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Sixth form subject methodology

Art

Art grades have been calculated in two main phases. Unit 1 which counted towards 60% of the overall grade was able to be used as all the work was completed by students before the school closure affected students’ work. This work was also marked and moderated by 3 Art department staff members before closure and reflects feedback from the moderator's report for last year's exams. This means that unit 1 (60% of the over all mark) will be as accurate as any other year.

Phase 2 was focused on unit 2 (exam project). Approximately 80-90% of this project was completed before the school closure. This project is worth 40% of the overall grade. The teacher assessed grade was calculated with a number of factors contributing towards the unit 2 grade. These were ongoing tracking and monitoring of progress, 1:1 student and teacher progress and feedback conversations, grade pattern analysis over the two years, grade patterns analysis of previous cohorts in unit 2 performances, and then moderation conversations with Art staff.

Unit 1 & 2 marks were then added together for a final moderation discussions with department staff to reach a final grade outcome for each student. The marks were discussed with SLT and department staff again prior to final submission of Centre Assessed Grades.

Business Studies

The Business department used PPE scores as the primary basis for Centre Assessed Grades. An uplift was applied, based on past experience, to determine each student's likely outcomes had the school not closed and exams gone ahead as expected. All exam papers sat by students were past paper GCSE AQA exam papers and the AQA mark schemes were applied to allocate marks; subsequently AQA grade boundaries were used to allocate grades. All exams were sat in controlled exam conditions. Moderation of the exam papers took place after the exams had taken place and all of the students' attainment and likely progression were discussed as part of this process.

Computer Science

An average of the two most recent PPEs was taken. Some minor adjustments were then made to reflect more recent classwork and assessments.

Drama

The process for awarding the grades at A Level during the school closure was a combination of: i) assessed coursework that had been completed and ii) teacher estimations based on the work completed in class that had not been formally assessed. Unit 1: Devising. The work toward this component was completed before the school closure and the grades the students achieved were awarded based on their attainment in both the practical and theoretical elements of the unit. This unit is worth 40% of the course. Unit 2: Theatrical Performance. This component was almost complete and due to be assessed within weeks of the closure by an external examiner. Teachers used the evidence from the rehearsal process and work in progress performances to assess the grades that they felt the student would have achieved based on their current attainment, whilst factoring in how they would have improved given the full rehearsal time. This unit is worth 20% of the course. Unit 3: Written Examination. The method used to award the grades in this component was based upon the work that was completed on the examination topics during classes, as well as taking into account the depth of academic writing in the written coursework element for Unit 1. This unit is worth 40% of the course.

Economics

The Economics department used PPE scores to allocate centre assessed grades. All exam papers sat by students were past AQA exam papers and the exam centre grade boundaries were used to allocate marks and subsequently grades. All exams were sat in controlled exam conditions. Moderation of the exam papers took place after the exams had taken place and all of the students' attainment was discussed as part of this process.

English Language

In English Language, we used a combination of PPE marks and any completed NEA pieces (including drafts), as these were completed prior to the school closure.

English Literature

In English Literature, we used a combination of PPE marks and any completed NEA pieces (including drafts), as these were completed prior to the school closure.

Extended Project Qualification (EPQ)

EPQ grades were produced using marks that were generated after marking the written projects, and reviewing the material that was prepared for the presentation element. Grade boundaries from previous years were used, and where projects had been marked by different teachers, moderation took place.

Geography

In Geography we used a combination of PPE marks and the completed NEA pieces which were handed in prior to the school closure. Students had completed a Paper 1 and a Paper 3. We used similar grades for Paper 2 and added them together with the NEA and checked them against last year's exam board grade boundaries to create the grade.

History

Through PPE assessments, all three units have been assessed under examination conditions and marked by staff who are examiners externally. The final unit, an independent coursework unit, was submitted in January, had been marked and moderated prior to closure and therefore was included in the final grading. As all of these papers were 2019 actual papers, we applied the 2019 grade boundaries to ensure consistency. Each student has been discussed as part of departmental moderation and adjustments made for improvements expected in May with the inclusion of coursework marks.

Mathematics

Students sat AS Maths papers in the first PPE in year 13 and an A2 paper on only the topics covered in class in the second PPE. The second PPE was therefore a better reflection of how students may have performed this summer and more weight was given to this. By closure, the vast majority of topics had been covered and revision time had been planned for after Easter. Therefore, an uplift was applied to the raw PPE marks for each student to consider whether this would result in an improved grade had the summer examinations gone ahead. As well as taking raw marks in the latest PPE into account, ranking also took into consideration consistency in performance from previous assessments. Each student's grade was then discussed as part of the department's moderation process.

Further Mathematics

Students sat AS Further Maths papers in the November PPE in Year 13 and an A2 paper on only the topics covered in class in the February PPE. The second PPE was therefore a better reflection of how students may have performed this summer and more weight was given to this. By closure, the vast majority of topics had been covered and revision time had been planned for after Easter. Therefore, an uplift was applied to the raw PPE marks for each student to consider whether this would result in an improved grade had the summer examinations gone ahead. As well as taking raw marks in the latest PPE into account, ranking also took into consideration consistency in performance from previous assessments. Each student's grade was then discussed as part of the department's moderation process.

