Albany Key Stage 3 Assessment

We are refining our Key Stage 3 curriculum for years 7 to 9 in preparation for the new GCSE qualifications starting with maths and English in September 2015 and then all other subjects from the following September.

The established system of KS3 levels was removed from the National Curriculum in September 2014 and the year 7 September 2015 will be the final year to transition from KS2 with a national curriculum level.

Each of the subjects studied at Key Stage 3 is listed on the school website. If you click onto the subject tab this will provide an outline of what pupils are expected to be able to do in the new Albany Assessment Frame. The frame is banded into four Albany Tiers at KS3. Each tier is linked to working towards grades for GCSEs in Key Stage 4.

For the purposes of recording and reporting progress each of the four tiers is divided into 3 bands across KS3. For example if a pupil was performing within the “Secure” tier, this would be reported as “Secure –", “Secure” or “Secure +” as appropriate to that pupils position within the tier. The Secure Tier would be the age related national expectation for the majority of pupils at the end of year 9.

We will also report judgement grades on the two key areas. Progress towards academic targets will be “Above Expected, Expected or Below Expected Progress”. Attitude to learning will in the form of a comment, “Outstanding, Good, Satisfactory and Poor”. The progress grade “Expected” would mean a pupil is making the progress needed to reach the Albany Target grades for pupils with a similar starting point. Albany target grades are always more aspirational than the national expected progress grade.

This system has been designed to support pupils in building their learning and understanding from their individual starting points when they join Albany to progress to their best possible grades in their examination subjects.

In each subject area you will find an overview of key information about each subject which includes:

  • Descriptors which are characteristic of what a pupil is expected to know and understand of the subject at each Albany Tier.

Disabled students and those who have a statement of special educational needs make particularly good progress because of the good support that they receive from teachers and teaching assistants
— Ofsted 2014