Progress and Reporting
- Monitor the progress of learning and attainment
- Produce constructive, useful feedback for students and parents
- Inform curriculum and assessment review where necessary
- Have different cultural experiences, expectations and needs
- Perform differently according to the context of the learning
- Must understand their learning successes and areas for improvement
- Require regular feedback which constructively supports their continued learning
- Motivate students to realise their ambitions
- Provide a variety of teaching and learning approaches
- Differentiate learning depending on students’ needs
- Provide a wide variety of assessment opportunities (written, oral, peer, self, etc.)
- Reference National Curriculum, I/GCSE and IB criteria
- Regularly mark students’ work, providing high quality feedback both orally and written
- Assessment is criterion-referenced: KS3 A*-G, KS4 A*-G (9-1 in English and Art) and IBDP 7-1
- Feedback to students should be prompt and supportive, with clear and specific goals for improvements and explanations on how to achieve this
- Teachers should keep clear records of formative and summative assessment results
- Reward good work with merits and commendations
- Any malpractice should be followed up using the BSM Academic Honesty Policy
- Classwork and homework are assessed with both written and verbal feedback, although not necessarily graded
Student-Parent-Teacher Evenings are held annually for all year groups. Each year group receives 3 Grade Cards and 1 full report during the course of the academic year. These record Attainment, Attitude to Learning and Targets.
The Grade Card has
- a target grade which should be greater than or equal to current attainment in Term 1 and 2 (if students exceed their target, the target will be increased)
- current attainment grade based on learning and work completed up to deadline for date entry - there must be a clear relation between grades on report and marks from class and homework
- previous attainment
- an Attitude to Learning grade of 1-4 with 4 as highest (see appendix) which reflects overall attitude with regard to homework, behaviour and approach in lessons
The Full Report is written once per year for each year group according to school calendar. The report contains a brief summary of the learning and teachers’ suggestions for improvement. This report should be up to 500 characters in length.
Homework in the Senior School is meaningful and relates to the learning taking place in lessons.
Homework timetable for Years 7-11 is provided by the Head of Key Stage. Non-completion of homework should be noted on the MIS and departments should follow school policy with regards to persistent lack of quality homework, including giving lower Attitude to Learning grade on reports.