KS4 Assessment and Reporting
Assessment is a measure of a student’s individual and relative performance and is an integral part of the teaching and learning process. Its purpose is to ensure that the progress of all students is tracked and progress and attainment are clearly identified. The results of assessment are used to inform and improve our curriculum planning, target setting, track progress and make timely intervention. Assessment is used to encourage students, keep them and their parents informed and to help students, regardless of starting point, make the progress expected of them. At Weatherhead, we will always ensure that assessment gives reliable information about how each student in the school is performing, helps drive improvement for students and teachers and supports the school in keeping up with external best practice and innovation.
Curriculum Information and Parents’ Evenings
Year 10
10/10/24 – Year 10 Curriculum Information Evening
16/01/25 – Year 10 Parents’ Evening
Year 11
25/09/24 – Year 11 Curriculum Information Evening
07/11/24 – Year 11 Parents’ Evening
Assessment and Reporting Windows
| Year 10 | Autumn Term 1 | Year 10 Targets Issued |
| Autumn Term 2 | Year 10 Progress Update | |
| Spring Term 1 | Year 10 Parents’ Evening | |
| Spring Term 2 | – | |
| Summer Term 1 | Year 10 Reports Issued | |
| Summer Term 2 | Mid course examinations | Mid course examination results issued (Results Day – Thursday) | |
| Year 11 | Autumn Term 1 | – |
| Autumn Term 2 | Year 11 Parents’ Evening | Year 11 MFL Mock Oral Exams | Year 11 Mock Exams including Art/Textiles/PE Practicals Exams | |
| Spring Term 1 | Year 11 Progress Update (Mock Results) & SLT 1-1 Interviews (15/01/25) | Year 11 Subject 1-1 Interviews | |
| Spring Term 2 | Year 11 Maths/English Mock 2 | Year 11 Reports Issued | |
| Summer Term 1 | GCSE/BTEC Exams |
KS4 Target Range
At Weatherhead High School we issue students with a Key Stage 4 target range. The target range is based on students’ prior attainment. Target setting at Weatherhead is designed to be motivational and to enable students to make exceptional progress in all subjects. As a minimum, students should aim to achieve grades at the lower end of their target range. If students achieve grades at the top or above their target range this will indicate that they are making excellent progress in their Key Stage 4 courses. It is important to note that it is possible for students to achieve grades above their target range – we are not placing a cap on what students can achieve.
In order for students to be successful at Key Stage 4 they should aim for their attendance at school to be as high as possible, continue to complete all homework to the best of their ability and engage fully in their lessons.
Our curriculum contains a mixture of GCSE and vocational qualifications so at the end of Year 11 some students may receive different grade types. In GCSE subjects, students will receive ‘number’ grades ranging from 9 to 1. They may also receive Distinction*, Distinction, Merit or Pass at either Level 1 (L1) or Level 2 (L2) for the following vocational subjects: Childcare, Digital IT, Enterprise, Health & Social Care, Hospitality & Catering, Media and Travel & Tourism.
The table below summarises the GCSE grades and vocational grades, and how they compare with one another.
| GCSE Grades | Vocational Grades |
| 9 | Level 2 Distinction* |
| 8 | |
| 7 | Level 2 Distinction |
| 6 | Level 2 Merit |
| 5 | |
| 4 | Level 2 Pass |
| 3 | Level 1 Distinction |
| 2 | Level 1 Merit |
| 1 | Level 1 Pass |
The Key Stage 4 target ranges for GCSE and vocational qualifications are as follows:
| GCSE Target Range | Vocational Target Range | Description |
| 8-9 | D-D* |
You should achieve at least grade 8 in your GCSEs. You should achieve at least L2 Distinction in your vocational subjects. |
| 7-9 |
You should achieve at least grade 7 in your GCSEs. You should achieve at least L2 Distinction in your vocational subjects. |
|
| 6-8 |
You should achieve at least grade 6 in your GCSEs. You should achieve at least L2 Distinction in your vocational subjects. |
|
| 5-7 | M-D |
You should achieve at least grade 5 in your GCSEs. You should achieve at least L2 Merit in your vocational subjects. |
| 4-6 | P-M |
You should achieve at least grade 4 in your GCSEs. You should achieve at least L2 Pass in your vocational subjects. |
| 3-5 |
You should achieve at least grade 3 in your GCSEs. You should achieve at least a L2 Pass in your vocational subjects. |
|
| 2-4 | L1D-P |
You should achieve at least grade 2 in your GCSEs. You should achieve at least L1 Distinction in your vocational subjects. |
KS4 Progress Indicators
Progress Indicators are a holistic judgement made by teaching staff and are a reflection of teachers’ ongoing assessment and knowledge of individual students. These indicators take into account the progress made by students across all the work they have completed so far. Teaching staff use their professional judgement to ascertain whether students are likely to exceed their target, reach their target or attain below target in their examinations, based on the current evidence available.
| Exceeding expectation | Based on the student’s current performance, at the end of the GCSE / vocational course they are likely to achieve a grade at the top of or above their target range. |
| On track | Based on the student’s current performance, at the end of the GCSE / vocational course they are likely to achieve a grade within their target range. |
| Below expectation | Based on the student’s current performance, at the end of the GCSE / vocational course they are likely to attain a grade which is one or two grades below their target range. |
| Significantly below expectation | Based on the student’s current performance, at the end of the GCSE / vocational course they are likely to attain a grade more than two grades below their target range. |
KS4 Engagement with Learning Grade
The ‘Engagement with Learning Grade’ replaces and should not be compared with the effort grade of previous years. ‘Engagement with Learning’ is a holistic measure that takes into account more than just effort. It takes into account how well students demonstrate the four behaviours of resilience, respect, reach and reward in their learning.
|
A |
The student very frequently or always demonstrate the school’s values of ‘resilience’, ‘respect’, ‘reach’, and ‘reward’ in their learning. The student is thriving and has high aspirations to succeed. They always strive to improve their learning through determination and hard work in order to fulfil their potential. |
|
B |
The student often demonstrates the school’s values of ‘resilience’, ‘respect’, ‘reach’, and ‘reward’ in their learning. They are generally engaged and working well, showing commitment and motivation to succeed. |
|
C |
The student occasionally demonstrates the school’s values of ‘resilience’, ‘respect’, ‘reach’, and ‘reward’ in their learning. They may not be applying a good level of effort and actively engaging with their learning. |
|
D |
The student rarely or never demonstrates the school’s values of ‘resilience’, ‘respect’, ‘reach’, and ‘reward’ in their learning. They may appear disengaged and apathetic, and do not demonstrate good behaviour for learning. |
|
L |
The student has not had sufficient opportunities to engage with learning in this subject, so an ‘Engagement with Learning’ grade cannot be issued. |
If a student is graded as ‘Reluctant’ (D) at least one cause for concern will be listed. A cause for concern may be issued for a ‘Passive’ (C) grade.
Looking for extra-curricular clubs to join?
For lunchtime and after school clubs, go to: weatherheadhigh.co.uk/extra-curricular-clubs
How can I find out more about the curriculum?
If you want to find out more about the curriculum we are following, please email: [email protected]