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Key stage 4 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 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 moderators 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 70-80% of this project was completed before 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 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 students likely outcomes had the school not closed and exams gone ahead as expected. All exam papers sat by students were past paper GCSE Edexcel exam papers and the Edexcel mark schemes were applied to allocate marks and subsequently Edexcel 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 and then weighted to reflect slightly different papers taken between classes. Some minor adjustments were then made to reflect more recent classwork and assessments.

Creative iMedia

An average of the two most recent PPEs was taken, one OCR moderated coursework unit and one teacher assessed coursework unit.

Design and Technology (Product design)

The centre assessed grades were calculated taking into account the weighting of NEA to Exam for the course - each unit being worth 50% of the grade. Performance in internally assessed units, including PPEs, and progress made between these, was factored in to the final grade outcome. Where NEA was incomplete, the final score for this unit was forecast using the assessed score, multiplied to allow for outstanding sections.  

Design and Technology (Textiles)

The centre assessed grades were calculated taking into account the weighting of NEA to Exam for the course - each unit being worth 50% of the grade. Performance in internally assessed units, including PPEs, and progress made between these, was factored in to the final grade outcome. Where NEA was incomplete, the final score for this unit was forecast using the assessed score, multiplied to allow for outstanding sections. 

Design and Technology (Food)

The centre assessed grades were calculated taking into account the weighting of NEA to Exam for the course - the exam has a value of 50% of the grade, and the two NEAs combined make the remaining 50%. Performance in internally assessed units, including PPEs, and progress made between these, was factored in to the final grade outcome. Where NEA was incomplete, the final score for this unit was forecast using the assessed score, multiplied to allow for outstanding sections. 

Drama

The process for awarding the grades at GCSE 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 were based upon the work that was completed on the examination topics during classes, as well as the attainment from their PPE. This unit is worth 40% of the course.

English Language

In English Language, we used the marks we had from the two PPEs completed this year. These equate to the full papers for the qualification and exam papers were marked and checked against the exam boards standards. Where a student was missing one or both papers, we looked at Year 10 PPE marks and marks from classroom assessments.

English Literature

In English Literature, we used the marks we had from the two PPEs completed this year. These equate to the full papers for the qualification and exam papers were marked and checked against the exam boards standards. Where a student was missing one or both papers, we looked at Year 10 PPE marks and marks from classroom assessments.

Geography

In order to generate the CAGs in Geography we used the grades we had from the two PPEs this year, whilst also looking back to the PPE grade in Year 10. When put together the two PPEs from this year generated a grade we could then check against last year's grade boundaries from the exam board.

Health and Social Care

In Health and Social Care we used the grades assessed in all pieces of coursework we had already completed together with the grade from the exam taken in January. As the students would have re-sat the exam in May we made adjustments for expected improvement, taking into account the standard of work and effort in class as well. Together this gave us the Centre Assessed Grades.

History

Through PPE assessments, all four units have been assessed under examination conditions and marked by staff who are examiners externally. The best mark for units 1,2 and 3 were taken, as these have been assessed in PPE 1 and 2. As all of these papers were 2019 actual papers, we applied the 2019 grade boundaries to ensure consistency.

Mathematics

The Mathematics department used both Year 11 PPE scores, progress from Year 10 PPE and teacher assessed grades to guide the allocation of centre assessed grades. All exam papers sat by students were past GCSE 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. In addition we also reviewed the progress of similar profiles of students from last year so that realistic judgements on progress by individual student could be made and agreed. The ranking of students was made based on the predicted raw score a student could have achieved once all the moderation factors had been considered.

Media Studies

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

MFL Spanish

The teacher's knowledge of the individual student's projected progress was the most influential component of the grade submitted. Each teacher considered the current standard of language and then took into account how much the student would improve due to the intensive revision programme that had just begun. This included their speaking skills. Teachers then ranked all their own groups based on their interpretation of data combined with their final predictions. The Head of Department then cross-referenced all the students with the February PPE data. All students were then ranked by an average of PPE data with speaking and PPE data without speaking to give comparative performance. Any anomalies were discussed with the relevant teacher.

Music

The course has 3 components which make up the final grade. Performance and Composing are 30% each and the Listening paper is 40%. All students had completed both of their compositons which were marked and moderated within the department to give the grade for the composition section. The majority of pupils had completed both performances which were marked and moderated within the department to give the performance mark. For those pupils who did not complete their ensemble, a grade was given on previous performances and known ability. To give a mark for the Listening section the pupils' last PPE listening paper grade was used. The marks from each section were calculated together to give the final grade. When ranking, the total 'raw' mark was used to ensure fairness. If two or more pupils had the same raw mark we looked at who had achieved higher overall in 2 out of the 3 components to establish a higher rank order.

Physical Education (BTec)

Three out of four units were completed prior to the school closure. For the remaining incomplete unit, a grade was generated based on the work completed to date. A centre assessed grade was claimed for this from BTEC. Using the grades from three units and the calculated grade from the fourth, rank ordering was completed using the unit points score. Where students were on the same points score, performance in the compulsory units were taken into account.

Physical Education (GCSE)

For the theory papers, the PPEs in February were the exam paper from the 2019 exam. Students had completed all 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' best three practical scores were used, following internal moderation of the grades. Where students final assessments hadn't taken place, reasonable adjustments were made in line with what they could have achieved. The final part of the practical element in the NEA Coursework, which was completed before the school closure, having spent some extensive time on it. Moderation took place on the practical grades in line with the AQA moderators training, for which one member of the department is a visiting moderator. Grade boundaries from 2019 were applied to the final marks across all components.

Religious Education

The Religious Education department used PPE scores as the basis to allocate centre assessed grades. All exam papers sat by students were taken from previous sections of GCSE Eduqas exam papers. The grade boundaries were used from last year's GCSE R.E. 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.

Science (Combined)

Centre assessed grades were based on the February PPEs (mock exams), which were the summer 2019 exam papers. Students had not seen any questions from these papers before sitting them. Applying the grade boundaries used by the exam board last year gave us an accurate picture of how the students would have performed in the exams. We then looked at the progress that students made between February and the exams in the last two years, and added this to the PPE results. We factored in how hard the students were working in class and on home learning activities, and made adjustments to their post-PPE progress accordingly.

Science (Separate: Biology, Chemistry, Physics)

Centre assessed grades were based on the February PPEs (mock exams), which were the summer 2019 exam papers. Students had not seen any questions from these papers before. Applying the grade boundaries used by the exam board last year gave us an accurate picture of how the students would have performed in the exams. We then looked at the progress that students made between February and the exams in the last two years, and added this to the PPE results. We factored in how hard the students were working in class and on home learning activities, and made adjustments to their post-PPE progress accordingly.

Travel and Tourism

For this course, teachers had to submit grades for indiviudal units. The exam board then used these grades to calculate the final grade. For the unit grades, the coursework completed up until 20 March was used as well student performance in the external exam. Where coursework units had not been started by the 20 March, performance in other units and the external exam were used to determine the Centre Assessed Grades.