A copy of the STEPs model for Technology can be downloaded for your information.
The Academy’s Key Stage 3 curriculum has been developed following extensive consultation and development work with curriculum experts from examination boards and subject leaders from a wide range of schools and Academies from across the country. It is based on the new National Curriculum but also contains content that is localised to suit the needs, aspirations and interests of our children.
These pages contain information about the topics that your child will be studying in each of the subject areas on their timetable, how their progress and attainment will be assessed and how the assessment will be reported upon to you.
The subject overviews are broken down into half termly overviews in order that you can easily gain an overview of what your child is learning in school at any given time.
The assessment overviews are designed to show you exactly what your child has achieved and enables you to compare this against the age related expectations for an ‘average’ child in that subject.
When you receive your child’s report you will see that they have been assessed as being on a ‘step’ for each subject. By hovering over that ‘step’ in the assessment overview spreadsheet (links on the right hand side of this webpage), a box will open up showing you exactly what your child has ‘done’ to achieve this step.
The ‘mastery’ line is denoted in blue and a child who is assessed as working at this level in a subject has demonstrated in their recent assessment that they have a sound understanding of the knowledge and skills that they have been learning and can apply these in a variety of different ways. A child who has achieved ‘mastery’ is making good progress and is achieving well.
‘Steps toward mastery’
It would be wrong and unreasonable to expect every child to instantly master knowledge, skills or new concepts in every subject. Consequently, they may not yet be working at a level at which they have secure understanding. The steps below the mastery line are designed to show you what your child has learned and what they must do next in order to move closer to mastery.
Children who are assessed as ‘working towards mastery’ will be provided with a bespoke action / intervention plan in order to accelerate their learning and ‘catch up’. By hovering over that ‘step’ in the assessment overview spreadsheet (links on the right hand side of this webpage), a box will open up showing you exactly what your child has ‘done’ to achieve this step – you can also hover over the subsequent ‘steps’ leading to the mastery line to show you what additional learning your child needs to undertake in order to achieve the mastery level. It is this that will be the focus of the action / intervention plan.
‘Steps towards excellence’
In subject areas or in discreet topics where children are very confident or possess a particular aptitude, they may find that they achieve the ‘mastery’ level quickly. It is therefore important that we provide both stretch and challenge in order that these children can meet their fullest potential. For this reason there are steps above the mastery line which are designed to enable students to learn more about a subject, apply their knowledge or skills in more complex ways or to extend their learning into other areas. By hovering above these boxes you can see what your child has achieved and how this relates to the original work that they undertook.
‘Progress and Attainment Expectations’
It is the Academy’s expectation that any child who consistently performs at ‘mastery’ level should achieve at least a Grade 5 in the new GCSE qualifications should they continue on that trajectory throughout Key Stage 4. This grade is roughly equivalent to the ‘top end’ of a current C grade. Children working consistently above the ‘mastery line’ will be expected to achieve grades 6-8, which are roughly equivalent to the current Grades A*-B. A number of the most able children may ultimately achieve the new GCSE grade 9, which is restricted to the top 2-3% of entries nationally.