Measuring Pupil Progress.
Within the department we recognise the theory that in
order to move on, you need to know where you are.
Understanding and monitoring our students progression
aids the successful planning and preparation of
differentiated projects and lessons, resulting in more
Key Stage 3 Assessment and Tracking
We have a successful tracking system for key stage 3
which records students progress against their targets. It is updated throughout each project, building up an over view of the child’s progress. It begins with their given target generated from their CAT scores and their teacher assessed target, which was generated through our baseline assessment project, early in year 7.
The school reporting system details pupil’s progress at the
end of the Christmas, Easter and summer term. Pupil’s
progress, classwork, behaviour and homework is
assessed, recorded and monitored by HOD at which point
interventions can be made when necessary.
Each child in key stage 3 has their own an target and tracker sheet in the front of their books. Here, they can easily see their own progress against their target and know which objectives they need to work on
Sketchbooks and other work are marked regularly in line
with the Art grade descriptors. Pupils receive stickers with
the assessment objective identified clearly; individual
targets are set and progress against the target recorded for the work.
On entry to year 7 all pupils are assessed through an extended project which establishes a baseline level for that pupil and a target GCSE grade.
Informal assessment is continual and informs class tasks
at all times.
Our assessment and tracking is designed to give the
students ownership of their progress. Pupils understand
our high expectations, they recognise that the attainment
target sheet they get in year 7 is the same as the one in
year 8 and that it is possible to achieve high levels
at all times during key stage 3. They are encouraged to
see the progression route through key stage 3.
Key Stage 4 Assessment and Tracking
During key stage 4 we use a tracking system, which
records student’s progress at the end of key stage 3 as well as
their predicted grade.
This tracker charts each student’s progress and allows us
to see if the child is making the required progress and if
they are working to their potential. It records their grades
(A-G or 1-9 depending on the specification they are currently working on)
awarded for each project, alongside the
departments own end of KS3 GCSE prediction, which
then provides a baseline target grade to monitor pupil
There is a department intervention tracker and any child
who is thought to be underachieving, below their predicted
target or whom the class teacher has a concern over, is
entered onto the tracker. Concerns and actions are
recorded, wether its contacting parents, monitoring work
or giving of additional support amongst the many
strategies we imploy. We also record any extra ‘more able’ sessions that the student has attended and if they have participated in any of the many Artistic opportunities available to them.
Each student in key stage 4 has a sketchbook, which is
marked at regular intervals. Their teacher makes notes
about their progress and then sets individual tasks which
allow the student to improve their work.
During year 11 pupils have a formal tutorial in which their
coursework is evaluated; moderated and individual targets
are set. The aim is to work with the pupils to set goals,
identify areas of strengths and weakness and set
deadlines to complete coursework. The notes from this crit
are sent home, asking for parents support in the
improvement and completion of the tasks.
During key stage 4, coursework projects are assessed
according to the objectives set by the exam board. This
happens as each project is completed. Again the grades
are recorded for the benefit of the individual and the
teacher. The same mark sheets are used for assessing
the projects internally and externally, encouraging the
students to get used to the exam boards system and
Copies of these mark sheets are kept by the teacher and
also given to the student. These sheets show the students
which areas of work they need to work on.