Assessment

In Art and Design at Key Stage 3, we assess students’ understanding through a range of strategies including practical tasks where students create a final outcome based on the skills taught, short answer questions and written analysis on great artists and craft makers, intended to stretch students. Together, these strategies consolidate learning and allow us to gain a rich picture of how well students’ knowledge of different processes, ideas and Art and Design literacy has developed. At Key Stage 4 and Key Stage 5, we regularly assess students’ understanding through verbal feedback and more formative strategies using the assessment objective set by the exam board.   

Students are assessed through end of unit ‘learning snapshots.’ This will incorporate exam style questions that will test at least three out of four assessment objectives; knowledge, application, analysis, and evaluation. We also use assessment strategies such as multiple-choice quizzes and short answer questions to assess knowledge and analysis throughout the term. Alongside the short answer questions, students will be assessed by writing longer answers relating to real life business case studies. This will allow students to enhance their application and evaluation technique. 

Students will be assessed through a combination of practise exam style questions that reflects the variety of style and content breadth each citizenship theme covers. This can range from multiple choice questions, short answer, source analysis and extended answer questions. Formative assessments will be used to reflect students’ progress and understanding. It will also allow for supportive reflection of areas to improve and weaknesses which will allow students to improve and develop their responses. These formative assessments will take place twice per half term, with more formal assessments taking place twice a year, where practice exams will be sat with questions from the exam board.

Assessment in Politics is both formative and summative. Students complete regular low-stakes knowledge quizzes, timed essays, at home essays and mock exams to build their confidence and exam technique. The A Level is assessed through three written papers at the end of Year 13, each testing students’ knowledge, application, analysis, and evaluation of sociological theories and evidence.

In Computer Science, we use a wide range of assessments to check knowledge, understanding and practical skills. In lessons, this includes mini whiteboard activities, low-stakes quizzes, end of unit multiple-choice tests, and plenary reflections to monitor progress and address misconceptions. Students also take part in timed programming challenges and demonstrate their work live at the computer, developing confidence and accuracy in applying digital skills. Even in Year 7, students are introduced to GCSE exam-style questions to build subject vocabulary early on. At Key Stage 4, assessment mirrors GCSE requirements more closely, with regular use of exam-board style questions, extended written responses, and structured programming tasks that prepare students for formal exams. These approaches, combined with a balance of formative checks in lessons and a clear summative assessment schedule, ensure we can track progress effectively, support students who need extra guidance, and challenge those aiming for the highest grades. 

In GCSE Dance, we assess students’ understanding through a range of strategies including multiple choice quizzes, short answer and longer essay-style tasks. These draw upon students’ ability to identify key features of performance and choreography, as well as apply their evaluative and analytical skills in response to their own ideas and the work of others. We also use practical assessments which ask students to choreograph and/or perform with specific skills in mind, giving them the opportunity to refine their performance and choreographic technique, key components of success at GCSE.

At A Level, assessment takes the form of both practical and written components, mirroring the style of final examinations. Students complete theory based tasks that include extended written responses and exam-style questions, alongside practical work that demonstrates their technical, performance and choreographic skills in depth.

Together, these strategies consolidate learning and offer students individually tailored feedback to help them progress.

In GCSE Drama, we assess students’ understanding through a range of strategies including multiple choice quizzes and short answer and lengthier essay style tasks. These draw upon students' ability to explain how they would design and devise performances as well as apply their evaluative and analytical skills in response to their own ideas and the work of others. We also use practical assessments which ask students to devise pieces of drama as well as create short script-based performance. These are designed to reflect the students’ understanding of the application of a particular skill in an attempt to achieve their intended impact.  Together, these strategies consolidate learning and guide students to reflect an understanding of how drama and theatre are created. Students must approach these assessments not only as performers but also designers, directors and audience members. Due to these different roles, we are able to gain an insight into their knowledge and understanding of how these skills communicate meaning. In A Level Drama, and in addition to the HASU assessment calendar, we assess students’ understanding and progress through practical performance, regular exam style practice questions and seminar style analysis of ideas about set texts.