Mathematics Level 3 Core

In Year 13, the students completed both papers that make up the full examination set during their PPEs. The combined scores were then graded based upon the exam board grade boundaries. An uplift was then made based upon work completed on the students' gaps in school and the anticipated revision that would have occured to access the impact this work would have had in the summer. The ranking of students was then completed based upon this uplifted raw score. Each student's grade was then discussed as part of the department's moderation process.

Media

In Media, grades were calculated based on the following evidence: November PPE (paper 1) - February PPE (papers 1 & 2 combined) - Progress since PPE (demonstrated through exam question responses in lessons) - NEA provisional grade.

MFL Spanish

Grades were calculated based on historic PPE performance, current language skills and a projection of improvement due to an intensive revision programme.

Physical Education (A-level)

For the theory papers, the PPEs in February were the exam paper from the 2019 exam. Students had completed the majority of the theoretical content before sitting the exam, so it was a fair reflection of what the paper would be like for them in the summer. For the practical element, students' coursework marks were used, following internal moderation. Reasonable adjustments were made to marks, where students would have had opportunity to improve them, had they been in school. Grade boundaries from 2019 were applied to the final marks across all components.

Physical Education (BTec)

Two out of the four units had been completed through externally assessed exam papers. For the two remaining units, students had completed two out of three learning aims, which were used to claim a centre assessed grade from BTEC. The overall unit points score was used to complete the rank ordering.

Psychology

Psychology used PPE grades to allocate centre assessed grades. All exam papers sat by students were past AQA exam papers and the exam centre grade boundaries were used to allocate marks and subsequently grades. All exams were sat in controlled exam conditions. Moderation of the exam papers took place and all of the students' attainment was discussed as part of this process.

Religious Education

The Religious Education department used PPE scores to allocate centre assessed grades. Where possible, all exam papers sat by students were taken from previous sections of A Level Eduqas exam papers. Where this was not possible, these were questions that had been suggested by the exam board. The grade boundaries were used from last year's R.E A Level to allocate marks and subsequently grades. All exams were sat in controlled exam conditions. Moderation of the exam papers took place and all of the students' attainment was discussed as part of this process.

Science (Biology A-level)

Centre assessed grades were based on PPE scores from Year 13 and Year 12. Exam papers were based on 2018/19 summer exams and additional questions that students had not seen before. Exam board marking guidelines were applied, grade boundaries from 2018/19 were used, and scripts were moderated by other teachers. Ranking was deduced from PPE raw scores, using other controlled condition assessments to inform decisions where candidates' scores were very similar. Practical endorsement pass/fail decisions were based on the practicals carried out up to March 20th 2020. Completion of assignments and evidence of competence in each of the 5 assessment criteria was required.

Science (Biology AS-level)

Centre assessed grades were based on all PPE scores from Year 13 and Year 12. Exam papers were based on 2017/18/19 papers and additional questions that students had not seen before. Exam board marking guidelines were applied, and AQA grade boundaries from the appropriate exams were used.

Science (Chemistry)

Centre assessed grades were based on PPE scores from Year 13 and Year 12. Exam papers were based on 2018/19 summer exams and additional questions that students had not seen before. Exam board marking guidelines were applied, grade boundaries from 2018/19 were used, and scripts were moderated by other teachers. Ranking was deduced from PPE raw scores, using other controlled condition assessments to inform decisions where candidates' scores were very similar. Practical endorsement pass/fail decisions were based on the practicals carried out up to March 20th 2020. Completion of assignments and evidence of competence in each of the 5 assessment criteria were required.

Science (Physics)

Centre assessed grades were based on PPE scores from Year 13 and Year 12. Exam papers were based on 2018/19 summer exams and additional questions that students had not seen before. Exam board marking guidelines were applied, grade boundaries from 2018/19 were used, and scripts were moderated by other teachers. Ranking was deduced from PPE raw scores, using other controlled condition assessments to inform decisions where candidates' scores were very similar. Practical endorsement pass/fail decisions were based on the practicals carried out up to March 20th 2020. Completion of assignments and evidence of competence in each of the 5 assessment criteria were required.

Sociology

Sociology used PPE scores to allocate centre assessed grades. All exam papers sat by students were past AQA exam papers and the exam centre grade boundaries were used to allocate marks and subsequently grades. All exams were sat in controlled exam conditions. Moderation of the exam papers took place and all of the students' attainment was discussed as part of this process.

Techology (Food BTec)

The Centre Assessed Grades were calculated taking into account the weighting of NEA to Exam for the course. Performance in internally assessed units, including PPEs, and progress made between these, were factored in to the final grade outcome. Students grades from the external assessment carried out in year 12 were included in the calculations Where a resit was planned the predicted grade took into account the year 12 grade, PPE grade, and in class assessment.

Travel and Tourism

Applied Tourism grades were based on actual scores from Year 12 and moderated coursework from Year 13. The examination component in Year 13 was based on PPE results sat in examination conditions, and moderated against WJEC examination board guidelines and likley attainment was discussed as part of the process.