St. Julie’s Catholic High School - Revision - The Considered Lesson Format

Sep 15, 2026

Uploaded by Bintang

A school revision booklet outlining the “considered lesson” format used across subjects at St. Julie’s Catholic High School, including how teachers provide feedback and how pupils receive and act on it. It details formative assessment practices such as reflection tasks, diagnostic questioning, scaffolded learning, peer/self-assessment, SPaG live marking codes, and automated homework. It also sets out summative assessment structure and standardisation, with published assessment dates for Years 10 and 11, plus curriculum progression sheets and subject revision resources.

LanguageEnglish

CategoryExam

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

The Considered Lesson Format

Assessment at St. Julie’s

Formative Assessment

Summative Assessment

Summative Assessment Dates

Curriculum Progression Sheets

Pupil Feedback

St. Julie’s Catholic High School Revision | Page 1 | The Considered Lesson Format | | --- | --- | | Page 2 | Assessment in St. Julie’s | | Page 3 | Key Assessment Dates | | Page 4 | Curriculum Progression Sheets | | Page 5 | English | | Page 7 | Maths | | Page 8 | Science | | Page 9 | RE | | Page 10 | Humanities | | Page 12 | Modern Foreign Languages | | Page 13 | Social Sciences | | Page 16 | Art/Design | | Page 18 | Performing Arts | | Page 22 | Homework | | Page 23 | Useful Contacts | The Considered Lesson Format All lessons across all subject areas follow the considered lesson format. This was most recently updated in January 2023 with a particular focus on how teachers provide feedback to students. Assessment At St. Julie’s Catholic High School, our assessment policy will focus on the following three areas: • Lay the foundations for effective feedback, with high-quality initial teaching that includes careful formative assessment • Deliver appropriately timed feedback, that focuses on moving learning forward • Plan for how pupils will receive and use feedback using strategies to ensure that pupils will act on the feedback offered. Formative Assessment St Julie’s Formative Assessment during lessons may include the following: • Reflection and consolidation tasks to support prior knowledge, support retrieval and build students’ long-term memory store. • Low stakes and diagnostic questioning to unpick common misconceptions • Chunked and scaffold learning to ensure that students’ schema is built incrementally and securely • Peer and self-assessment • In-class live marking by the teacher • Monitoring of SPaG using the following codes; Sp = Spelling error, Gr = Grammar error, P = Punctuation error • Automated homework will support ongoing formative assessment using in-house school systems SSAT Case Study “A culture of risk-taking and collaboration, a focus on workload reduction and staff wellbeing, and a commitment to changing the feedback policy have underpinned the successful adoption of the Embedding Formative Assessment at St Julie's Catholic High School.” St Julie’s were recommended by the SSAT to be used as a case study on successful implementation and development of formative assessment techniques. Summative Assessment • Three summative assessment points per year – 1 per term • Summative assessments must assess composite and component knowledge across the expanding domain and be of requisite rigour, challenge and length • Each summative assessment will be standardised across the subject • Summative assessments will be moderated within and across departments • Summative assessment will test students’ progress through the curriculum and identify any knowledge gaps Further details can be found in our Assessment Policy on the school website Summative Assessment Dates The summative assessment points are published annually in the Academic Calendar and are summarise for the current academic year below. The tests are designed to help pupils prepare for their final examinations by encompassing content that spans the entire domain of learning, as such specific revision lists will not be provided. Pupils can use the curriculum documents that follow in this booklet to see which topics have already been covered and then use the revision resource links to revise them. | Year 10 | Date | | --- | --- | | Data Point 1 – Assessment | WB 15th September | | Data Point 2-Assessment | WB 12th January | | Data Point 3-End of Year Assessment | WB 22nd June | | Year 11 | Date | | --- | --- | | Data Point 1 – Assessment | WB 15th September | | Data Point 2-Mock Exams * | WB 24th November | | Data Point 3-Assessment | WB 9th March | | External Examinations * | WB 4th May | *Pupils & Parents/Carers will receive additional communication about mock exam and summer exam timetables and logistics. Curriculum Progression Sheets EEF Guidance report on Metacognition “A series of st

FAQs

What are the three focus areas of St. Julie’s Catholic High School assessment policy?

The policy focuses on laying foundations for effective feedback through high-quality initial teaching and formative assessment, delivering appropriately timed feedback to move learning forward, and planning how pupils will receive and use feedback so they act on it.

What kinds of formative assessment are used during lessons?

Formative assessment includes reflection and consolidation tasks, low-stakes and diagnostic questioning, chunked and scaffolded learning, peer and self-assessment, in-class live marking, and monitoring SPaG using Sp (spelling), Gr (grammar), and P (punctuation) codes.

How often are summative assessments held and how are they managed?

There are three summative assessment points per year, one per term. Summative assessments are standardised across the subject and moderated within and across departments to test progress through the curriculum and identify knowledge gaps.

Sep 15, 2026

Uploaded by Bintang