assess the needs of the pupils within their class. For example, in Maths the split between the procedural practice of methods and the application to worded problems may vary between classes; in some English classes there may be more focus on literacy skills during each scheme of work. In Science pupils are taught in their form classes for Year 7 and Year 8. Feedback from pupils’ Year 8 End of Topics Tests, together with our analysis of their specific needs, are considered in order to set them for Y9. These sets are carefully monitored and changes made as and when appropriate. In Welsh pupils are taught in their form classes for Year 7 and Year 8. In Year 9 they are placed in sets. These sets are based on results collected throughout year 8, both through classwork and formal assessments. Groups are updated at Christmas and in the summer term of year 9 after specific assessments. However, all groups follow the same scheme of work. In French pupils are taught in their forms in Year 7 and are then grouped from Year 8. These groups are based on results and feedback from year 8, through classwork, formal assessments and analysis of pupil need. All groupings are regularly reviewed. In all other subjects pupils are taught in their form groups during Key Stage 3. KS3 Assessment Guide September 2020 10
Frequently Asked Questions...
How will I know if my child is working to the best of their ability?
How do you set targets?
• There is significant statistical evidence that future attainment is strongly linked to
prior attainment. There are statistical models available which model this
progression and this type of estimative analysis provides us with an idea of what
we might reasonably expect of a pupil.
• However, these estimations are not viewed as predictions for particular pupils -
they are simply indications of typical progress and provide a starting point for
target setting.
• During Year 7, teaching staff will use this information, together with their
professional judgement and understanding of the pupils as individuals, in order to
set challenging, aspirational targets for all Year 7 pupils.
• These targets are the levels we believe pupils might achieve by the end of Key
Stage 3 (end of Year 9), if they adopt a positive attitude to their learning and act
on the advice offered by their subject teachers throughout the Key Stage.
• Targets are not fixed; they may be updated during the Key Stage. Targets are not
set until the spring term of Year 7 - this allows us time to gather information and
get to know the pupils, so making the target meaningful.
• Via reports and parents’ evenings at strategic points throughout the Key Stage,
teachers will inform you how your son or daughter is progressing towards their
target.
KS3 Assessment Guide September 2020 11How will you communicate with me?
We welcome parental contact at any time if you have concerns or questions. However, there are many
calendared opportunities for formal communication between school and home, which have been spread
throughout each academic year and across the Key Stage. These include parents’ evenings, open evenings,
pathways events and also the production of different types of report.
Obviously, due to the current situation, events such as parents evenings and open evenings may
not be possible to run in their usual format. We will keep you fully informed of any alternative
arrangements that we are able to put into place.
When will I get the first feedback?
We monitor Y7 pupils very closely to ensure they
are settling in and coping with the transition from
primary school. Year 7 parents receive three
interim reports. The first is early in the Autumn
term providing brief feedback about how pupils are
responding in their subjects. This initial attitude
snapshot is updated before Christmas with a
second interim report. A third is produced in the
Spring term. This report contains more
information about targets and progress as well as
attitude to learning .
When is the parents’ evening and the full
report?
Later in the year there will hopefully be a parents’
evening where you will have the opportunity to
talk to each of your child’s teachers. Finally, a full
report is provided at the end of the Summer
Term. This report is more detailed, with a section
for each subject, providing information about
attainment, progress, strengths and areas for
improvement.
The reporting process is very similar in Years 8
and 9. The timeline at the end of this booklet
provides information about the structure and
content of the whole report cycle for Key Stage 3.
The different types of information included in
reports are explained on the next two pages.
KS3 Assessment Guide September 2020 12What information is included in a report?
KS3 Target
Secondary schools are required to assess pupils at the end of Key Stage 3 - the end of Year 9, by
providing a level for each subject and submitting this data to Welsh Government. During Year 7,
generally in the Spring term, target levels are set . These are known as KS3 Target Levels and they
represent aspirational, challenging targets for pupils to work towards. These are the levels we
would hope pupils might eventually achieve by the end of Key Stage 3 (end of Year 9), should they
apply themselves fully and act upon all the guidance and advice offered. These are not fixed and
may well change over the next two years.
Current Level
Throughout Key Stage 3 we support pupils to move towards their target by providing an indication
of the level they are currently working at (Current Level). Teachers assess pupils and award levels
according to national level descriptors. These, together with the programmes of study for each
subject, can be found on the school website. A single level descriptor covers a fairly broad range of
ability so the Current Level is given as a sub-divided level to provide an indication of where, within
each level, a pupil is currently working. For example:-
5L = Lower Level 5 5M = Middle Level 5 5U= Upper Level 5.
Assessment of Progress in Relation to KS3 Target
Where appropriate, we also provide an Assessment of Progress in relation to the KS3 target. This
tells you whether your child’s subject teachers believe that your son or daughter is currently working
to the best of their ability. Teachers provide a professional judgement about whether the pupil is
demonstrating the standard of application, participation and work necessary in order to go on to
achieve their target by the end of Year 9. This assessment is given very simply as a statement of On
Target or Below Target
Attitude to Learning
All reports will contain an assessment of the pupil’s attitude to learning. This assessment is a score
between 1 and 4 awarded according to the following criteria:-
ATTITUDE
Always works to the very best of his/her ability. Always well behaved and takes an active
1
and enthusiastic part in learning.
Works to the best of his/her ability. Well behaved and adopts an appropriate attitude to
2
learning.
Inconsistent effort made and/or sometimes demonstrates an inappropriate attitude to
3
learning.
4 Minimal effort made and/or frequently disruptive demonstrating a poor attitude to learning
KS3 Assessment Guide September 2020 13What information is included in a report?
Subject Teacher Comments
Full reports provide written subject specific feedback. Subject teachers will comment on the
pupil’s particular strengths, the quality of their work and their performance, skills and
understanding in each subject.
Areas for Improvement
Full reports will include subject specific advice about what the pupil needs to do in order to
make further progress.
Attendance Figure
Full reports will also include a record of the pupil’s percentage attendance.
KS3 Assessment Guide September 2020 14Obviously, due to the current situation, much of this is subject to change. We will keep you fully informed of any changes if and when they occur. September Year 7 - Getting Started & Settling In Pupils start school and are initially taught in form groups for most subjects. In Maths and English pupils are grouped to ensure that appropriate support and challenge can be provided. The initial groupings are based on information gathered from primary schools, but these groups are not fixed and pupils regularly move between groups throughout the Key Stage. All pupils will study the same material, our aim is simply to ensure that all pupils receive the appropriate level of support and challenge in the key areas of literacy and numeracy right from the start of secondary school. September / October 2020 - Welcome to KS3 Multimedia Package and Interim Report 1 A multimedia package will be released to give parents and carers an opportunity to see who their child’s form teacher is, be informed of some further information about Cardiff High School and receive detailed information regarding assessment and reporting across KS3, which is contained within this booklet. You will also receive an interim report which provides an indication of how your son or daughter is responding in their individual subjects. December 20120 - End of term 1 - How Are Things Going? Y7 Interim Report 2 A second interim report will be sent home before the Christmas holiday providing an update on your child’s attitude to learning in their subjects. If necessary, follow up conversations may take place between parents and members of the Achievement Team. March 2021 - How Are Things Going Now? - Y7 Interim Report 3 A third interim report will be sent home providing details about Key Stage 3 Targets, current progress and attitude. If necessary, follow up conversations may take place between parents and members of the Achievement Team. Specific issues can be followed up at the Y7 parents’ evening which is after the Easter holidays. Spring 2021 - National Literacy & Numeracy Assessments All pupils in Key Stage 3 must be formally assessed in literacy and numeracy each academic year. Pupils sit three Welsh Government assessments. All assessments will take the form of online personalised assessments and will be undertaken within the pupils’ normal Maths or English classes. Pupils will be prepared for these assessments during their lessons and do not need to do any specific extra revision. Feedback will be shared with parents and carers before the end of the academic year and further specific guidance about these assessments is also sent home prior to the assessment period. April 2021- Focus on Subjects:- Y7 Parents’ Evening This is an opportunity to talk individually to all of your child’s teachers about their progress in each subject. June 2021 - Assessment Fortnight During this period pupils will undertake assessments in all of their subjects. Further guidance about how each subject will be assessed and how pupils should prepare will be provided prior to the start of the this period. July 2021 - Y7 Full Report & National Literacy and Numeracy Assessments Feedback A full report is sent home providing assessments of attitude, current level and progress for each subject. The Key Stage 3 target is also included, together with comments detailing particular strengths and advice for improvement. The Welsh Government’s Literacy and Numeracy Assessment feedback is also shared at this time. KS3 Assessment Guide September 2020 15
