At Key Stage 3 progress is reported using the following colour coded system (PRAG rating):


Achieving above expectations

Achieving in line with expectations

Achieving just below expectations

Achieving significantly below expectations


This system applies to all subjects that your child studies. The subject specific criteria on how your child’s progress has been measured is shown below:



Progress Criteria


An expected standard ensures that all students express creativity, explore ideas, and record their experiences whilst increasing proficiency and developing skills within their work. Progress is not assessed on academic success alone; formative and summative assessments are used, alongside professional judgement.  Progress is also assessed by determination, hard work and perseverance. Students need to show dedication and demonstrate consistent effort to succeed.


Students' skills are assessed in each unit. Skills and general performance in class are assessed. The teacher then compares the progress of students to that of others, with similar starting points, to reach a final PRAG rating.

Design Technology

Work is project-based, each project focusing on a range of skills.  Specific success criteria apply to each project, and the quality of a student’s work is compared to the work of students with similar starting points, to arrive at a PRAG rating.  


Progress is based primarily on the cumulative average of attainment, combined with professional judgement of performance in class over time.


A judgement of student progress is based on a holistic overview of outcomes from a range of different assessments in reading, writing and speaking and listening. A progress judgement is made by the class teacher and takes into consideration how well the student has grasped the ideas/subjects taught.

Food Technology

Student progress is based on the acquisition of practical cooking skills via engagement in practical lessons and recipes cooked. Some practical outcomes will be assessed. Students also complete topic assessments to assess their progress of knowledge gained.


A combination of formative and summative assessments, including classwork and homework, form the basis of the PRAG rating. All students complete the same assessments and are marked with consideration to their ability and starting point.


A holistic view of classwork, homework, formative and summative assessments is used to derive a PRAG rating. Every student follows the same syllabus. Staff agree and apply criteria specific to each topic. These are based on a mixture of skills, knowledge and quality of writing.


All students in KS3 complete pre-assessments at the beginning of every half term and post-assessments at the end of every half term. Progress between the two assessments, alongside progress in class work, homework and class discussion are all taken into consideration.


Criteria that indicates progress includes: vocabulary acquisition, spoken confidence/attempt, decoding texts, holding conversations and showing spontaneity, writing and linking sentences, creative flair, grammar accuracy. This is not an exhaustive list and there are many factors that are personal to the child which also show good progress.


Students are assessed through performance, composing and appraising activities which focus on their musical and music technology skills. Each activity and assessment focuses on practical music making skills, musical awareness and understanding. Teachers assess progress on the students' overall performance across all activities.


Students complete various practical assessments in every activity. Proficiency to perform a range of different practical skills in different activities over the key stage is assessed. They are scored for each of the assessed skills. Progress of students is compared to that of others with similar starting points to reach a final PRAG rating. All assessment grades given by staff are moderated via video to ensure scoring is consistent.


Students complete assessments against success criteria. The overall judgement is based on whether a student has completed the task to an acceptable standard/level given the conditions for completing the task, e.g. planning time, teacher guidance, group support etc. Progress of students is compared to that of others with similar starting points to reach a final PRAG rating.


A combination of formative and summative assessments, including classwork and homework, are used to record progress. Ongoing summative assessments are used to compare the progress of students with similar starting points.  Final PRAG ratings are determined by average summative scores, along with professional judgement of effort, bookwork, practical skills, collaborative work and verbal responses.