Extended Learning, Assessment & Reporting and Rewards
Extended Learning
Homework is seen by the college as a means by which student learning in lessons can be enhanced, extended and enriched. Its successful completion requires students to develop skills of self-organisation and self-motivation.
Subject teachers set different types of homework; these can be categorised as follows:
- Tasks that practise and consolidate what they have learnt in lessons. For example, if a student has been taught in lessons about how to add fractions, they might be set a homework that requires them to practise this skill.
- Pre learning tasks that require students to prepare for an upcoming lesson. For example, a student in English might be asked to read a chapter of a book prior to a lesson in which the themes of that chapter are explored.
- Tasks that extend and deepen student understanding by asking them independently to explore the topics that they have covered in lessons. If, for example, a student. For example, a student writing an essay on the changing reputation of Oliver Cromwell might be directed to the Wikipedia page of this historical figure.
- Tasks that require students to review and revise prior learning, often in preparation for an assessment. For example s student might be asked to revise key topic vocabulary in French, in preparation for a test the next day.
- Tasks that require students to work independently on an extended project or piece of writing, which once again might be an assessment. For example students might be asked to complete an assessment which has been begun in class about the impact of economic development on the Amazon rainforest.
Homework is set on google classroom; students in years 7 and 8 also record their homework in planners.
Students are not given a homework timetable; they are asked to plan their time so that homework is distributed evenly over the school week. Deadlines are set so that this can occur. By taking responsibility for this aspect of their learning, students develop important skills of independent working.
Parents can support their children in completing homework tasks to a high standard by checking their child's planner or google class page regularly, and by discussing their homework with them. It is also helpful if parents/carers provide a quiet working place and a routine each day to allow time for homework.
Other ways in which you can support your child with homework are:
- Asking students to explain in their own words what the homework task is and how to tackle it.
- Checking that the task in the student organiser has been clearly written down.
- Checking that students are organised, with everything they need to complete the task.
- Encouraging students by asking questions, by testing on a learning homework, by listening and by praising their child for taking pride in their work.
- Using the student planner to communicate with student's Form Teacher, or using e mail where they do not have a student planner.
Assessment
The purpose of assessment is to communicate progress with students, teachers and parents so that students have a clear sense of where they are in their learning journey and the next steps that they need to take. More information on assessment can be found in this video:
Years 7 to 9 Only
Each subject area at Bottisham Village College has developed Age Related Expectations (AREs) for their subject, detailing the threshold knowledge and skills for each year.
Students’ work will be assessed against these, with the teacher making a judgement using 3 terms: developing, secure and exceeding.
Years 10 and 11 Only
Based on a range of assessment, including mock examinations, BVC teachers will publish an anticipated grade for each student in their subject. This will suggest the grade the student is likely to achieve at GCSE, should they continue at their current level of working.
Target Levels - All Years
Using a range of assessment data, together with prior attainment, we will be able to understand the level at which individual students should be working at. In this way, we can monitor underachievement and intervene accordingly.
Years 7-9: This will be take the form of Developing, Secure or Exceeding;
Years 10-11: This will be a GCSE Target Grade 9-1, or equivalent.
How will students be assessed?
As a college, we recognise that the most effective assessment takes place in the moment, with teachers in lessons identifying individual or class needs on a continual basis and then responding to them.
Our regular assessment in lessons will focus on the following key principles:
- Having clear objectives and planning learning carefully
- Identifying what students have understood and where they are struggling
- Opportunities for regular feedback, both orally and written, and encouraging students to respond to the feedback
- Responding, adapting our teaching to support students to improve
Generally, students will have two exercise books, which work towards the threshold concepts found in the AREs.
- A notebook in which students complete classwork, as directed by the teacher. This will be monitored by the class teacher. Staff will use this as an indicator to attitude to learning, through work completion and presentation.
- A progress book in which Deep Dive Assessments are completed. These books will contain the formal assessment work completed in the subject, with feedback given in the form of Good at and Work On. After each piece of work, students will have the opportunity to complete a My Response piece of work, which shall be completed in red and relate to aspects of the AREs which have been identified as needing securing from the Deep Dive Assessment.
Attitude to Learning
Bottisham Village College places great emphasis upon developing each student's attitude to learning. We believe that great learning happens when students challenge themselves to work hard and aim high. We want students to be curious learners who fully engage in every learning opportunity. We expect all students to take responsibility for their own learning through actively participating in lessons, developing their resilience and persevering to overcome challenges. We encourage students to reflect on their specific strengths and areas for development, enabling them to maximise their learning potential.
When reporting on progress, teachers will also make a judgement on a student’s attitude to learning. One of four possible judgements are made:
- Exceptional
- Good
- Inconsistent
- Unacceptable
Students are recognised and rewarded for their positive attitude to learning in lessons. Any student who displays an attitude to learning that is either inconsistent or unacceptable will be supported and challenged to make the most of every learning opportunity.
Reporting
Three times a year, a progress check will take place detailing the following:
- How students are performing in each subject areas, relating to the AREs and students’ expected levels; Years 7-9 Only
- How students are performing in each subject area, by publishing an anticipated grade in relation to their target grade; Years 10 and 11 Only
- Attitude to learning score
- Attendance
- Behaviour incidents
- House points
However, our main way to report is through our parental intranet; this gives parents an up to date, live report.
Statutory assessment information is available to parents throughout the year via BVC Parental Remote Access. Through this system, we offer a dynamic live output of current attainment/anticipated grades against targets in each subject. This facility also gives the opportunity for parents and carers to contact subject or form teachers directly and to monitor all key data regarding their child.
House System & Rewards
.jpg)
We have recently launched a House System at the college, which has been tremendously successful for a range of reasons:
- Giving the students a chance to involve themselves in a range of activities during Enrichment Day;
- For students to compete in different events, especially The House Games, taking place at the end of the Summer Term;For students to work with peers from a range of year groups;
- For students to be rewarded through The House Points system for a range of reasons, including the quality of their academic work.
- Students are issued with a house badge, attend house assemblies and have a member of staff as their house ambassador.
All the college staff is committed to recognising and celebrating the achievements of all our students. We are here to encourage self-belief in our students so they strive to be the best that they can be. Our system of house points intends to acknowledge success, to motivate students to do their best and to share their successes with parents/carers.
Students are motivated when:
- there are good positive relationships between students and teachers ;
- students enjoy what they are doing and understand why they are doing it ;
- students are given choices in the way they do things ;
- their goals are clear and they know how to achieve them ;
- their positive achievements are recognised.
Teachers will administer either 1 or 2 rewards points to students using the criteria below. Teachers may decide to award a faculty certificate for truly outstanding work. Students will receive 3 points for this reward in the first instance, five for the second, and seven thereafter.
| Level 1 Reward (1 point) |
|
| Level 2 Reward (2 points) |
|
| Level 3 Reward (3 points) |
|
Automated Rewards
Students will receive additional reward points for excellent attendance and no negative behaviour entries.
| 100% attendance over 4 weeks, cumulative over the year e.g. 1 point first, 2 second, 3 next and thereafter. | 1 point |
| No negative behaviour entries over 4 weeks, cumulative over the year e.g. 1 point first, 2 second, 3 next and thereafter | 1 point |
Markers for Success
As students accumulate points through teacher administration and automated point scoring they will be able to view the current point score via the intranet and remote access.
Students will move through the threshold levels which will also be visible via the intranet.
Students and Parent/Carers will receive an electronic certificate every time they move to a higher level.