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Newstead Wood School

Newstead Wood School

Assessment

Newstead Wood School Assessment Policy

The school’s whole school Assessment Policy is now available on the website for students and parents to read. It clearly outlines the key principles of Formative Assessment which underpin our approach to Teaching and Learning at Newstead.  Due to the differing Assessment requirements of the broad range of subjects across the school Curriculum, each department also has its own Departmental Assessment Policy which details how the varied nature of Assessment in each individual subject, e.g., practical work in P.E. or Drama, project work in D.T. or group work in English, is taken into account and assessed. Departments use a blend of strategies to support Assessment for Learning, including AfL booklets, marking codes, written and oral feedback as well as structured peer and self-assessment. Feedback from students of all ages has indicated that oral feedback from staff was especially valuable and all teachers at Newstead have been issued with an Assessment stamper which they may use to indicate that this process has taken place; following this feedback and the ‘stamp’ the expectation is that students write a very brief note acknowledging the salient points made in the feedback. As well as this, we know our students really value one-to-one learning conversations; many of which go on not only in class but also in individual and group support sessions during free periods, lunch and break.

Subject Assessment Summary Grids

In order to provide students and parents with an overview of the key Assessment dates per subject, year group, per half term, each department has drawn up a Subject Assessment Summary document. The SAS grids give an outline of which key pieces of work will be assessed, what form the Assessment will take, e.g., teacher-marked or self- or peer-assessed and a guide to how frequently work will be marked by staff.

The individual department SAS grids should, by no means be interpreted to the letter as many different factors determine whether a particular class in a specific year group marries up with the department’s anticipated expectations. A degree of flexibility is needed as:

  • some groups work at a different pace to others and need further consolidation of key concepts before they are assessed.
  • external factors such as teacher absence due to illness or school closures due to inclement weather may lead to a discrepancy between the SAS grid and the timing of key assessments.
  • changes to specifications and the introduction of new Schemes of Learning can also impact on a department’s ability to deliver planned assessments.

The SAS grids are live, working documents and, in the light of changes or unexpected events, departments may adapt or add to them during the course of the year. All departments will discuss the key points in their SAS grids with their students at the beginning of the Autumn Term so that they are clear about how to use them. Students should also receive a copy of the Assessment criteria for each subject to support learning and progression. If you are unsure about any aspect of how to interpret the SAS grids, please ask your son/daughter in the first instance. Any further queries should then be followed up with Subject Leaders who will be only too happy to explain these further.

Click here to download the Engagement with Learning Criteria

Click here to download our Assesment Policy

Subject Assessment Summaries

Art, PE & Performing Arts
:- Art
:- 
Music
:- Drama
:-
PE 

English & Humanities
:- Geography
:- History
:- Economics 
:- English
:- 
Classical Civilisation 
:-
 RS  
:-
Government & Politics

STEM
:- Maths
:- Computing
:- DT 
:- Biology
:- Chemistry
:- Physics 
:- Psychology 

Languages
:- French
:- German
:- Latin 
:- Japanese
:- Chinese
:- Spanish