The Coundon Middle Years Curriculum

The Coundon Stages

The Premise

The 5 common GCSE Assessment Objectives (AOs) will underpin our teaching and assessment strategies in years 7 & 8. This will provide a consistent and secure foundation for KS4 study.

Within each of the five assessment objectives there will be three stages of progression that a students will work through at KS3.

Within each Coundon Stage, 1, 2 or 3, students will be judged as fine level tier

  • a - Securing,
  • b - Consolidating, or
  • c - Developing.

Student work is planned for by individual Schemes of Learning (SOL), a task driven approach to secure independent learning. Learning within the SOL is shaped by the Coundon Stages and the 5 consistent AOs.

Planning Assessment for Learning

Schemes of Learning (SoL) will be planned for in each subject to ensure a full and equitable repeat coverage of the five Assessment Objectives for learning and progress over the year.

Teachers will assess and formally mark work in light of the relevant AOs per SOL. Teachers will also have regard for students achieving other AO criteria and will be asked to form a judgement on the stage and sub grade for each AO every half term. SOL will ensure a balance of the five AOs over the year

Coundon Stage 1 broadly equates to the old National Curriculum Level 4 (or 100 in the new KS2 testing regime). The majority of students should be arriving at Stage 1 and begin to make rapid progress towards Stage 2.

Coundon Stage 2 broadly equates to the old Level 6 and is the minimum age related expectation for the end of Year 8.

Coundon Stage 3 broadly equates to the old Level 8 and at least the most able are expected to be in this range by the end of Year 8.

Monitoing and assessment should be robust and ensure that there is no failure to make progress (FTMP)

In Year 7 most Coundon students will be at stage one as it broadly equates to the old level four or the new standardised score of 100 for the KS2 tests. It sets out the foundation from which the majority will rapidly progress. A small number will be working towards Stage 1 for a significant period of time. A significant number will be at Stage two, and some even working towards Stage 3.

Target Setting

Target Setting is expressed as – you need to be meeting the age related expectation as benchmarked by the Coundon Stages. This develops from the new assessment agenda being embedded at primary level.

At its simplest in Year 7 we expect to get you through Stage 1 and 2 by Year 8 to have accomplished Stage 3. Within that refinements will exist for the most able and the most vulnerable.

Failure to Make Progress ( FTMP) students are identified across Years 7 and 8 with subject specific and whole school interventions provided as appropriate.

Reporting

Student progress reviews will be issued three times a year at calendared points.

There will be two parents’ evenings a year to share progress

Teachers will share with parents target expectations, current standards - utilising summative data and also an individual student grid to refine parent understanding of expectations and need, and examples of best (and worst) work – typically the current workbook and stored assessed work.

Student formative and summative comments will populate workbooks and the SOL plans instead of a formal annual report. There is an important shift of emphasis here onto informed and routine dialogue and greater parent involvement in the learning process.

CMYC - A Conceptual Foundation

Across each Faculty the half termly concept will be delivered through each SoL. Students are provided with opportunities to reflect upon their studies and draw together key elements from across their curriculum based around the key concept for the half term.

Year 7

TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6
CHANGE CELEBRATION RESOLUTION DISCOVERY SOCIETY PLACE

 

Year 8

TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6
LIFE BALANCE GROWTH WORLD CULTURE FUTURE

 

The Coundon "Concepts" in Action

The Concept of Change "Year 7"

Documents