Bailiff’s Ukraine Appeal
Please help the students of JCG raise money for the people of Ukraine
Read MorePlease help the students of JCG raise money for the people of Ukraine
Read MoreAuthor: | Peter Marett |
Reviewed:
|
February 2022 |
To be reviewed:
|
February 2024 |
Principles
We believe that it is our responsibility to ensure that students make the best progress possible, and assessment is central to this process. This ethos of Assessment for Learning and Growth Mindset should be evident across the College and demonstrated in the four key areas of tracking, academic mentoring, the management of NEAs/Coursework tasks and feedback. Our Tracking, Academic Mentoring and Teaching and Learning policies need to be supported by effective assessment. Assessment should involve all learners, be central to the learning process, be based on information that is both relevant and manageable. It should help to identify student needs, motivate students, celebrate their achievement; assessment should also provide information to measure performance and identify targets to inform both tracking and academic mentoring.
Aims
Objectives
Rationale
NEAs/Coursework are an essential component of some GCSE and A level subjects. The exact details and requirements vary from board to board and subject to subject, but essentially the work must be the student’s own work, verified by the school, marked and moderated by a specific date. The need for a systematic approach to NEAs/Coursework is essential if students are to maximise their success in this component of their examination and if all candidates are to be treated fairly. JCG will provide support, advice and a structured process for the management of NEAs/Coursework.
Procedures
Students should be encouraged to take responsibility for:
Subject Teachers have responsibility for:
Heads of Faculty have responsibility for:
Heads of Department have responsibility for:
Tutors have responsibility for:
Heads of School have responsibility for:
Assistant Headteacher with responsibility for exams has responsibility for:
Assistant Headteacher (Progress and Welfare) has responsibility for:
Principal has responsibility for:
Rationale
JCG believes in the principles of Assessment for Learning thus seeing assessment as a means of embedding and extending the key learning points of lessons. The way feedback is given is an essential part of planning, assessment, teaching and learning. Responding to students’ work through constructive comment acknowledges achievement, promotes positive attitudes and leads to an improvement in standards. Marking should provide information for assessment, inform planning, help students to assess their own achievement and set targets and recognise their effort and achievement. Homework is an important part of this and is a valuable and important preparation for future studies.
Procedures
Students should be encouraged to take responsibility for:
Subject Teachers have responsibility for:
Heads of department have responsibility for:
Heads of Faculty have responsibility for:
Tutors have responsibility for:
Heads of School have responsibility for:
Assistant Headteacher (Curriculum and Learning) has responsibility for:
Principal has responsibility for:
Rationale
We believe that it is our responsibility to ensure that students make the best progress possible. In order to support them in doing so, we must provide information about their potential and their progress. We are therefore committed to tracking student progress throughout their time at JCG and supplying information obtained to the appropriate stakeholders in order that appropriate action and support is given to students to further their learning.
Aims
Objectives
Procedures
Assessments
Students should be encouraged to take responsibility for:
Subject Teachers have responsibility for:
Heads of Department have responsibility for:
Heads of Faculty have responsibility for:
Tutors have responsibility for:
Heads of School have responsibility for:
Data analyst has responsibility for:
Assistant Headteacher (Progress and Welfare) has responsibility for:
Assistant Headteacher (Organisation) has responsibility for:
Principal has responsibility for:
Rationale
We believe that each student should receive individual help, support and guidance in order to fulfil the College’s aim to create an environment which enables everyone to perform at their best. Academic mentoring is an integral part of the tutorial system and academic mentoring sessions are an opportunity for a conversation between a mentor and student related to learning. Academic mentoring enhances the ethos of tracking student progress to ensure that each student knows where they are with their learning, where they have made progress, what they need to do to improve and what targets they need to set to further their progress.
Aims
Objectives
Procedures
Students should be encouraged to take responsibility for:
Form tutors have responsibility for:
Subject Teachers have responsibility for:
Heads of School have responsibility for:
Assistant Head (Progress and Welfare) has responsibility for:
Principal has responsibility for:
Learner Profile Descriptors
1 | Exceptional learner who is enthusiastic, committed and absorbed in their learning. An independent, rigorous and resourceful thinker. A resilient and reflective student who thinks strategically about their learning. Collaborative and empathetic when working with others, contributing to the learning of the class.
|
2 | A well-motivated, well-prepared learner who works hard, perseveres and takes responsibility for their own progress. Shows an interest in the subject, is reflective, asks questions to further their learning and involves themselves in lessons; helpful and empathetic towards others and is a positive presence in the class.
|
3 | Consistent approach to learning. Generally completes tasks and meets deadlines. Mostly attentive in class and participates when prompted. Usually prepared for learning.
|
4 | Inconsistent commitment to learning. May lack focus and struggle to manage distractions in class. May disrupt the learning of others at times. Homework is often late and does not reflect good effort. Needs to reflect on their approach to learning.
|
5 | Rarely motivated to learn and rarely completes tasks or meets deadlines. Distracts others and is inattentive. Commitment to learning is a serious cause for concern. Improvement in approach to learning needed.
|
H | Homework |
F | Focus |
C | Commitment |
O | Organisation |
H/F
|
Homework / focus |
H/C | Homework / commitment |
H/O | Homework / organisation |
F/C | Focus / commitment |
F/O | Focus / organisation |
C/O | Commitment / organisation |
Students will be rated against the following as either:
1. Attitude to learning:
To have an excellent attitude to learning, a student …
2. Preparedness for learning:
To have excellent preparedness for learning, a student …
3. Behaviour for learning:
To have excellent behaviour for learning, a student …
4. Progress (from Y7 Spring term)
To have made excellent progress, a student …
1. External Policies:
Data Protection
2. Internal Policies: