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Ethics
Knowledge Organisers - for the attention of parents and students
Thamesview Curriculum Intent and Implementation
As a community we have the highest aspirations for all our students, regardless of their background, and are ambitious in the breadth and depth of knowledge we want our students to gain in their subjects.
Our Curriculum has been designed using a Trivium framework encouraging students to Know Well, Think Well and Communicate Well. Students need to develop rich foundational knowledge, be able to think and deepen their understanding through questioning, discussion and debate. Be able to communicate and express their learning in a variety of forms.
As Tom Sherrington states in The Learning Rainforest, “Knowledge is key in a curriculum but so too is the ability to develop capacity to question and challenge, to engage in dialect of the trivium*, to contribute to debate and conversation.”
Thamesview seeks to go beyond a curriculum based on knowledge alone, to a curriculum that builds thought, expression and character.
The Trivium as outlined by Martin Robinson has three parts for students;
Knowledge (AKA Grammar):
Learning involves connecting new information with what is stored in our long-term memory. Therefore, limited prior learning can limit our future learning. Development of a rich knowledge base essentially makes us more intelligent by creating more branches for new learning and ideas to connect with. Without much foundational knowledge of a topic it is difficult for learners to form their own ideas and to work independently. Teachers have a vital part to play in leading the learning process to ensure that conceptual understanding progressively builds over time. The curriculum must be coherently constructed and sequenced across subject disciplines to achieve this. The development of a broad vocabulary is also a key part of this pillar. Thamesview places high importance on every subject area having a coherent and strong approach to successfully improving and strengthening disciplinary literacy within our school. This work is based on the research of the EEF and Alex Quigley.
Elements of Teaching & Learning related to Knowledge:
- Clarity through explanations & modelling
- Responsive teaching strategies
- Repetition & spaced retrieval practice
- Regular low level stakes assessment to identify and close gaps & address misconceptions.
- Disciplinary Literacy strategies to secure and cement knowledge for learners.
- Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.
Exploration (AKA Dialectic):
Simply knowing things is insufficient. Encouraging our students to think, debate and consider alternative views is a vital part of the education we provide. Knowing things without the skill to explore knowledge further is of limited value to our students in the wider world. We encourage our students at Thamesview to be respectful of others, to be resilience when learning or when ideas are challenging, to be ambitious for themselves, seeking to take knowledge beyond the just knowing and retaining of facts.
Elements of Teaching and Learning related to Exploration:
- Real world experience, challenges and experimentation
- Debate, critical thinking & deep questioning
- Problem solving & reflection
- Character Education
- Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation.
Communication (AKA Rhetoric):
We want our students to leave Thamesview confident communicators. Explaining ideas publicly strengthens knowledge. This pillar is not, however, limited to public speaking. Any performance involves communication, whether it be a Sporting or creative performance, essay, speech or exhibition of work. These performances help to develop a range of qualities that prepare our learners well for their future lives. Ensuring all our learners can communicate in a clear, articulate and convincing manner, in a variety of ways, is vital.
Elements of Teaching & Learning related to Communication:
- Public performance & extended writing
- Presentations, exhibitions and displays.
- Demonstrating Thamesview Character values.
- Relevant Rosenshine principles of effective implementation – Thamesview School expects all staff to know and implement Rosenshine principles in curriculum implementation. At Thamesview we aim to build our curriculum around five key principles.
- A curriculum that has Coherence for students – explaining to them what they are learning and when and why.
- A curriculum that provides all students with a wide and deep range of Experience(s).
- A curriculum that equips students with Knowledge and the ability to use it, develop it and be inspired by it.
- A curriculum that Expands horizons for students.
- A curriculum that represents all creating a sense of Belonging
Thamesview Sixth Form Curriculum Intent and Implementation
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Curriculum Intent for Ethics
Ethics at Thamesview School is intended to provide our students with an understanding of the world around them by studying different faiths, systems of belief and cultures. The aim of Ethics lessons is to equip our students with a broad and balanced range of knowledge that takes them beyond their own lived experiences and reflects the diversity and difference that exists in both their school community and the wider world. According to the 2011 census, more than 80 percent of Gravesham residents identified themselves as being either Christian or having no religion and, with this in mind, students will be able to gain a greater appreciation of the multicultural society that exists outside of their immediate environment through their Ethics lessons by studying other faiths, such as Hinduism, Buddhism, Judaism, and Islam, as well as non-religious ideologies, like Humanism. There will also be a particular focus on students learning about Sikhism, as Gravesend has a significant Sikh population of just under 8 percent, and this will give students further insight into the religious and cultural make-up of their own local community.
The key focus of Ethics at Key Stage 3 is learning about the six major world religions, their beliefs, their rituals and practices and the impact of these for their believers. Students will develop a good understanding of the similarities and differences in the beliefs of those who follow the six major world religions within the context of common concepts that our students will be familiar with, such as marriage, religious festivals, and attitudes towards death. They will be able to describe and explain these beliefs, avoiding any common misconceptions. They will also have begun to develop their thinking skills by understanding how ideas of religious believers might compare to the ideas of secular non-believers. There will also be an emphasis on the impact of these religions in modern Britain, as well as the challenges that religious believers face in the UK today, through looking at topics like Islamophobia, Anti-Semitism, and discrimination. This will enable our students to empathise with others and reflect on attitudes that may be prevalent in their own society.
Alongside this, students will be able to explore and discuss a range of ethical topics and answer key questions, such as ‘Do animals have rights?’, ‘Are human rights more important than religious beliefs?’, ‘How can medicine be controversial?’ and ‘Can war ever be justified?’. There will be some focus on this at Key Stage 3, with students evaluating the ethical issues surrounding animal rights, the use of violence to achieve a vision and the role of human rights in society. However, this will be developed much further at Key Stage 4, where students will be able to make substantiated judgements on highly debated issues like abortion, euthanasia, genetic modification, capital punishment and war.
Across Key Stage 3, students will study two of the six major world religions each year with other key topics interspersed around this. In Year 7, students will study an overview of the major world religions, depth studies on Christianity, Hinduism and rites of passage and a study of visions for a better world. In Year 8, students will study an overview of how people create their identities, depth studies on Islam, Sikhism and religious festivals and a study on human rights. In Year 9, students study an overview of the importance of Jesus in Christianity, depth studies on Judaism, Buddhism, Humanism and perspectives on death and an ethical study on animal rights. In Year 10, students will focus on the ethical issues surrounding medicine, crime and punishment and peace and conflict. In Year 11, students will focus on the ethical issues surrounding family and relationships, environmental change, and equality.
The content is sequenced to allow students to gain a full understanding of a range of issues and topics and to allow them to see the value in views other than their own. In Key Stage 3, each year group will begin with an overview that introduces beliefs of a religion or group of religions, before studying religious and non-religious beliefs in more depth, as well as looking at religious perspectives on key practices. This allows us to achieve our aim of a broad and balanced curriculum. When sequencing topics, consideration has also been given to where topics being studied within Ethics may overlap with other subjects and this has influenced where topics are studied, for example the study of Judaism has been placed in Year 9 Term 2, as this will allow students to become familiar with the beliefs and practices of the religion before they study the Holocaust in History during Term 3, and enable students to see Jewish people as something other than victims of genocide. Lessons are also sequenced to allow students to build the skills of describing, explaining, and evaluating issues and beliefs. |
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Link to Whole School Intent
The Ethics curriculum has clear links to the school intent in that Trivium has a prominent place. In Ethics, there is a clear intention to ensure that all students are able to gather more knowledge about the world around them, develop their ability to think about and evaluate this information and communicate their views and ideas about this knowledge effectively. The curriculum is designed to take students outside of what they are familiar with by covering a wide range of subjects that will be new to them, as well as developing their knowledge of what they may already know. The curriculum features key questions which are designed to get students thinking further and in more detail about what they are studying. Students will become more confident with communicating their views and opinions, both verbally and in writing. They will also develop the skill of justifying their view or opinion with evidence based on what they have learned, so they can clearly demonstrate their knowledge of the topics they have studied.
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Curriculum Implementation for Ethics
Ethics will be taught to all students in Years 7-11 with students at Key Stage 3 having two lessons per fortnight and students at Key Stage 4 having one lesson per fortnight. Students will study six topics each year at Key Stage 3 and three topics each year at Key Stage 4. At Key Stage 3, each half-termly topic will either be a religious depth study, e.g. Christianity, a comparative study, e.g. religious festivals across different faiths, or an ethical study, e.g. animal rights. At Key Stage 4, all topics studied will have an ethical foundation in which students are encouraged to develop their thoughts and understanding of key issues that affect the world around them, such as same-sex relationships and climate change. Lessons have been planned to help students develop the skills of describing, explaining, and evaluating beliefs and ideas. There is an emphasis in lessons on reading to obtain information. Homework tasks will be used to expand student understanding further by looking at varying beliefs in different places and at different times.