Your child will start Year 8 in September 2021. The calendar for 2020-21 is obviously not set at the time of this guide being printed, but the following timeline gives you an idea of the assessment and feedback events which routinely take place in Year 8. Obviously, due to the current situation, much of this is subject to change. We will keep you fully informed of any changes if and when they occur. September of Year 8 - Literacy & Numeracy Test Outcomes & Action based on Year 7 Reports Information from the previous academic year’s Literacy and Numeracy assessments, together with data from the end of Year 7 school report, will have been collated and analysed. This is used to inform support programmes and intervention strategies, where necessary, from the start of the new academic year. Late November/Early December of Year 8 - How Are Things Going? Interim Report An interim report will be sent home providing details of Key Stage 3 targets, current progress and attitude to learning. If necessary, follow up meetings may take place between parents and members of the Achievement Team. February of Year 8 - How Are Things Going Now? Interim Report A second interim report will be sent home providing an update on the information sent home before Christmas. If necessary, follow up meetings may take place between parents and members of the Achievement Team. March/April of Year 8 - Focus on Subjects Parents’ Evening This is an opportunity to talk individually to all of your child’s teachers about their progress in each subject. Spring Year of 8 - National Literacy & Numeracy Tests National Literacy & Numeracy tests for all of Key Stage 3 usually take place in the Spring. The format is exactly the same as for year seven. Early June of Year 8 - Assessment Fortnight During this period pupils will undertake assessments in all of their subjects. Further guidance about how each subject will be assessed and how pupils should prepare will be provided prior to the start of the this period. July Year 8 - Y8 Full School Report & National Literacy & Numeracy Assessments Feedback A full report is sent home providing assessments of attitude, current level and progress for each subject. The Key Stage 3 target is also included, together with a comment detailing particular strengths and advice for improvement. The Welsh Government’s Literacy and Numeracy feedback is also shared at this time. KS3 Assessment Guide September 2020 16
Your child will start Year 9 in September 2021. The calendar for 2021-22 is obviously not set at the time of this guide being printed, but the following timeline gives you an idea of the assessment and feedback events which routinely take place in Year 9. Obviously, due to the current situation, much of this is subject to change. We will keep you fully informed of any changes if and when they occur. September of Year 9 - Literacy & Numeracy Test Outcomes & Action Based on Year 8 Reports Information from the previous academic year’s Literacy and Numeracy assessments, together with data from the end of Year 8 school report, will have been collated and analysed. This is used to inform support programmes and intervention strategies, where necessary, from the start of the new academic year. October of Year 9 - Interim Reports A brief summary of how pupils are responding in lessons and an indication if they are on track to achieve to the best of their ability by the end of the Key Stage. November of Year 9 - Approaching the End of Key Stage 3 & Planning for the Future Parents’ Evening This is an opportunity to discuss current performance and progress with your child’s subject teachers and also to consult with our Achievement Team. Looking Forward to GCSEs: - Options Evening This is an opportunity for parents and pupils to discuss possible GCSE option choices with subject, pastoral and careers staff. Initial Decisions: - Making Initial Free Choices Pupils start the process of selecting their GCSE courses by completing their initial “Free Choice” of the subjects they would like to study. This information is then used to start to construct an appropriate timetabling model. Please note that these choices are not yet final, just an initial indication of preferences which supports the planning process. March of Year 9 - Full Report A full report is sent home providing assessments of attitude and current level for each subject. The Key Stage 3 target is also included, together with a comment detailing particular strengths and advice for improvement. March/ April of Year 9 - Confirmation of GCSE Choices Pupils and parents have now received feedback from the parents’ evening and also talked to teachers at the options evening. Pupils have made an initial free choice of subjects and in addition have received both an interim and a full report. Pupils will have spent time discussing options and will be supported by the Achievement Team. Using all of this information and advice pupils are now asked to confirm their final GCSE choices. Spring Term Year 9 - Work to Support Final KS3 Assessments Pupils are now approaching the end of Key Stage 3 and teachers are required to provide and End of KS3 Teacher