Year 7
The Year Group saint for Year 7 is St Catherine of Siena
Year 7 identity is ‘My Talents’
Each year group has a special saint who guides them on their journey through secondary school.
Our saint is St Catherine of Sienna because throughout her life, she helped lots of people, corresponding via letter writing worldwide, encountering the Lord and helping the sick, even in a difficult period for the Catholic Church. St. Catherine is an inspiration of Love and Help.
”Be who God meant you to be and you will set the world on fire.”
Year 7 – Focus for the Year is My Talents
The vision of Miss Hayle, the Head of Year 7, for this academic year is to foster a supportive and dynamic environment that empowers students to take ownership of their education. By establishing consistent and engaging form time routines, we will create a structured start to each day that emphasises community building, personal reflection, and goal setting.
Our focus will be on identifying and nurturing individual talents, ensuring that each student has the opportunity to explore their interests and develop their skills. Through tailored enrichment activities and after-school programs, we will encourage students to pursue their passions and celebrate their achievements.
To promote a sense of responsibility for their own learning, we will implement reflective practices that help students recognise their strengths and areas for improvement. Regular feedback sessions and self-assessment tools will be introduced, allowing students to take charge of their educational journey.
Together, we will cultivate a year of growth, confidence, and a lifelong love of learning.
Year 7 Assessment
The transition to secondary school is a significant milestone for students, not only because of the new environment and subjects, but also because of the way their academic progress is assessed. In Year 7, assessments serve as both a foundation for future learning and an early indicator of a student’s strengths and areas for development. A comprehensive system of baseline testing, ongoing data collection, and formative assessments is put in place to track progress and ensure that students are well-prepared for the academic challenges ahead, particularly as they approach Key Stage 4 (KS4).
When students join the school in Year 7, one of the first assessments they are exposed to is the Cognitive Abilities Test (CATs). These tests provide valuable insight into a student’s innate cognitive abilities, such as verbal reasoning, quantitative reasoning, and non-verbal reasoning. By identifying a student’s strengths and weaknesses across these areas, we can establish a baseline for their academic potential.
In addition to the CATs data obtained, we take into careful consideration students KS2 SATS scores, which are typically taken at the end of primary school. The National Standardised Assessment Tests provide us with a clear understanding of where students are academically when they join secondary school. By combining the data from both CATs and SATs, teachers can make informed decisions about each student’s learning journey and set an appropriate minimum expected grade (MEG) for the end of Year 11.
In Year 7, students are assessed twice a year through data collection points, typically in the spring and summer terms. These assessments are designed to track progress and identify any gaps in learning early, so interventions can be put in place.
Teachers use a range of assessment methods, including written tests, in-class activities, and project-based work, to gauge understanding and skills development. The data collected at these points is then used to monitor how students are progressing towards their expected grades. Importantly, these assessments aren’t just about numbers; they are also a tool for teachers to gauge student engagement and confidence in each subject.
At each data collection point, students’ attitude to learning is also carefully considered. This is not just about academic performance but also about how engaged and motivated a student is in the classroom. Factors such as effort, participation, punctuality, and the ability to work independently are all taken into account.
After each data collection point, parents will receive an overview of their child’s progress. An acronym will be shared with parents as follows:
Exceeding
Exceeding minimum expected grade
On track
Achieving minimum expected grade
Working towards
Working below minimum expected grade
Requires improvement
Working significantly below minimum expected grade
Research consistently shows that a positive attitude to learning is one of the strongest predictors of long-term academic success. By closely monitoring and supporting students’ engagement, we can help foster a growth mindset, where students are encouraged to take ownership of their learning and are more likely to persist in the face of challenges.
As students approach the end of Year 7, they are introduced to the concept of mock exams—an essential practice for preparing for the formal GCSE assessments they will face in Key Stage 4. The mock exams in Year 7 are typically focused on one or two subjects, providing students with a chance to experience what it will be like to sit formal exams in a controlled setting.
The mock exams are designed not only to assess students’ knowledge and skills but also to help them build essential exam techniques, such as time management, revising effectively, and handling exam stress. The experience is invaluable in developing resilience and familiarising students with the expectations of formal assessments, ensuring that when the time comes for their GCSEs, they are well-prepared for the process.
