Assessment Information – Closing the Gaps

At Archbishop Beck Catholic College we have embedded the High 5 lesson format within all subjects. The elements of this are consolidation, response and feedback, modelling, challenge and independence.

Within each lesson prior learning is revisited as part of our consolidation in order to close the gap. Detailed questioning and verbal feedback is used throughout lessons to promote knowledge and understanding as well as promote oracy within the lessons. As part of this questioning, gaps in learning will be identified. These will be addressed through feedback, both verbal and written. Subsequent teacher planning will then address these gaps through future consolidations, modelling, homework and intervention if needed.

Each department has identified further specific strategies to say how they are closing the gaps within their subject areas. These are detailed below.

In English, we use both daily formative assessment and formal summative assessments to identify any gaps in learning. Students in Years 7 to 11 are formally assessed at two points throughout the year, with three assessment points for Years 12 and 13. Feedback is given on formal assessments and results are then used to inform future planning by the teacher.

Where a gap is identified for a group of students or class, teachers will provide classroom intervention by revisiting topics and skills usually through consolidations and homework.

Furthermore, if a student has been identified as having a particular gap teachers will plan targeted intervention. This may involve attending after school provision or working specifically with the English Academic Mentor.

Teachers frequently recall prior learning during the consolidation at the start of every lesson, weekly homework and opportunities are arising in building cross-curriculum links in securing knowledge.

The sequencing of schemes of work enables opportunities for summative assessment to take place and identify gaps allowing learners to ‘close the gap’ with feedback from the teacher.

Learners are encouraged to revise and revisit skills and content within English using identified online platforms, encouraging them to become confident and independent learners.

In mathematics, we use both daily formative assessment and formal summative assessments to identify any gaps in learning. Students are formally assessed at two points throughout the year. Feedback is given on formal assessments and results are then used to inform future planning by the teacher.

The sequencing of schemes of work enables opportunities for assessment to take place to identify gaps, allowing learners to ‘close the gap’ with feedback from the teacher. Where a gap is identified for a group of students or class, teachers will provide classroom intervention by revisiting topics and skills usually through consolidations and homework. Furthermore, if an individual student has been identified as having a particular gap teachers can plan personal intervention for the student. This may involve additional teaching after school or during lunchtime, a package of work being sent home, or providing the student with individual work online, usually through MathsWatch. This enables them to have access to the skills and techniques that they have missed. Completion of this work is monitored by the teacher. Students who in Years 7 and 8 who require the most intensive intervention are buddied with a high performing Year 9 or Year 10 student who acts as a mentor to them. Each week they complete targeted number work that enables them to revisit foundational knowledge that is crucial to their success in maths lessons.

Teachers frequently recall prior learning during the consolidation at the start of every lesson, weekly homework and when making links between topics and skills. As we move forward through the curriculum, teachers regularly revisit and link to previous learning that acts as a foundation to extend knowledge and deepen understanding. Advice is given in the mathematics schemes of work at the start of each unit of what knowledge and skills teachers should cover during consolidations. This ensures that teachers identify and address any key gaps in knowledge that a student may have to allow them to make progress with the next skill being taught. We are also building opportunities for cross-curriculum links in securing knowledge.

In addition, great emphasis is given to providing students with the skills of how to revise and revisit mathematics using identified online platforms. This encourages them to become confident independent learners and enables them to remember more of the content that they have been taught.

In Science, assessment is used purposefully to identify and address gaps in knowledge and understanding, ensuring that all students are supported to make strong progress through the curriculum. Formative assessment is embedded into every lesson and is used consistently to check understanding, identify misconceptions, and inform teaching. Teachers use a range of strategies, including retrieval activities, low-stakes quizzes, targeted questioning, peer and self-assessment, and consolidation tasks to adapt lessons and provide timely support.

At the end of each unit, students complete a knowledge test to assess how securely key knowledge and skills have been learned. Outcomes from these tests are used to inform lesson planning, sequencing, and targeted support, ensuring learning builds effectively over time. All students are formally assessed twice each academic year. Following formal assessments, students receive clear feedback, and teachers analyse outcomes to identify strengths and areas for development at individual, group, and class level.

