Assessments will take a variety of forms, both formative and summative.

  • Formative assessments are a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student achievement. The goal is to improve/accelerate progress, to improve learning and to help the student become a more independent learner.  Examples of formative assessments include: conferencing where a student discusses their work with a teacher, fellow student or another adult, reflection where a student reviews their own work, feedback – WWW (What  Went Well) and EBI (Even Better If), teacher observations during a lesson or from completed classwork/ homework.  
  • Summative assessments conducted by teachers are used to evaluate learning at the end of a learning process ie. end of a unit of work.  The goal is to provide a final judgement of the learning that has taken place, to identify gaps in knowledge and understanding and to help the student to improve. Examples of summative assessments: tests, examinations, final essay or presentation.  This work is usually give a grade or mark.

Teachers collect  both formative and summative evidence throughout a unit of work.  This helps them to adapt their teaching to meet the needs of students and also assists when reporting to parents, students and other stakeholders.

Each subject group within the MYP has 4 set assessment areas called criteria (A B C D)

Which are subject specific. This helps students to develop the knowledge and skill they need to be successful in each subject group.  These skill are often transferable to other subject groups and aspects of learning. Teachers will assess your child according to each of these criteria at least twice across each year.

DEG refers to digital and engagement grades. Full Capture. This is made up of WAGs (Working at Grades, finely graded), Engagement Grades inc Digital Engagement , PGs (Predicted Grades).  Each student should receive 3 reports throughout the school year.

MOD 1
Oct Half Term

DEG

MOD 2
December

MOD 3
Feb Half Term

FULL CAPTURE

DEG

MOD 4
Easter

MOD 5
May Half Term

MOD 6
Summer

FULL CAPTURE

DEG

MOD 1
Oct Half Term

MOD 2
December

FULL CAPTURE

MOD 3
Feb Half Term

DEG

MOD 4
Easter

FULL CAPTURE

MOD 5
May Half Term

MOD 6
Summer

FULL CAPTURE

DEG

MOD 1
Oct Half Term

FULL CAPTURE

MOD 2
December

MOD 3
Feb Half Term

FULL CAPTURE

DEG

MOD 4
Easter

MOD 5
May Half Term

FULL CAPTURE
(Easter Mocks)

MOD 6
Summer

MOD 1
Oct Half Term

MOD 2
December

FULL CAPTURE

MOD 3
Feb Half Term

DEG

MOD 4
Easter

FULL CAPTURE

MOD 5
May Half Term

MOD 6
Summer

FULL CAPTURE

DEG

MOD 1
Oct Half Term

FULL CAPTURE

MOD 2
December

MOD 3
Feb Half Term

FULL CAPTURE

DEG

MOD 4
Easter

MOD 5
May Half Term

FULL CAPTURE
(Easter Mocks)

MOD 6
Summer

Engagement grade Inc Digital Engagement

Digital and Engagement grading is uniform across the Academy and is described in the table below:

Engagement L5

Learner’s positive attitude and behaviour enhances learning within the classroom.

Learner consistently takes part in all aspects of the lesson with enthusiasm and is determined to be successful.

Digital Engagement – The pupil consistently takes part in all aspects of online learning with enthusiasm and is determined to be successful.  All activities are completed to a high standard and do not give up when faced with difficult tasks. Deadlines are always met.

Engagement L4

The learner engages with most learning regularly, has a positive attitude and does not need to be reminded to behave. 

The learner is self-motivated, positive and enthusiastic and aspires to be successful.

Digital Engagement – The pupil is self-motivated, positive and attributes value to the work they are doing. All online learning is completed to a good standard. Deadlines are met.

Engagement L3

Learner’s attitude does not always support progress and/or reminders to behave or stay focused are often given.

Learners are often passive or indifferent when asked to take part in learning.

Digital Engagement – The pupil is willing to expand effort to comply with the tasks set, their engagement does not always support progress and/or the pupil has to be given reminders to complete tasks set. Completion of work is sometimes inconsistent in terms of quality and/or the pupil does not always meet deadlines.

Engagement L2

Learner’s attitude does not support progress and multiple reminders to behave in class are needed.

Learner is reluctant when asked to take part in learning

Digital Engagement – The pupil’s digital engagement does not support progress and/or more than one reminder to complete work is necessary. The pupil has frequently failed to complete Online Learning and rarely meets set deadlines.

Engagement L1

The learner is unwilling to engage in lessons and behaviour is poor and a clear barrier to learning. 

Learner refuses to take part in learning. 

Digital Engagement – The pupil is unwilling to engage in digital learning in either the physical or virtual classroom. They do not bring their device (if applicable) on a regular basis or it is not charged ready for learning.

Key Stage 4 and 5 Data Schedule

Date for assessment window (Year 10 & Year 12)

  • 22nd November – 26th November
  • 28th February – 4th March
  • 20th June – 29th June (full mock)

Date for assessment window (Year 11 & Year 13)

  • 10th January – 21st January (full mock)
  • 7th March- 19th March (full mock)