Once each topic has been completed across Years 7-9, students will sit an end of unit assessment in which they will complete ten low-stakes knowledge recall questions and longer responses which describe, explain, and evaluate the beliefs, ideas, or practices they have learned about. This will be used to inform teaching and learning by helping teaching staff to assess what form effective feedback should take and indicating what skills should form the focus of upcoming lessons. Feedback will be used to support students in making progress through developmental whole class feedback, which enables students to develop their thought processes and respond to misconceptions, as well as modelling, which will allow teaching staff to give examples of effective writing in Ethics.
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Link to Whole School Implementation
The implementation of Rosenshine’s Principles of Instruction is an important part of teaching in the Ethics Curriculum. The review of material is a key part of every lesson in the form of the Do Now activity, as this helps to resurface learning from the previous lesson. In addition to this, students also complete a low-stakes assessment for each unit studied in order to help with recall of cumulative knowledge, this forms part of the Thamesview Assessment policy. Questioning also features prominently in lessons with key questions to develop student thinking built into schemes of work. There are also clear links to the Thamesview Feedback policy, as teaching staff will model answers with students to demonstrate what effective writing looks like in Ethics. Independent practice is built into every lesson with an expectation that students apply what they have learned. This will be scaffolded where required.
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How Impact is measured within the department
The effectiveness and impact of teaching and learning in Ethics will be measured through the analysis of data from assessment. This will include not only end of unit assessments, but also cumulative assessment across Key Stage 3 that will assess student retention of knowledge over time. The assessment model is cumulative and so students are expected to know more, retain more and be able to use existing and newly acquired knowledge to engage in extended writing. Data from assessment is to be recorded on assessment trackers, which will be analysed to inform future planning decisions in terms of skills development. Teacher assessment will be used to ensure that the curriculum is being delivered in an impactful way. Teachers should frequently reflect on whether students know more and are able to remember information and demonstrate understanding from earlier in the course as well as what they have most recently studied. Additionally, departmental monitoring will be in place in the form of learning walks by the Ethics Subject Leader and book scrutinies with students selected at random, which will ensure that expectations are being met in all lessons. |
Subject Curriculum Intent and Implementation
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Ethics at Thamesview School is intended to provide our students with an understanding of the world around them by studying different faiths, systems of belief and cultures. The aim of Ethics lessons is to equip our students with a broad and balanced range of knowledge that takes them beyond their own lived experiences and reflects the diversity and difference that exists in both their school community and the wider world. According to the 2011 census, more than 80 percent of Gravesham residents identified themselves as being either Christian or having no religion and, with this in mind, students will be able to gain a greater appreciation of the multicultural society that exists outside of their immediate environment through their Ethics lessons by studying other faiths, such as Hinduism, Buddhism, Judaism, and Islam, as well as non-religious ideologies, like Humanism. There will also be a particular focus on students learning about Sikhism, as Gravesend has a significant Sikh population of just under 8 percent, and this will give students further insight into the religious and cultural make-up of their own local community. The key focus of Ethics at Key Stage 3 is learning about the six major world religions, their beliefs, their rituals and practices and the impact of these for their believers. Students will develop a good understanding of the similarities and differences in the beliefs of those who follow the six major world religions within the context of common concepts that our students will be familiar with, such as marriage, religious festivals, and attitudes towards death. They will be able to describe and explain these beliefs, avoiding any common misconceptions. They will also have begun to develop their thinking skills by understanding how ideas of religious believers might compare to the ideas of secular non-believers. There will also be an emphasis on the impact of these religions in modern Britain, as well as the challenges that religious believers face in the UK today, through looking at topics like Islamophobia, Anti-Semitism, and discrimination. This will enable our students to empathise with others and reflect on attitudes that may be prevalent in their own society. Alongside this, students will be able to explore and discuss a range of ethical topics and answer key questions, such as ‘Do animals have rights?’, ‘Are human rights more important than religious beliefs?’, ‘How can medicine be controversial?’ and ‘Can war ever be justified?’