Where gaps are identified, teachers provide targeted classroom intervention by revisiting key concepts, re-teaching content, modelling exam skills, and setting focused consolidation and homework tasks. Targeted intervention is also offered to Year 11 students to address gaps in knowledge and exam technique, including small group support and revision sessions informed by assessment outcomes.

Educake is used to reinforce and extend learning, with teachers monitoring engagement and performance to direct students to areas requiring further support. Throughout the curriculum, prior learning is regularly revisited and linked to new content, with clear connections made between Biology, Chemistry, and Physics. This ensures gaps are identified early and addressed effectively, enabling students to progress confidently through the Science curriculum.

As we teach Spanish or French to our students, we believe that focused assessments which target specific components of knowledge or skills precisely are very effective. Therefore, regular formative assessments in the form of vocabulary checks are thoroughly incorporated into weekly lessons. Low-stakes vocabulary and grammar tests or quizzes will very quickly reveal who is progressing, and how well. Information that teachers gain from these activities are then used to inform planning. This methodology can be taken further with deeper checks undertaken according to the topic and across the course of the Key Stage. It goes without saying that more intensive checks will occur as courses progress. Where concerns arise, schemes of work may need to be revised and gaps in knowledge revisited to ensure that any gaps are narrowed. This is of particular importance following the disruption of recent years.

Added to this, students are formally assessed according to the College’s assessment timetable at specific points during the academic year. For MFL we aim to ensure that we are able to assess attainment and provide regular feedback for the four skills of speaking, listening, reading & writing. Student’s attainment is measured against Key stage 2 scaled scores and against GCSE targets at Key Stage 4. At Key Stage 5 progress is tracked via ALPs.

Before each assessment period students are given thorough guidance on the best techniques to revise a foreign language. Revision sessions are delivered. We aim for each pupil to strive to produce their best work. When necessary intervention is delivered after each assessment to ensure that all students are supported in the best way possible.

Students can also measure their performance via feedback given to them in their books after specific key activities, for example by using model answers to seek to correct and improve. Feedback and improvement tasks ensure that pupils understand the next steps in their learning.

In History, we use both formative assessment and formal summative assessments to identify any gaps in learning. Formative assessments occur after a topic has been taught. Students in Years 7 to 13 are summative assessed at two points throughout the year. Feedback is given on these assessments and results are then used to inform future planning by the teacher. Where a gap is identified for a group of students or class, teachers will provide classroom intervention by revisiting topics and skills usually through consolidations and homework. Furthermore, if a student has been identified as having a particular gap teacher may plan personal intervention for individual students. This may involve additional teaching after school, or a package of work being set. This additional intervention enables them to have access to the skills and techniques that they have missed. Completion of this work is monitored by the teacher. 

Teachers frequently recall prior learning during the consolidation at the start of every lesson, weekly homework and when making links between topics and skills. 

Our key stage 3 curriculum has been rewritten. Its chronology, content, skills and concepts have considered any gaps from Key Stage 2 to 3 and within Key stage 3 itself. This ensures that teachers identify and address any key gaps in knowledge and concepts that a student may have to allow them to make progress with the next skill being taught. In History students are encouraged to demonstrate autonomy from Year 7 by undertaking private study at home in preparation for assessments. This encourages them to become confident independent learners and enables them to remember more of the content that they have been taught. 

We assess students’ prior learning to identify misconceptions and gaps in knowledge, in order to plan subsequent lessons. Consolidation tasks at the start of every lesson provide an opportunity to assess students’ knowledge and when gaps are identified, staff will revisit material in detail before moving forward with content. We have increased the opportunities for retrieval practice through knowledge tests to enhance recall and identify gaps in knowledge, skills and understanding.

Students in year 7-11 are assessed through two formal assessment periods throughout the year and A level students have three assessment periods to identify gaps. At KS4 and KS5 students are assessed using exam style questions from the exam board AQA. Prior to assessments, students are provided with revision materials and techniques to support their independent learning. Following assessment periods, students will be provided with feedback during lessons and have an opportunity to reflect and consolidate their knowledge using model answers Additionally, this provides us with information to review the content taught in future lessons. 

