1. technology and computing
2. computer certification

Target Setting and Assessment Evening
We aim to be outstanding learners
75 Years of Educating in Upminster
EXAMINATIONS
CONTROLLED ASSESSMENTS
How will students be
assessed at GCSE?

Terminal Assessment;

Controlled Assessment.


Linear (terminal assessment) - single
entry made for qualification and
examination/s taken at the end
of the two year course.
Unitised – qualification split into
separately assessed units but all
taken at the end of the two year
course.
English Language
How does unitised work?
English Language
AQA
4705
ENG1 F or H– Unit 1
Understanding &
producing non-fiction
texts
Written exam (60%)
ENG02 – Unit 2
Speaking and Listening
Controlled
Assessment
ENL03– Unit 3
Understanding spoken
and written texts &
writing creatively
Controlled
Assessment (40%)
What is a Controlled
Assessment?

A ‘Controlled Assessment’ = Coursework

Each stage of the assessment has different
levels of control :

Informal = low level supervision and
guidance from the teacher;

Formal = high level control, students receive
no guidance and work is completed in exam
conditions.
Where conducted….
Why?

This reduces the opportunities for some
students to:-
Are controlled assessments
important?



YES – English Language = 40%
overall contribution to
qualification.
Each controlled assessment will
provide marks that will count
towards their final grade.
Make a difference to a student’s
FUTURE.
Teacher’s Role

Obtain the materials required.

Provide instructions

Supervise the assessment – at the
level of control specified by the
EXAM BOARD.

Marks the assessments.
Students’s Role








Be prepared – research and
bring the correct equipment
Attend
Listen to instructions carefully
Read instruction carefully
No communication with other
students unless instructed
Switch off mobile phones or
other electronic devices
Meet deadlines
Be respectful
Warning

Exam Boards insist ALL rules and
regulations are followed

All offences will be reported

PENALTIES are SEVERE
What are ‘mock’ exams for?






Experience a full size paper
under exam conditions
Supports regular revision of the
course
Marked to exam-board criteria
Results in a real GCSE grade
Identifies what areas need more
work
It can be motivating
What can parents do?





A focus on controlled
assessment in Year 10 is vital
Help your child into a routine of
good study habits
Use their planner/ our website to
look out for controlled
assessments
Communicate with the Head of
Key Stage if required
Ask about what your child is
learning
Target Setting
Miss Guthrie
Target Setting and
Target getting





It is a goal to aim for to support
future pathways giving a
perspective on expectation
To challenge and encourage
To promote the asking of
questions
To know when to seek help and
in what areas
Can be exceeded (or not)
What influences target getting?
1)
2)
3)
4)
5)
6)
Attendance
Attitude to learning
Being prepared
Effort
Listening
Handling deadlines
Hard Work
What influences target getting?
7)
8)
9)
10)
11)
Stopping after class
Asking questions e.g how do I
improve?, What if……?
Acting on feedback
Parent/ Carer support
Reading around the subject
Taking responsibility
Setting a Target



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Needs to be achievable but
challenging
It is not yet a predicted or
expected grade at this stage
Outcomes of controlled
assessments will make a
difference
Shared process
The School Set Target

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Based on an estimate provided by
Fischer Family Trust (FFT)
FFT uses performance at KS2 (age
11)
FFT uses other contextual
information e.g. date of birth, origin,
English as an additional language
Printed on interim reports
A minimum expectation
Potential Target

Teachers have reviewed the
targets and identified a revised
target in some places.
Suggested Target


Your input into setting targets
Identify your desired target
grade
Level to
Grade target
getting
KS 4
A*
A
a
8b
c
a
7b
c
a
6b
c
a
5b
c
KS 3
KS 2
Very High >126
Above Average
126-112
Average 111-89
Below average 88 - 74
a
5b
c
a
4b
c
a
3b
c
a
C
D
E
F
G
Yrs 10 & 11
2b
c
B
Yr 9
Yr 7
Yr 8
U
Attendance
%
Year 9
ATL
(Attitude to
Learning
Score)
100.0
School
Target
Grade
Subject
Art
B
Drama
B
English
Language
B
French
C
ICT
B
Maths
C
2.67
Average
ATL
for Year
Group
2.17
Parent
or Carer/
Potential
Student
Grade
agreed?
(Y/N)
KS3 TA
English
5
If No,
Parent or
Carer/
Student
suggested
Grade
KS3
TA
Maths
6
KS3 TA
Scienc
e
5
Mean
CAT
Score
102
The space below should be used for
Student thoughts, parent/carer thoughts
and a comment about what you would
like to do when you leave Gaynes
School.
Attendance
%
Year 9
100.0
ATL
(Attitude to
Learning
Score)
1.27
Average
ATL
for Year
Group
2.17
KS3
TA
English
5
KS3
TA
Maths
6
KS3
TA
Scienc
e
5
Attitude to Learning Score
Attendance
% as of the end of
Year 9
Average for the Year Group
Attitude to Learning Score
Where 1 is excellent
Lower the number the better
the attitude to learning
Mean
CAT
Score
102
Attendance
%
Year 9
100.0
ATL
(Attitude to
Learning
Score)
1.27
Average
ATL
for Year
Group
2.17
KS3
TA
English
5
KS3
TA
Maths
6
KS3
TA
Scienc
e
5
Mean CAT Score
KS3 Teacher Assessment
100 is average (85-115)
120+ is well above average
Mean
CAT
Score
102
Subject
Parent
If No,
The space below should
or
Parent or
be used for Student
School
Potential Carer/
Carer/
thoughts, parent/carer
Target
Grade Student
Student
thoughts and a comment
Grade
agreed? suggested about what you would like
(Y/N)
Grade
to do when you leave
Gaynes School.
Art
B
Drama
B
English
Language
B Y or N.
French
ICT
Maths
Music
Agree the targets
C suggested. Where you
B disagree please indicate
the change you want to
C
make and reasons
B
Space to write down your
aspirations post-16.
What is going to motivate
you to achieve?
Process tonight




Review the targets set and place “Y”
in the column for target agreed as
appropriate
Complete in the comment box your
aspirations post-16; what is your goal
to motivate you to achieve your
outcomes.
A member of staff is on hand to
answer any questions regarding the
process.
Hand in before you leave this evening
What next?



A copy will be made available on
Parents Evening for discussion
with teachers
Parents Evening is on 19th
November
Please return the target form
tonight if appropriate or by 5th
November to PSO FAO Mrs
Curtis
Subject Information
Displays around the Hall

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Science -Paul Ingram + Sarah Hart + Rob
Cantle
English - Stephanie Broadwell + Jeffrey
Elsmore
Geography/History/RE - Amanda Harris
ICT - Michael Campbell
Mathematics – Mr Gilbert
Music- Paul Whiteman
PE - Cheryl Plank
Teacher
Form
Room
A Sartoretto
10 D1
A17
E Molloy
10 D2
A6
S Edu
10 L1
A7
N Chun
10 L2
A8
Mr Shevlin
10 N1
A9
N Sharp
Mrs Kirsten
Witchalls
10 S2
A13
Careers
A4