In Design and Technology at Key Stage 3, we assess students’ understanding through a range of strategies including questioning and responsive teaching in lessons, Learning Snapshots and written assessments. ‘Do now’ and plenary tasks pose short answer questions and written analysis to assess students understanding and challenge misconceptions. Students will complete Learning Snapshots in each D&T project, which are designed to gauge students’ progress over a sequence of lessons. Students will also sit mid-year and end-of-year written tests. Together, these strategies consolidate learning and allow us to gain a rich picture of students’ progress in building their technical knowledge; designing skills and idea development; practical skills and understanding of different techniques; and evaluative skills. 

At Key Stage 4, in both GCSE Design and Technology, Food, Preparation and Nutritition and Textiles, we regularly assess students’ understanding through verbal feedback and more formative strategies using the assessment objective matrix set by the exam board. Students develop a personal portfolio of projects and will complete an externally set assignment by the exam board, both are marked according to the assessment objectives. In Design & Technology and Food Preparation and Nutrition GCSE, students will complete a non-examined assessment and a written examination both courses have a NEA element which is worth 50% of the final grade.

Big ideas and foundational knowledge and vocabulary are explored, revisited formally and informally which supports our pupils in being able to understand, as well as remember and recall ideas in the medium and long term. Student progress is assessed informally in all lessons through regular low-stakes testing methods, such as ‘Nothing New Just Review’ quizzing, so the teacher can check understanding and intervene as necessary. Pupil extended writing is marked by their class teacher, with one creative writing-based task and one reading, analysis task taking place each half term. These tasks are read by the teacher and both independent and whole class feedback is given to the class to address misconceptions and re-teach concepts, ideas and skills which pupils have struggled with. High-levels of literacy are expected in all writing tasks and literacy marking is used to ensure pupils are supported in writing in a technically accurate and academic way.  

At KS4 and KS5, our assessment of pupil progress remains much the same but all assessed extended writing tasks mirror the structure of examination papers and pupils are taught important examination techniques to prepare for the demands of GCSE/A-Level assessment. Summative assessment takes place twice a year where they sit past papers from the examination board and their marks are standardised against pupils across the federation.    

Due to the breadth of skills developed in geography; students are assessed through a variety of methods. Within lessons this may include teacher questioning, multiple choice questions, short-answer questions, numeracy, and cartographic (map) skills. To assess their geographical understanding and their ability to ‘write like a geographer’ this generally includes extended writing tasks intended for students to apply geographical knowledge and evaluate to reach a decision. These methods are often low-stakes self or peer assessed to provide quick feedback for students on how to improve within the lesson. 

Once a half term KS3 students will complete a Learning Snapshot consisting of multiple-choice questions and a selection of appropriate style questions to assess students on the skills they have learnt that half term. These are teacher assessed, and students are given a feedback lesson to receive written feedback and an opportunity to improve these skills further. These styles of assessment intend to prepare students for their formal Mid and End of Year assessments. 

At Key Stage 4, we assess students geographical understanding more regularly using exam style questions in lessons, homework, and Learning Snapshots (once per half). These are questions similar to the style they will be completing in their GCSE exams. Additionally, students will complete practice exam papers for their Mid and End of Year assessments which will ensure pupils are writing articulately and analysing sources where appropriate. These assessments will enable students to receive preparation of what to expect from exams, thorough feedback and will allow students to engage in improving. 

Assessment at Key Stage 5 continues across lessons, homework as well as both formative and summative formative assessment (learning snapshots at least once per half term, per teacher). Assessment content covers all assessment objectives of the A-level exams – AO1 (knowledge and understanding), AO2 – (application of knowledge and understanding) and AO3 (skills). Students will experience mid and end of year mock style assessments, which will give students experience of sitting a full exam style paper in timed conditions. These assessments help prepare students for their A-level exams at the end of year 13 and are always followed by feedback for students to understand both what went well and what they can improve.  