. There will be some focus on this at Key Stage 3, with students evaluating the ethical issues surrounding animal rights, the use of violence to achieve a vision and the role of human rights in society. However, this will be developed much further at Key Stage 4, where students will be able to make substantiated judgements on highly debated issues like abortion, euthanasia, genetic modification, capital punishment and war. Across Key Stage 3, students will study two of the six major world religions each year with other key topics interspersed around this. In Year 7, students will study an overview of the major world religions, depth studies on Christianity, Hinduism and rites of passage and a study of visions for a better world. In Year 8, students will study an overview of how people create their identities, depth studies on Islam, Sikhism and religious festivals and a study on human rights. In Year 9, students study an overview of the importance of Jesus in Christianity, depth studies on Judaism, Buddhism, Humanism and perspectives on death and an ethical study on animal rights. In Year 10, students will focus on the ethical issues surrounding medicine, crime and punishment and peace and conflict. In Year 11, students will focus on the ethical issues surrounding family and relationships, environmental change, and equality. The content is sequenced to allow students to gain a full understanding of a range of issues and topics and to allow them to see the value in views other than their own. In Key Stage 3, each year group will begin with an overview that introduces beliefs of a religion or group of religions, before studying religious and non-religious beliefs in more depth, as well as looking at religious perspectives on key practices. This allows us to achieve our aim of a broad and balanced curriculum. When sequencing topics, consideration has also been given to where topics being studied within Ethics may overlap with other subjects and this has influenced where topics are studied, for example the study of Judaism has been placed in Year 9 Term 2, as this will allow students to become familiar with the beliefs and practices of the religion before they study the Holocaust in History during Term 3, and enable students to see Jewish people as something other than victims of genocide. Lessons are also sequenced to allow students to build the skills of describing, explaining, and evaluating issues and beliefs. |
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Link to Whole School Intent The Ethics curriculum has clear links to the school intent in that Trivium has a prominent place. In Ethics, there is a clear intention to ensure that all students are able to gather more knowledge about the world around them, develop their ability to think about and evaluate this information and communicate their views and ideas about this knowledge effectively. The curriculum is designed to take students outside of what they are familiar with by covering a wide range of subjects that will be new to them, as well as developing their knowledge of what they may already know. The curriculum features key questions which are designed to get students thinking further and in more detail about what they are studying. Students will become more confident with communicating their views and opinions, both verbally and in writing. They will also develop the skill of justifying their view or opinion with evidence based on what they have learned, so they can clearly demonstrate their knowledge of the topics they have studied. |
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Curriculum Implementation for Ethics Ethics will be taught to all students in Years 7-11 with students at Key Stage 3 having two lessons per fortnight and students at Key Stage 4 having one lesson per fortnight. Students will study six topics each year at Key Stage 3 and three topics each year at Key Stage 4. At Key Stage 3, each half-termly topic will either be a religious depth study, e.g. Christianity, a comparative study, e.g. religious festivals across different faiths, or an ethical study, e.g. animal rights. At Key Stage 4, all topics studied will have an ethical foundation in which students are encouraged to develop their thoughts and understanding of key issues that affect the world around them, such as same-sex relationships and climate change. Lessons have been planned to help students develop the skills of describing, explaining, and evaluating beliefs and ideas. There is an emphasis in lessons on reading to obtain information. Once each topic has been completed across Years 7-9, students will sit an end of unit assessment in which they will complete ten low-stakes knowledge recall questions and longer responses which describe, explain, and evaluate the beliefs, ideas, or practices they have learned about. Students at Key Stage 4 will have a review lesson in which they bring together what they have learned across the topic. This will be used to inform teaching and learning by helping teaching staff to assess what form affective feedback should take and indicating what skills should form the focus of upcoming lessons. Feedback will be used to support students in making progress through developmental marking in books, which enabled students to develop their thought processes and respond to misconceptions, as well as modelling, which will allow teaching staff to give examples of effective writing in Ethics. |
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Link to Whole School Implementation The implementation of Rosenshine’s Principles of Instruction is an important part of teaching in the Ethics Curriculum. The review of material is a key part of every lesson in the form of the Do Now activity, as this helps to resurface learning from the previous lesson. In addition to this, students also complete a low-stakes assessment every six lessons in order to help with recall of cumulative knowledge, this forms part of the Thamesview Assessment policy. Questioning also features prominently in lessons with key questions to develop student thinking built into schemes of work. There are also clear links to the Thamesview Feedback policy, as teaching staff will model answers with students to demonstrate what effective writing looks like in Ethics. Independent practice is built into every lesson with an expectation that students apply what they have learned. This will be scaffolded where required. |
