GTS Curriculum & Assessment 2015 - 2020 - page 3

Year group (2015/16)
Cohort/Exam year
New style GCSEs to be taken
Other notes
11
2016
None
New performance measures
come into effect.
10
2017
English & Maths
Options 2015; 2 year KS4
9
2018
All Ebacc subjects, Drama,
Music, PE, RE
Options 2016; 2 year KS4
Carousels in Year 9 to enable
deep learning.
Pupils opt for Spanish or
French to enable better
preparation for GCSE, as MFL
required to attain Ebacc.
Year 9 reports to show new
grades (numbers) for English
and Maths, to reflect new
specifications being taught.
8
2019
All Ebacc subjects, Drama,
Music, PE, RE, ICT, DT & all
others
Options 2016; 3 year KS4
Increased curriculum time for
MFL, as required for Ebacc.
Pupils opt for Spanish or
French to enable better
preparation for GCSE.
7
2020
All Ebacc subjects, Drama,
Music, PE, RE, ICT, DT & all
others
Options 2017; 3 year KS4
Increased curriculum time for
MFL, as required for EBacc.
Pupils taught Spanish within
the LBacc and French as a
separate subject, to enable
better preparation for GCSE.
Pupils will have a subject
carousel in Year 8, to enable
for deep learning and better
GCSE choices.
Ebacc compulsory for all
pupils, except those with
identified SEN.
ASSESSMENT & REPORTING
RATIONALE
At Great Torrington School, we believe that a cohesive approach to assessment and reporting is
essential to evidence and track the progress of our pupils. A clear approach is a pre-requisite to allowing
GTS staff, parents and pupils the ability to monitor progress and successfully design and implement
intervention programmes to assure all pupils attain the best possible grades.
We believe that no pupils should be limited in what they can achieve and attain in their
education.
We believe that pupils need to be helped to develop both their learning skills and their
knowledge.
We believe that it is our responsibility to ensure that our pupils are ‘life-ready’ and ‘post-16
ready’; with as few pupils as possible requiring to re-take GCSE English Language and GCSE
Mathematics
We understand that learning is not a linear process; pupils will develop and progress differently
in different subjects.
1,2 4,5,6,7
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