Students are assessed regularly within lessons through a variety of formative strategies, including knowledge retrieval, hinge questions, and other diagnostic techniques used by teachers to identify misconceptions and check understanding. These activities are deliberately low-stakes, often self- or peer-reviewed, and are designed to help students reflect on their learning and make continuous progress.

This ongoing assessment is supplemented by a written Learning Snapshot once per half term. In these assessments, students are evaluated on their knowledge, source analysis, and ability to construct a coherent written argument in response to one of the enquiry questions studied that term. Feedback from these assessments is detailed and developmental, aimed at helping students improve specific historical skills and deepen their understanding. This approach mirrors the style and expectations of the formal assessments students complete in their mid- and end-of-year exams.

At KS4, there is less emphasis on multiple-choice or short-answer questions, as students are expected to apply their knowledge to more extended written responses. They complete practice exam questions twice per half term, alongside at least two full mock examinations each academic year. These are standardised across the Harris Federation, ensuring consistency and accuracy in marking and feedback. This process enables students to refine their examination technique, consolidate knowledge, and build confidence ahead of their final GCSE assessments.

At KS5, assessment becomes more analytical and research-focused, reflecting the higher-level skills required for A Level study. Students complete regular conceptual essays and source analysis tasks that mirror the structure and demands of the final Edexcel examinations. They also receive detailed feedback on their written work to help refine their argumentation, engagement with historiography, and use of evidence. In addition to formal assessments, students complete independent coursework (the Non-Examined Assessment), which is a 4,000-word investigation rooted in historical scholarship. This provides an opportunity to demonstrate independence, critical thinking, and depth of understanding in a specific topic.

In Health and Social Care, assessment plays a crucial role in supporting students with their learning, enabling them to identify areas of weakness, gaps in knowledge and providing them with the tools to be reflective practitioners. The use of quizzes is paramount to enable recall of essential terminology and concepts alongside regular progress checks that are reflective of exam style questions to help establish an overall level of understanding.

In Maths, we assess students’ understanding through a range of strategies during lessons including verbal questioning, the use of mini whiteboards and varied practice questions. These strategies, combined with regular assessment style questions, allow us to gain a full picture of how well students are progressing through our curriculum. They also allows us to act on any misconceptions and adjust our lesson sequencing where required. We also assess through regular end-of-unit snapshots, giving students the opportunity to reflect on teacher feedback and make improvements. 

At Key Stage 3 students study a different topic every half term. Each unit will culminate in a Learning Snapshot which assesses their understanding of the topic, along with their ability to perform and/or compose music. Students will be assessed performing music on a number of different instruments; keyboard, guitar, ukulele, drums and voice. 

At Key Stage 4 students will complete regular Learning Snapshots in each of the three core areas of Performing, Composing and Appraising. Students will do a minimum of one assessment per half term of each skill. Performing assessments will be a mixture of solo and ensemble performances. Composition assessments will focus on students’ ability to create and develop increasingly complex musical ideas to fit given briefs. Appraising assessments will focus on students’ ability to critically analyse music and to identify key features within musical extracts.   

In Core PE (KS3 and KS4 only), we observe and assess students’ practical performance in both isolated and conditioned practices, as well as authentic performance situations. This approach enables us to measure progress effectively and intervene where necessary to develop skills, knowledge, and understanding. 

In examined PE (KS4 and KS5 only), we assess students’ practical performance by evaluating the quality of their core skills, physical attributes, and decision-making abilities across a range of physical activities. Their understanding of theoretical concepts is assessed through a variety of formative strategies designed to consolidate learning. Students are regularly given opportunities to tackle examination-style questions that mirror those found in summative assessments (Learning Snapshots and examinations). This process enables us to identify knowledge gaps and address misconceptions promptly. 

We use a range of practical assessments in performing arts that are designed to assess students’ progress at the end of a unit or topic.  Each assessment varies depending on the genre and content however the common themes that are threaded throughout all KS3 assessments have a focus on collaboration, confidence and creativity.  Alongside this, assessments are designed to allow students to demonstrate the knowledge and execution of the skills they have learnt as well as allowing them to show contextual understanding.  At the end of the academic year, students are also assessed on their understanding of the key terminology and concepts that have been introduced to them. 

