Key Stage 3 Assessment

Why are we changing the way we assess at KS3?

Our mission is to create students who live and demonstrate our Core values: Respect, Ambition and Resilience. We aspire to motivate and empower students to be reflective and truly self-aware in their learning, by developing a growth mind-set to be fully, self-propelling learners for the future. This is how we believe we can best prepare our students for the challenges of the future and improve our students’ life chances.

We have designed our own assessment system which, first and foremost supports teaching and learning, whilst providing meaningful feedback that students can act upon. In line with our Curriculum Vision, KS3 students do not receive a target grade or predetermined flightpath. The expected knowledge and subject specific skills have been identified by departments in accordance with curriculum expectations as outlined in curriculum and assessment maps. After each reporting session, students will be encouraged to reflect upon their progress and to set personal goals to support further development to achieving their individual targets in each subject.

KS3 Pathways

1) What are they?

In Years 7, 8 and 9, students are assigned a learning Pathway based upon their KS2 prior attainment data or baseline assessments. These are termed ‘Foundation Pathway’, ‘Intermediate Pathway’ and ‘Higher Pathway’. The vast proportion of students at Babington will have an Intermediate Pathway.

2) Can my child swap Pathways?

Babington Academy has high expectations and, as such, there is no cap or limit on what students can achieve. All students will have opportunities to work beyond their expected learning journey and challenge themselves in preparation for GCSE and beyond. Their Pathway purely allows us to measure their progress since Primary School. As a result, there is no need to change or amend Pathways during the academic year. Pathways are however reviewed at the end of each academic year.

3) How do they map to average GCSE outcomes?

The most likely Year 11 outcome for each of the Pathways is illustrated in the table below. This information is to provide a rough guide of the most likely or average GCSE outcomes for students at Babington within each Pathway. This is not a personalised Target Grade. Personalised Target Grades will be outlined in the Spring Term of Year 10.

Pathway	End of Year 11 ‘most likely grade’
Foundation Pathway	Grades 1-3
Intermediate Pathway	Grades 4-6
Higher Pathway	Grades 7-9

What do the progress grades mean?

Above	Making more than expected progress in developing the range of knowledge and skills required for this subject
On track	Making expected progress in developing the range of knowledge and skills required for this subject
Working towards	Working towards developing the range of knowledge and skills required for this subject
Below	Making less than expected progress for this subject. Further intervention required

Students should aim to be ‘on track’ or ‘above’ in all subjects. This means that they are making above or expected progress and they should be praised.

Where students are ‘working towards’, intervention or further support may be required to support student progress. A serious conversation may also be needed to identify any barriers to learning and support with plans to move forward if students are working ‘below’.

How can my child improve?

- Ensure they are meeting the criteria for active or motivated learners consistently in all subjects

- Use their feedback from assessments to help them set out an action plan to achieve their individual target

- Complete independent work out of lessons

- Attend after school sessions

- Complete all homework

- Revise for upcoming assessments using the revision lists

How can I support my child to improve?

- Check they are completing homework regularly

- Ask them regularly what their current learning target is in a particular subject

- Ask them what they are currently doing to action their target

- Attend parents evening to have 1-2-1 discussions with subject teachers

- Check Weduc regularly to ensure you are receiving all communication

- Check the assessment calendar and remind your child about what is coming up next

- Ask them specifically what they are revising for their next test

- Test them on knowledge retrieval from knowledge organisers

- Check the website for further guidance including resources, videos, revision strategies

Attitude to Learning

Motivated	A motivated student displays high enthusiasm, acts on feedback immediately and often exceeds expectations, taking initiative without prompting. They are resilient when faced with challenges, curious, independent and seek deep understanding. They are driven, complete additional work outside of school and are an excellent role model to their peers.
Active	An active learner positively participates in lessons, completes all work to a high standard and often ask questions to extend their learning. They are attentive, willing to collaborate, consistently “ready to learn,” and act on feedback well.
Passive	A passive learner participates when asked, completes work to an acceptable standard but does not go beyond, meaning they often avoid consequences. They are compliant and follow instructions, but curiosity is not shown. They may not ask for help.
Inconsistent	An inconsistent learner is sometimes focussed and other times easily distracted. They show interest in certain topics but not others; they require frequent reminders to stay on task.
Disengaged	A disengaged learner is reluctant to participate, is frequently off task, disrupts the learning of others or truants from the lesson. They lack resilience, may appear distracted and, at times, are defiant.