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How Impact is measured within the department The effectiveness and impact of teaching and learning in Ethics will be measured through the analysis of data from assessment. This will include not only end of unit assessments, but also cumulative assessment across Key Stage 3 that will assess student retention of knowledge over time. The assessment model is cumulative and so students are expected to know more, retain more and be able to use existing and newly acquired knowledge to engage in extended writing. Data from assessment is to be recorded on assessment trackers, which will be analysed to inform future planning decisions in terms of skills development. Teacher assessment will be used to ensure that the curriculum is being delivered in an impactful way. Teachers should frequently reflect on whether students know more and are able to remember information and demonstrate understanding from earlier in the course as well as what they have most recently studied. Additionally, departmental monitoring will be in place in the form of learning walks by the Ethics Subject Leader and book scrutinies with students selected at random, which will ensure that expectations are being met in all lessons. |
Schemes of Work
Subject Core Knowledge Maps
What is being studied each term
Homework Schedule
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Year 7 |
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Homework 1 |
Homework 2 |
Homework 3 |
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Term 1 Introduction to the World Religions |
Meanwhile, Elsewhere Zoroastrianism |
Knowledge Reinforcement Task World Religion Fact File |
Revision Knowledge Organiser and Recall Quiz |
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Term 2 Christianity
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Meanwhile, Elsewhere Celtic Religion |
Knowledge Reinforcement Task Christianity in Modern Britain |
Revision Knowledge Organiser and Recall Quiz |
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Term 3 Hinduism |
Meanwhile, Elsewhere Ancient Egyptian Polytheism |
Knowledge Reinforcement Task The Mandir |
Revision Knowledge Organiser and Recall Quiz |
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Term 4 Rites of Passage |
Meanwhile, Elsewhere Quinceañera |
Knowledge Reinforcement Task Milestone Diary |
Revision Knowledge Organiser and Recall Quiz |
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Term 5 Marriage as a Rite of Passage |
Meanwhile, Elsewhere Marriage in Modern Britain |
Knowledge Reinforcement Task My Own Rite of Passage |
Revision Knowledge Organiser and Recall Quiz |
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Term 6 Visions for a Better World |
Meanwhile, Earlier Joan of Arc |
Knowledge Reinforcement Task My Vision for the World |
Revision Knowledge Organiser and Recall Quiz |
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Year 8 |
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Homework 1 |
Homework 2 |
Homework 3 |
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Term 1 Identity |
Meanwhile, Elsewhere Demonstrating Identity |
Knowledge Reinforcement Task Identity in Hinduism and Sikhism |
Revision Knowledge Organiser and Recall Quiz |
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Term 2 Islam
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Meanwhile, Elsewhere Spread of Christianity to England |
Knowledge Reinforcement Task An Inspiration Muslim |
Revision Knowledge Organiser and Recall Quiz |
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Term 3 Sikhism |
Meanwhile, Elsewhere The Protestant Reformation |
Knowledge Reinforcement Task Sikhism in Gravesend |
Revision Knowledge Organiser and Recall Quiz |
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Term 4 Religious Festivals Part 1 |
Meanwhile, Elsewhere Summer Solstice |
Knowledge Reinforcement Task Religious Festival Fact File |
Revision Knowledge Organiser and Recall Quiz |
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Term 5 Religious Festivals Part 2 |
Meanwhile, Elsewhere The Day of the Dead |
Knowledge Reinforcement Task My Own Religious Festival
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Revision Knowledge Organiser and Recall Quiz |
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Term 6 Human Rights |
Meanwhile, Elsewhere The Welfare State |
Knowledge Reinforcement Task My Own Human Rights |
Revision Knowledge Organiser and Recall Quiz |
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Year 9 |
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Homework 1 |
Homework 2 |
Homework 3 |
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Term 1 Jesus in Christianity |
Meanwhile, Elsewhere Ancient Roman Polytheism |
Knowledge Reinforcement Task Jesus Fact File |
Revision Knowledge Organiser and Recall Quiz |
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Term 2 Judaism
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Meanwhile, Elsewhere Ancient Greek Polytheism |
Knowledge Reinforcement Task An Inspirational Jewish Person |
Revision Knowledge Organiser and Recall Quiz |
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Term 3 Humanism |
Meanwhile, Elsewhere Scientific Developments |
Knowledge Reinforcement Task A Humanist Building |
Revision Knowledge Organiser and Recall Quiz |
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Term 4 Animal Rights |
Meanwhile, Elsewhere Jainism |
Knowledge Reinforcement Task Animal Heroes |
Revision Knowledge Organiser and Recall Quiz |
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Term 5 Perspectives of Death |
Meanwhile, Elsewhere Viking Burial Customs |
Knowledge Reinforcement Task Comparison of Religious Beliefs |
Revision Knowledge Organiser and Recall Quiz |
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Term 6 Buddhism |
Meanwhile, Elsewhere Confucianism |
Knowledge Reinforcement Task Buddhism Fact Sheet |
Revision Knowledge Organiser and Recall Quiz |
Assessment
Humanities Faculty Assessment and Feedback Policy
Rationale
Assessment across Humanities is intended to support our students to ‘Know well, think well, communicate well’, in accordance with the whole school intent of Trivium. Out intention is for students to both be able to recall core knowledge they have learned and to apply this knowledge, so that they are able to think in more depth about how they use the knowledge have learned.