In Religion, Philosophy and Ethics, we assess students’ understanding  through a range of strategies including multiple choice quizzes, short answer questions and lengthier essay style tasks intended to stretch students’ evaluative skills. Together, these strategies consolidate learning and allow us to gain a rich picture of how well students’ knowledge of religion, philosophy and religious literacy has developed over the course. These assessment methods help our Key Stage 3 students to familiarise themselves with the Key Stage 4 (GCSE) style of assessment as their AQA RS GCSE exam is composed of all styles of questions. At GCSE, we assess students’ understanding through a range of formative strategies that consolidate learning alongside regular opportunities to tackle examination style questions that resemble the kinds of questions students are to answer in their RS GCSE.

Assessment in Philosophy is both formative and summative. Students complete regular and frequent learning snapshots which may include short answer questions or longer essay writing, timed essays, and mock exams to build their confidence and exam technique.

This specification is designed to be taken over two years. This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

At Key Stage 3, students are assessed regularly in lessons and for homework through a variety of strategies, including knowledge retrieval short answer questions, and lengthier questions requiring an extended response.  Students are taught the discipline of self-assessing their work.  The aim is to help students to reflect on their learning, make continuous progress and apply their knowledge of scientific concepts in different contexts.

Regular progress quizzes are set on our online platform, Kerboodle.  These are automarked and provide immediate feedback for the student, based on their answer to each question.  Each feedback statement is designed to support students in overcoming common misconceptions, and help fill gaps in their knowledge.

At GCSE, we continue to assess students’ understanding through a similar range of formative strategies that consolidate learning.  In lessons, students have regular opportunities to tackle examination style questions that resemble the kinds of questions they will answer in their Biology, Chemistry, and Physics GCSE examinations.

This ongoing formative assessment is supplemented by a written Learning Snapshot once per half term in each of the disciplines of Biology, Chemistry, and Physics.  Together, these strategies consolidate learning and allow us to gain a rich picture of how well students have developed their substantive knowledge of Biology, Chemistry, and Physics, and their understanding of how that knowledge is established through scientific enquiry.

In both Key Stages, summative assessment takes place twice a year where the students sit examination papers.  On some occasions, these assessments are set externally by the Harris Federation and the students’ marks are standardised against students across the Federation.

At GCSE, the practical skills of scientific enquiry are assessed in the final written examinations in each of the three disciplines.  In preparation for this, students undertake a series of Required Practicals in their lessons during the course.

Psychology

Students regularly practice short exam questions and essay-based questions in lessons, and have more formal Learning Snapshots twice a half term. In year 12, students have an induction assessment in the Autumn term, and mock examinations in the Spring and Summer Term. In year 13, students sit full mock examinations in the Autumn and Spring terms. The A Level is assessed through three written papers at the end of Year 13, each focusing on different areas of the curriculum. These assessments test students’ knowledge, application, analysis, and evaluation skills. 

Sociology 

Assessment in Sociology is both formative and summative. Students complete regular short answer exam questions, timed essays, and mock exams to build their confidence and exam technique. The A Level is assessed through three written papers at the end of Year 13. 

Students are assessed regularly within lessons, through knowledge retrieval tasks, low stake quizzes and vocabulary tests, and other techniques used by their teachers to identify misconceptions.  These are often self or peer reviewed, and are aimed at helping all students to improve, and for the teacher to get picture of the learning that is taking place in that moment. These are supplemented by half termly ‘learning snapshots’ which assesses students’ understanding through one or more of the 5 skills: listening, reading, speaking, writing and grammar.  The feedback students receive from these is intended to help them improve and become competent linguists. Students are assessed formally in all 5 skills in a Mid- and End-of-Year assessment. 

At Key Stage 4, we assess students’ understanding through a range of formative strategies that consolidate learning alongside regular opportunities to tackle examination style questions that resemble the kinds of questions students are to answer in their Spanish GCSE.