[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-621404-105":59,"doc-detail-621404-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","enhancing-lower-secondary-curriculum-and-assessment-practices-case-study-kings-college-school-murcia","Enhancing Lower Secondary Curriculum and Assessment Practices - Case Study: King’s College School, Murcia","","Enhancing Lower Secondary Curriculum and Assessment Practices presents a case study on King’s College School, Murcia, a British international school seeking stronger curriculum coherence and more consistent assessment at Key Stage 3. The school adopts Pearson Edexcel iLowerSecondary to align schemes of work with current teaching practice, standardise assessment, and support smoother progression into International GCSE. It details Canvas LMS integration, progress tracking from Grades 1-9 using Progress Tests, improved student independence, and earlier, more accurate intervention through robust cycle-test data.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/enhancing-lower-secondary-curriculum-and-assessment-practices-case-study-kings-college-school-murcia/621404/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/enhancing-lower-secondary-curriculum-and-assessment-practices-case-study-kings-college-school-murcia/621404.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"Why did King’s College Murcia focus on improving Key Stage 3 curriculum coherence and assessment?","Question",{"text":112,"@type":113},"The school aimed to ensure schemes of work reflected latest teaching practices, maintained high-quality teaching and learning across the school, and standardised assessment earlier in the student journey.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What programme did the school choose to support curriculum coherence and assessment consistency?",{"text":117,"@type":113},"King’s College Murcia selected Pearson Edexcel iLowerSecondary, which provides sample schemes of work, exemplified units, internally assessed progress tests, externally assessed achievement tests, and a professional development programme.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the Progress Tests change assessments and student learning at lower years?",{"text":121,"@type":113},"They transformed assessment use in the lower school by building student independence and agency through clearer understanding of assessment objectives, including teaching students to interpret mark schemes from Year 7.",{"name":123,"@type":110,"acceptedAnswer":124},"How is assessment data used to track progress and support grouping decisions?",{"text":125,"@type":113},"Using iLS Progress Tests as cycle tests produces robust data for accurate tracking across Grades 1–9, enabling more accurate grouping and streaming with minimal disruption and supporting earlier intervention and challenges.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},621404,1792854428,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":24},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Enhancing Lower Secondary Curriculum and Assessment Practices  \nCASE STUDY: KING’S COLLEGE SCHOOL, MURCIA  \nAbout King’s College School, Murcia  \nKing’s College School, Murcia, is a premium private British school and is part of the Inspired Group of schools. It caters for students from  \n18 months to 18 years from over 25 nationalities and offers the English National Curriculum taught by British qualified teachers and assistants.  \nAchieving curriculum coherence and standardising assessment  \nKing’s College Murcia were looking to further improve curriculum coherence and assessment practices at Key Stage 3. They wanted to make sure the schemes of work reflected the latest teaching practices and were consistent in approach, to ensure the high quality of teaching and learning was maintained across the school. They also wanted to standardise assessment lower down the school.  \n“The Pearson iLowerSecondary Curriculum has enhanced our teaching and learning approaches in  \nKey Stage 3. We are delighted with the impact on outcomes and believe in a seamless approach from lower secondary into International GCSE. Our students enjoy the content and feel well prepared for their next step!”  \nDawn Akyurek, Head Teacher  \nReinforcing best practice and consistency  \nThe school chose Pearson Edexcel iLowerSecondary, a complete teaching and learning programme for use in international schools, to provide improved structure and consistency across the school. The programme includes sample schemes of work, exemplified units of work, internally assessed progress  \ntests, externally assessed achievement tests and a comprehensive professional development programme.  \nLMS integration, independent  \nlearning, and solid progress tracking  \nFollowing implementation of iLowerSecondary, King’s College Murcia has started to integrate elements of the programme, such as schemes of work and lesson plans, into Canvas, the school’s learning management system.  \nThe Progress Tests have transformed how assessments are carried out and used in the lower school. Students have become more independent and have increased agency in their learning which has been achieved through their improved understanding of the assessment objectives. From as early as Year 7, students can be taught how to interpret mark schemes and get clarity on what is being expected of them.  \nUsing the iLS Progress Tests as the cycle tests also provides robust data which can be used for tracking progress with accuracy on where they are between Grades 1-9. This helps with accurate grouping and streaming students with minimal disruption and allows for earlier intervention and challenges for students.  \n“The Edexcel iLowerSecondary curriculum offers several benefits for  \nour students at King’s College School  \nMurcia. The clear and well structured pathway enables students to have a consistent learning experience making the transition between Key Stage 3 and Key Stage 4 fluid. The built-in tracking system helps educators monitor individual student growth, address learning gaps promptly, and tailor support to meet students’needs, ensuring steady progress throughout their learning journey.”  \nSophie Gardiner, Head of KS3  \n[www.murcia.kingscollegeschools.org](www.murcia.kingscollegeschools.org)[ ](www.murcia.kingscollegeschools.org)[www.pearson.com/international-schools](www.pearson.com/international-schools)","cbCaiqD0cyvQ74kn","https://ap.wps.com/l/cbCaiqD0cyvQ74kn","pdf",502413,"English","# About King’s College School, Murcia\n# Achieving Curriculum Coherence and Standardising Assessment\n# Reinforcing Best Practice and Consistency\n# LMS Integration, Independent Learning, and Progress Tracking\n## Progress Tests and Data Use","[{\"question\":\"Why did King’s College Murcia focus on improving Key Stage 3 curriculum coherence and assessment?\",\"answer\":\"The school aimed to ensure schemes of work reflected latest teaching practices, maintained high-quality teaching and learning across the school, and standardised assessment earlier in the student journey.\"},{\"question\":\"What programme did the school choose to support curriculum coherence and assessment consistency?\",\"answer\":\"King’s College Murcia selected Pearson Edexcel iLowerSecondary, which provides sample schemes of work, exemplified units, internally assessed progress tests, externally assessed achievement tests, and a professional development programme.\"},{\"question\":\"How did the Progress Tests change assessments and student learning at lower years?\",\"answer\":\"They transformed assessment use in the lower school by building student independence and agency through clearer understanding of assessment objectives, including teaching students to interpret mark schemes from Year 7.\"},{\"question\":\"How is assessment data used to track progress and support grouping decisions?\",\"answer\":\"Using iLS Progress Tests as cycle tests produces robust data for accurate tracking across Grades 1–9, enabling more accurate grouping and streaming with minimal disruption and supporting earlier intervention and challenges.\"}]","Enhancing Lower Secondary Curriculum and Assessment Practices - Case Study: King’s College School, Murcia | PDF",1792465492]