In order to achieve this, students in Humanities will sit two assessments per half term:
- Formative assessment, which will take the form of a low-stakes knowledge check.
- Summative assessment, which will take the form of either a cumulative assessment or an end of unit assessment.
PSHE assessment will differ from that in Ethics, Geography and History in that only low-stakes formative knowledge checks will take place.
Formative Assessment
Years 7-11 (Ethics, Geography, History, PSHE)
Lesson-based assessment, known as a knowledge check, will take place in all Humanities subjects.
Knowledge checks should:
- Be carried out approximately every ten lessons or one per term (this should roughly be as units are being completed).
- Check students’ understanding of the content they have been studying (substantive knowledge) by assessing their recall key facts, key terminology and key processes they have learned across a topic.
- Check for any misunderstandings or misconceptions that students may have surrounding the topics they have studied.
- Be marked in green pen by students or red pen if marked by teachers (this will be dependent on whether low-stakes assessment takes place at the same time as summative assessment).
- Be followed up by teacher-led feedback in which strengths are identified, misconceptions highlighted, exemplars/models provided and next steps tasks given to develop students understanding of areas that they have found to be more challenging. This should take the form of a whole class feedback sticker, in accordance with the Thamesview School Feedback Policy.
All students responses to the feedback should be completed in green pen.
Formative Assessment
Years 7-11 (Geography and History) and Years 7-9 (Ethics)
End of topic or cumulative assessments are to take place in Ethics, History and Geography only.
Formative assessment should:
- Be prepared by the subject leader, or where prepared by another member of teaching staff checked by the subject leader, to ensure the content is appropriate and reflects student learning.
- Not be shared with students prior to the assigned time and date of the assessment.
- Reflect the information contained in the relevant knowledge organiser, so that students are able to adequately revise for the assessment.
- Assess student understanding of procedural knowledge and the skills they have developed over the course of their learning with question types that are reflective of this learning.
- Be cumulative in terms of the development of skills, in order to cater for the needs of all students, including LAPs, MAPs, HAPs, SEND and PP. An example of this could be the inclusion of define, describe, explain and evaluate questions.
- Be scaffolded, where required, through the use of sentence starters to support all students to complete extended pieces of writing. This should be minimised for Year 10 and 11, with alternative means of supporting students being found that reflect the needs of GCSE assessments.
- Be followed up by teacher-led feedback in which strengths are identified, misconceptions identified, exemplars/models provided and next steps tasks provided to develop students understanding of areas that they have found to be more challenging.
Marking of formative assessments at KS3 should be carried out by the class teacher with data inputted into the trackers. Class teachers should use the data in the tracker to identify and respond to any gaps in learning. Subject Leads should use the tracker to gain an overall picture of gaps in knowledge and skills among the entire cohort and adapt future plans of study accordingly.
Marking of GCSE mock papers should be shared amongst staff in the subject. Standardisation is to take place prior to learning to ensure that variation in marking is minimised. Moderation is to take place once all papers are marked. This is to be led by Subject Leads and involve all staff who have taking part in the marking process. Results should be entered into the subject tracker and gap analysis completed by the Subject Lead to identify any adjustments that are required to future learning.
Contacts for the department
| Michelle Long | m.long@thamesview.kent.sch.uk |