When necessary, we adjust following sequences to revisit areas we have identified as gaps in students’ knowledge or skills. Teachers will provide intervention at a classroom level by revisiting topics and skills. This may be through consolidation activities, homework or independent tasks. Individual students needing intervention will depend upon the need of the student and how best to support them. Year 11 students are provided with weekly revision sessions after school to revisit topics. We use assessment to identify the topics and skills we feel are essential. Revision guides are provided for students where there are significant gaps in learning. 

In Religious Education, students in Years 7 to 11 are formally assessed at two points throughout the year, as per the whole college assessment calendar. However regular formative assessment is taking place based on the teacher’s professional judgement of where gaps are in the learning during lessons. Following each assessment point, feedback is given to students with ways in which they can improve future performance, and individual results then inform future planning by the teacher. Where such gaps are identified for an individual, small or whole group of students or class, teachers will revisit topic usually through consolidation tasks and homework.

In Key stage 3 certain topics have been moved in the scheme of work since the last academic year 2020/21 to allow recovery of knowledge or skills which may have been missed.

Students who are identified as having significant gaps in their learning will be given support to catch up with the knowledge and skills they are missing. This could be with one to one support from their teacher, additional work set for them to complete, attending after school sessions and completing work during the revise till 5 sessions.  Completion of this work is monitored by the teacher.

We also recall prior learning during homework and in the consolidation at the start of every lesson which allows students to make the link between topics and skills.

In Design and Technology, Art, and Food material areas, we use both daily formative assessment and formal summative assessments to identify any gaps in learning. Students in Years 7 to 11 are formally assessed at two points throughout the year, and we also have two assessment points for Years 12 and 13. At key stage 3 feedback is given verbally throughout the lessons, next step marking and formally at assessment points throughout the year, the results are then used to inform future planning by the teacher.

We use the high 5 lessons to recall information from prior learning, to build the knowledge of students. We use knowledge consolidation at the start of the lesson, and this helps to address any misconceptions. Our department faculty is a predominately practical based subjects and Teacher’s use modeling of tasks to build pupils knowledge and confidence in the use of design mediums, tools, materials, and equipment in both Design Technology / Food/ Art. This encourages pupils to become confident independent learners and enables them to remember more of the subject content, terminology, and practical skills that they have been taught. We also use adaptive teaching methods across the department. This also helps to address any misconceptions.

We provide feedback and next step marking in line with the colleges’ marking policy. We use assessments at KS4/5 and DT knowledge tests and Art practical assessment at KS3 to check for prior knowledge and pre-existing misconceptions. We then revisit them in green pen improvements for KS3 knowledge tests and build in reflection time into our lessons. In the case of Key stage 4 and 5 students are also given one to one verbal feedback throughout the lessons and then formal feedback sheets are provided, linked to the assessment objectives of the GCSE or A level course. At KS4 /5 we have GCSE Textiles/ Fashion/3D count down charts of key dates when work must be done and completed, so students are aware of key deadlines for coursework. Furthermore, if a student has been identified as having a particular gap teachers will plan personal intervention for individual students. This may involve additional teaching after school. This enables them to have access to the skills and techniques that they have missed..

Where a gap is identified for an individual student, group of students or class, teachers will provide classroom intervention by revisiting topics, practical skills, and terminology. Peer teaching in a practical subject is an invaluable way to achieve this. We also show pupils past model examples of work and use creative visuals, and our department has an abundance of creative work displayed across the faculty which celebrates pupils’ achievements and shows good practice.

In Computing, we use weekly formative assessment and formal summative assessments at the end of a topic to identify any gaps in learning. Students in Years 7 to 9 are formally assessed at two points throughout the year these assessments are both theoretical and practically assessed. Feedback is given on formal assessments and results are then used to inform future planning by the teacher. Where a gap is identified for a group of students or class, teachers will provide classroom intervention by revisiting topics and skills usually through consolidations and homework, we also offer lunchtime computing clubs and a tailored year 7-9 coding club on a Friday lunchtime for intervention purposes. Furthermore, if a student has been identified as having a particular gap teachers will plan personal intervention for individual students. This may involve additional teaching after school, a package of work being set or involve the student being set work online using Teams. Completion of this work is monitored by the teacher.