Assessment Level (this is a whole level not a sub-level). During this period, pupils will be undertaking final pieces of work or in class assessments in order to allow teachers to make this judgement. Pupils may start some GCSE level work in Core subjects during the Spring and Summer terms. April/May Year 9 - National Literacy & Numeracy Assessments National Literacy and Numeracy Assessments for Year 9 take place in April/May. The format is the same as those sat in Year 7 and Year 8. July Year 9 - Assessing Achievement at Key Stage Three:- End of Key Stage 3 Teacher Assessments A report is sent home providing End of Key Stage 3 Levels in all National Curriculum subjects. These levels must also be submitted to Welsh Government. The Welsh Government’s Literacy and Numeracy feedback reports are also shared at this time. This is the end of the Key Stage 3 assessment process. A similar guidance booklet will be issued for Key Stage 4. Please note that all timings are approximate and a full calendar will be available via the school website and is also included in the pupil planner issued at the start of the academic year. KS3 Assessment Guide September 2020 17
English Mrs. M. Bennett (bennettm15@hwbcymru.net) Maths Mr. J. Nicol (nicolj@hwbcymru.net) Science Dr. S. Henry (henrys13@hwbcymru.net) Biology Mrs. C. Grennan (grennanc1@hwbcymru.net) Chemistry Mr. J. Coles (colesj30@hwbcymru.net) Physics Mr. J. Humphreys (humphreysj19@hebcymru.net) Art Mrs. E. Oliver (olivere26@hwbcymru.net) DT & Food Mr. J. Martlew (martlewj@hwbcymru.net) French Ms A. Hales (halesa4@hwbcymru.net) Geography Mr. J. Jones (jonesj530@hwbcymru.net) History Mrs. J. Toye (toyej@hwbcymru.net) ICT Mrs. J. Farag (faragj1@hwbcymru.net) Music Mr. D. Leggett (leggettd1@hwbcymru.net) PE Mr. D. Curnow (curnowd@hwbcymru.net) Religious Studies Mrs. L. James (jamesl96@hwbcymru.net) Welsh Mrs. L. Evans (evansl237@hwbcymru.net) Additional Learning Ms H. Williams (williamsh166@hwbcymru.net) Needs KS3 KS3 Assessment Guide September 2020 18
Cardiff High @officialCHS
Achievement Leader for Year 7 @MissWarrenCHS
Head of Lower School @MOB_CHS
English @EnglishCHS
Maths @CHSmaths
Science @Sciencechs
Biology @Biologychs
Chemistry @Chemistrychs_
Physics @PhysCHS
Art @artCHS1
Business Studies & Economics @CHSEconBusiness
DT & Food @DesignTechCHS
Drama @Drama1CHS
French @FrenchCHS1
Geography @geography_chs
History @HistoryCHS
ICT & Computing @ICT_CHS
Law @MrsTumelty
Media @mediastudieschs
Music @MusicCHS
PE @PEatCardiffHigh
Psychology @psychologyCHS
Religious Studies @RP_CHS
Sociology @SociologyCHS
Welsh @CymraegCHS
Skills Challenge & Welsh Bac @CHSSKills
KS3 Assessment Guide September 2020 19Online Resources and Support - Useful Websites & Links
There is a wide variety and constantly growing number of online support services available for both pupils
and their families. These cover everything from help with revision to careers advice to coping with growing
up and dealing with exam stress. Here are just a few suggestions:-
www.bbc.co.uk/bitesize Revision resources for all subjects and levels
Interactive maths lessons, practice questions and revision. See your maths
www.mymaths.co.uk
teacher for username and password
Loads of interactive resources for a wide range of subjects.
www.echalk.co.uk
(Username CardiffHigh and Password - Echalk)
www.careerswales.com Help and Advice on careers training and university courses
This site explains how the Cardiff 14-19 Network is working to provide a
wider range of experiences to meet the needs of all learners. Professionals
www.cardiff14-19.com and learners can find about the range of courses for 14-19 year olds across
the city. You will also find practical advice and updates about projects that
are already underway.
Exam Board websites providing lots of information and resources such as
www.wjec.co.uk
timetables and past papers.
Meic is a confidential and free helpline which can help you with a range of
issues, such as family/friend problems, housing issues, bullying, health and
www.meiccymru.org
work worries, where to go for help in your area or as a place to get
something off your chest.
Action For Children - “2 Talk 2”Provide a confidential counselling service to
www.actionforchildren.org.uk young people across Cardiff and also a text service where young people can
text their name to request an appointment with a Counsellor.
Bullies Out - Help, support and information to individuals affected by
www.bulliesout.com
bullying
www.familylives.org.uk 24 hour confidential advice. Can be anonymous.
www.youngminds.org.uk/
Young Minds
young-people
Lots of great information and someone to talk to.
parents@youngminds.org.uk
Headspace.com
Advice on mindfulness strategies such as meditation which can help with
Mindfulnesshealth.com
anxiety and stress
Mindful.org
www.b-eat.co.uk/
BEAT – Advice and support for people affected with eating disorders
YoungPeople
www.nshn.co.uk Self-Harming Network provides fact sheets and tips.
www.childline.org.uk Advice from the NSPCC on a wide range of issues.
www.thesprout.co.uk Advice for young people on a wide range of topics
KS3 Assessment Guide September 2020 20KS3 Assessment Guide September 2020 21
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