Allerton Grange School
Assessment and Marking
Policy
L2L
To be reviewed: April 2016
1
1. Principles
At Allerton grange we have a set of principles which underpin Teaching and
Learning in order to continue to improve standards for students at all levels.
There is an important focus on Assessment and Marking as, when done well,
this ensures that students continue to make good progress.
All students, whatever their ability, should receive high quality assessments,
marking and feedback throughout all curriculum areas, so they can achieve
their maximum potential in all their subjects.
Our Principles are:
 All students should be assessed on a regular basis
 Assessments should be done in a number of different ways as appropriate
to the learning at that time
 All assessments should be used to inform teaching
 Students should be given feedback following an assessment
 Students should be given time to respond to the feedback and make
improvements to their work
2. Assessment
The majority of assessments for students in school should be formative. This
means that teachers should use the assessments to inform their teaching and
to support students to make further progress.
Whole school assessment will take place at calendared times for Years 10,
11, 12 and 13. Years 11-13 have mock exams in the school year. Year 10
have an end of year exam. All these exams are used to inform progress.
Teachers will analyse the exams, and the results of this will be used in
conversation with students to improve learning. Teachers will use
Personalised Learning Checklists (PLCs) to monitor progress and plan for
teaching.
Assessments should be moderated in curriculum areas to ensure that they
are robust and that they are fit for purpose.
2
The additional assessments in this department are:
Half
Term
Year 7
Year 8
Thinking Skills (Bullfighting OPV)
Introduction to Crime and Media
(Reflective piece about crime)
Rights and responsibilities (Create a
drama piece to demonstrate rights
and responsibilities)
Historical Punishments (Justice in the
middle ages)
Religious Investigation (5 world
religions group presentations)
Business and the Sea (Ethical business
written assessment)
Jan - Feb
Heroes in faith (Analyse video about
the different faiths)
Communication Through Time
Modern (Gaming Written
Assessment)
Anti-Slavery Website (Research, plan
and create an anti-slavery website using
Serif software)
Feb - April
Community Project (Creating their
own model communities in groups
and leaflets)
Future Technology: Who Wants to
Live Forever (Source analysis and
written assessment)
The Impact of Sport (The Salute written
assessment)
Apr- May
Citizenship
Nov- Dec
Sep-Oct
CLIPS
Religious Beliefs about Equality
(Explore the teachings of
inspirational people about equality
and caring for those in need)
Decades (Self-smart Project)
Jun- Jul
SRE (Mindmap on forced marriage)
Hinduism (Hindu presentations)
JUNK (Group presentations)
Introduction to Crime and Media
(Reflective piece about crime)
Thinking skills (Bullfighting map)
Sep-Oct
Learning
Thinking skills (Bullfighting OPV)
Thinking skills (Making links story)
Historical Punishments (Middle ages
written assessment)
Learning Styles (Presenting Ruth's
story)
Learning styles (Creative piece on
time at AGS)
Punishments Newsletter (Middle ages
Punishment newsletter)
3
Managing Information (Researching:
accuracy, relevance and validity)
Jan - Feb
Nov- Dec
Managing Information (E-Safety
external test)
What is Leeds like? (Moortown
Corner Location Advisor - use of PPT
and Excel spreadsheets)
Databases (Research, create and amend
a basic database on sea animals)
What was Leeds like? (News article
about historical events in Leeds)
Business and the Sea (Ethical business
written assessment)
Introduction to modern day hero
(Creative piece to show their own
heroes)
Tran-Atlantic Slave Trade (Investigate
sources of information for an
assessment piece)
ICT activity - creating comics
(Creating a comic)
Anti-Slavery Website (Research, plan
and create an anti-slavery website using
Serif software)
Mapping crime (Writing a story
about Tesco crime)
Feb - April
Roman Technology (Roman
inventions written assessment)
Music of The 1960s (Design A
Campaign)
Communication Through Time (ICT
Assessment- Research, Plan and
Create Serif Movie Plus Presentation
on one area of technology)
The Impact of Sport (The Salute written
assessment)
Future Technology: Healthy Eating
(Healthy Eating leaflet)
Apr- May
Anil's Story (Letter)
Introduction to Excel (Run The
Country Spreadsheet
Write a budget report)
Decades (Self-smart Project)
Religious Beliefs about Equality
(Design a charity)
Jun- Jul
Fair Trade Enterprise (Design,
promote and sell a product to raise
money for The Fair Trade
Foundation)
Geography of India (Monsoon OPV
creative task: Analyse the clips and
written task -Letter or diary)
SRE (Empathy task where they write
from the opposite gender's perspective)
History of India (Family History
Project multimedia powerpoint)
JUNK (Analyse the film and summarise
the information)
4
Hinduism (Hindu presentations)
Historical Punishments (Middle ages
written assessment)
Thinking skills (Bullfighting map)
Sep-Oct
Punishments Newsletter (Middle ages
Punishment newsletter)
Managing Information (Researching:
accuracy, relevance and validity)
Modern day stereotypes in the media
part 2 (Plan a presentation about a
stereotyped group)
What is Leeds like? (Moortown
Corner Location Advisor - use of PPT
and Excel spreadsheets)
Dangerous Jobs (Research, create and
amend a basic database on sea animals)
Jan - Feb
What was Leeds like? (News article
about historical events in Leeds)
Feb - April
Information
Nov- Dec
Religious Investigation (5 world