Teachers frequently recall prior learning during the consolidation at the start of every lesson, this ensures that teachers identify and address any key gaps in knowledge that a student may have to allow them to make progress with the next skill being taught.

In addition, for all students in Computing great emphasis is given to providing students with the skills they need within the scheme of work to independently complete the tasks within the lessons and the projects given for homework. This encourages them to become confident independent learners and enables them to remember more of the content that they have been taught.

In Business, IT, Media, Travel, Health and Psychology, we use weekly formative assessment and formal summative assessments at the end of a topic to identify any gaps in learning. Students in Years 10 to 11 for Business, IT, Media, Health and Travel are formally assessed at two points throughout the year with two assessment points for Years 12 and 13 in all subject areas. Feedback is given on formal assessments and results are then used to inform future planning by the teacher. Where a gap is identified for a group of students or class, teachers will provide classroom intervention by revisiting topics and skills usually through consolidations and homework. Furthermore, if a student has been identified as having a particular gap teachers will plan personal intervention for individual students. This may involve additional teaching after school, a package of work being set or involve the student being set work online using Teams. Completion of this work is monitored by the teacher.

Teachers frequently recall prior learning during the consolidation at the start of every lesson, this ensures that teachers identify and address any key gaps in knowledge that a student may have to allow them to make progress with the next topic being taught.

In addition, for all students within the different subject areas great emphasis is given to providing students with the skills and knowledge they need within the scheme of work to independently complete the coursework or have the skills to revise the specific topics within the unit being taught, this encourages them to become confident independent learners and enables them to remember more of the content that they have been taught.

In Physical Education we use both daily formative assessment and formal summative assessments to identify any gaps in learning. Students in Years 7 to 9 are formally assessed at the end of each practical block throughout the year.  Years 10 and 11 are formally assessed throughout the Cambridge National Sport Science course.  They are formally assessed through a mock examination before they sit the externally set examination for the mandatory unit and formally assessed when centre assessed tasks have been completed for each learning objective within the two optional and one mandatory unit. There are three assessment points for Years 12 and 13.  Feedback is given on formal assessments and results are then used to inform future planning by the teacher. Where a gap is identified for a group of students or class, teachers will provide in class intervention by revisiting topics and skills usually through consolidations and homework. Furthermore, if a student has been identified as having a particular gap teachers will plan personal intervention for individual students. This may involve additional teaching after school, attendance at an extra-curricular sports club or the student being set individual work online through Teams. This enables them to have access to the skills and techniques that they have missed. Completion of this work is monitored by the teacher.

Teachers frequently recall prior learning during the consolidation at the start of every lesson, weekly homework in KS4 and KS5, and, when making links between topics and skills. Advice is given in the physical education schemes of work at the start of each unit or practical block, of what knowledge and skills teachers should cover during consolidations. This ensures that teachers identify and address any key gaps in knowledge that a student may have to allow them to make progress with the next skill being taught.

In addition, all students in physical education are encouraged to engage with the extensive enrichment programme which includes, morning, lunch and after school extra-curricular activities, and competitive and non-competitive fixtures, festivals and tournaments. We work closely with LSSP and LLS who provide extra coaching and leadership courses to further enhance our students experience, progress and knowledge.  Great emphasis is given to providing students (KS4 and KS5) with the skills of how to revise and revisit physical education using identified online platforms. This encourages them to become confident independent learners and enables them to remember more of the content that they have been taught.

In Performing Arts, we consistently use the High 5 lesson to recall information from prior learning, to build the knowledge of the students and to model and give feedback. Homework is set to challenge and assess students’ knowledge, enabling staff to identify gaps within knowledge and set intervention.

In daily lessons we use formative assessment to consistently assess pupils understanding, which allows us to differentiate teaching to support the students immediately within the classroom.

Summative assessment is used both within the practical and theoretical aspects of the course. This allows the teaching staff to give feedback and set targets to help the learner improve.

The department continues to support their students learning by hosting a vast extra-curricular programme at lunch times and 5 nights a week. This allows all students to develop their skills further and it also challenges the high achievers. One to one sessions are also offered to all students to support with choreography, devising and composition.

Our strong instrumental programmes, using specialised staff, works with individual students to challenge students to achieve higher-level grades.