religions group presentations)
Tran-Atlantic Slave Trade (Investigate
sources of information for an
assessment piece)
Thatcher (Written Assessment)
Roman Technology (Roman
inventions written assessment)
Communication Through Time
Modern (Gaming Written
Assessment)
Scandalous Events (Scandalous events
timeline)
Jun- Jul Apr- May
Future Technology: Heathly Eating
(Healthy Eating leaflet)
Trade and Fair Trade (Research
products and producers -plot on
map)
Decades (Self-smart Project)
History of India (Indian Mutiny
written assessment
SRE (Mindmap on forced marriage)
Sep-Oct
People
Thinking skills (Six hats discussion)
Learning Styles (Presenting Ruth's
story)
P2- Historical Punishments (Justice in
the middle ages)
Rights and responsibilities (Create a
drama piece to demonstrate rights
and responsibilities)
5
Jan - Feb Nov- Dec
Feb - April
Community Project (Creating their
own model communities in groups
and leaflets)
Dangerous Jobs (Research, create and
amend a basic database on sea animals)
Natural disasters - flooding (Group
work - obtain funding)
History of Slavery (To create a Horrible
History performance on a type of
slavery)
Roman Technology (Present as a
Group a Roman Invention selling
benefits)
Music of The 1960s (Design A
Campaign)
Dragon's Den (Present a Dragon's
Den style Pitch for a new invention)
Scandalous Events (Scandalous events
timeline)
Jan - Feb Nov- Dec Sep-Oct
Feb - April
Apr- May
Situations
Jun- Jul
Apr- May
Banana Split (Play game, feedback
and write a report)
Religious Beliefs about Equality
(Design a charity)
Fair Trade Enterprise (Design,
promote and sell a product to raise
money for The Fair Trade
Foundation)
N/A
Geography of India (Relief of India –
group work)
JUNK (Group presentations)
Learning styles (Creative piece on
time at AGS)
Modern day stereotypes in the media
part 2 (Plan a presentation about a
stereotyped group)
Community Project (Creating their
own model communities in groups
and leaflets)
Databases (Research, create and amend
a basic database on sea animals)
Natural disasters - flooding (Group
work - obtain funding)
History of Slavery (To create a Horrible
History performance on a type of
slavery)
Roman Technology (Present as a
Group a Roman Invention selling
benefits)
Dragon's Den (Present a Dragon's
Den style Pitch for a new invention)
Scandalous Events (Sky's The Limit
Interpretation of Headlines)
Trade and Fair Trade (Research
products and producers -plot on
map)
Religious Beliefs about Equality
(Explore the teachings of
inspirational people about equality
and caring for those in need)
6
Decades (Self-smart Project)
Jun- Jul
Fair Trade Enterprise (Design,
promote and sell a product to raise
money for The Fair Trade
Foundation)
Geography of India (Relief of India –
group work)
JUNK (Group presentations)
3. Marking
For good progress to take place, teachers should:




Plan for regular*1 marking of work
Use diagnostic strategies for marking
Provide students with constructive feedback to help the improve
Plan time in lessons to allow students to respond to marking
Work should be marked in line with each departmental policy. However there
are certain aspects that should be found in all student’s books and folders:







A progress log in the front page of the book which is updated regularly by
the teacher
SA and PA done in lessons using the “Green for growth” pens
Two stars and a wish used for marking literacy
Feed Forward Literacy – Students review target before assessment
Progress Pacts – Students response to teacher feedback
Year 7 books to be marked at least every 2 weeks
Year 8 books to be marked at least every 3 weeks
a) Work Scrutinies
As a minimum, student work in each year group, in each subject, should be
sampled as directed by the SEF calendar. A selection of books should be
selected by curriculum leaders and reviewed, making sure that the class
teacher has feedback on what is done well and what could be improved. The
standards of marking should also be reviewed collectively at curriculum
meetings.
Standards should be assessed in the following areas:
 Progress Logs evident
 Evidence of levels, grades and targets
 Misconceptions identified
 Subject specific targets for next steps for learning
 Students’ response to teacher comments
 Evidence for self assessment or peer marking
 Marking of Literacy and Numeracy as per policy
 Presentation
 Appropriate quantity of work
 Appropriate level of challenge
 Variety of tasks
7
 Departmental marking policy in practice
 Regular homework
Copies of all feedback should be produced and copied to Deputy
Headteacher in charge of Teaching and Learning for filing and recording
purposes. Work scrutiny feedback will be used for appraisal purposes.
b) Curriculum Leaders role in monitoring learning and teaching
The CL for each Subject should regularly check that staff are following school
procedures through discussion and inspection of key documents such as the
teacher’s planner. This should include monitoring:
 Register taken each lesson.
 Evidence of lesson planning following agreed schemes and in sufficient
depth to enable an appropriate pace.
 Evidence that work is being set/marked with formative comments - record
of marks for home learning, classwork, assessments and tests.
 Knowledge and use of SEND information (including ensuring access
arrangements are in place and effective).
 Knowledge and use of prior attainment and target setting data.
“Regular” depends on the contact time with the classes and will be
determined by the curriculum leaders for each subject. For example a
subject that has one lesson a week will have different expectations to a
subject that has 3 lessons a week.
*1
8