ROYAL SCHOOL, ARMAGH - CENTRE DETERMINED GRADES POLICY 2021 April 2021
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ROYAL SCHOOL, ARMAGH
CENTRE DETERMINED GRADES POLICY
2021
April 2021Context & Rationale
The cancellation of all CCEA GCSE, AS and A2 examinations by the Minister of Education,
Peter Weir MLA on 6 January was followed on 2 March by a formal direction that the
approach to the awarding of grades in summer 2021 would be based on teachers’
professional judgements.
In 2021 centres (schools) are asked to use a range of evidence to arrive at a professional
and academic judgement of the standard at which each pupil is performing in the context of
the specification for which they are entered and from this to provide a grade to CCEA. At the
Royal School, Armagh pupils take GCSE and A Level qualifications offered by CCEA and
AQA and BTEC qualifications offered by Pearson.
This is very different from 2020, when centres1 were asked to supply a centre assessment
grade based on their judgement of the grade a student would likely have achieved if they
had been able to complete examinations. This requires CCEA to develop and use different
processes than those used in 2020. It is acknowledged that this processes places a not
insignificant additional responsibility on staff.
Purpose of this Policy:
to ensure that the effective operation of the Centre Determined Grades process
produces fair, objective, consistent and timely outcomes within and across
departments;
to ensure that all staff involved in producing Centre Determined
Grades know, understand and can complete their roles in the process
as published by CCEA;
to ensure that Centre Determined Grades are produced in line with the
process as published by CCEA or AQA using the professional judgement
of teachers, with internal moderation, ensuring quality and accuracy of
the grades submitted to CCEA; and
to ensure that the centre meets its obligations in relation to relevant legislation.
It is the responsibility of everyone involved in the generation of Centre Determined
Grades to read, understand and implement this policy. The Centre Determined Grades
policy is in line with CCEA Alternative Arrangements – Process for Heads of
Centre, subject- specific guidance and other CCEA/ AQA guidance and information
issued in relation to Summer 2021. As this guidance may be amended or updated
references in this policy will always relate to the most recently issued version. All staff
involved in centre determined grades will support the implementation of alternative
arrangements as set out by CCEA, including the CCEA review stage. Staff will
familiarise themselves with all relevant guidance provided by CCEA, the JCQ
1 References to centre and Head of Centre in this document are in line with JCQ examination centre terminologyrequirements and the relevant centre policies. In cases where CCEA is referenced as
an awarding body that should be taken to mean any other relevant awarding body.
Ethos
The school ethos promotes respect and care for the individual. This policy should be
interpreted and implemented in a manner consistent with that ethos.
Process Overview
It is important that each CCEA qualification grade awarded in Summer 2021 is
valid and reliable. This is to ensure that qualifications have credibility with users,
including higher education institutions and employers.
CCEA has established a five step process for the Summer 2021 awarding
arrangements, this is outlined in the CCEA Alternative Arrangements –
Process for Heads of Centre Revised Version 2.0 published 15 March 2021.
Internal deadlines relating to the steps of the CCEA process are provided in
Appendix 4a of the above document.
The 5 Step Process
1 Guidance, Information & March, April
Readiness 2021
2 Evidence Gathering and Provision March, April &
of Assessment Resource May 2021
3 Centre Professional Judgement & April & May
Moderation 2021
4 Review of Evidence & Award June & July
2021
5 Post Award Review Service August &
September 2021
The knowledge, expertise and professionalism of the staff of our school is central
to determining Centre Determined Grades.
Roles and Responsibilities
The roles and responsibilities of staff are outlined below:
The Board of Governors is responsible for approving this policy and must notify
CCEA of arrangements should the Head of Centre be unavailable to confirm the
Centre Determined Grades.The Headmaster as Head of Centre has overall responsibility for the school as an examinations centre and will ensure the roles and responsibilities of all staff are defined. The Head of Centre will confirm that Centre Determined Grade judgements are accurate and represent the professional judgement made by staff. The Head of Centre will ensure that the method of determining grades by the centre (in line with processes published by CCEA) uses the professional judgement of teachers, with internal moderation and participation in an external review process set out by CCEA. The Head of Centre will work collaboratively with CCEA in terms of engaging with professional dialogue and the provision of evidence as requested. The Vice Principal Curriculum will provide support to staff involved in producing Centre Determined Grades and will support the Head of Centre in the quality assurance of the final Centre Determined Grades. He will have a role in achieving a consistent approach across departments and authenticating the preliminary outcomes in subjects where there is only one teacher. This will be agreed on a case-by-case basis but may include, for example: Senior Leaders or the Head of Centre validating the outcomes after comparing them with outcomes in associated subject areas where applicable. The Headmaster and Vice Principal, who attended the CCEA Chartered Institute of Educational Assessors (CIEA) training will act as Lead Assessors and disseminate content from the programme to all teachers involved in producing Centre Determined Grades. The Examinations Officer is responsible for ensuring accurate and timely entries are submitted to CCEA. He must ensure that all information from CCEA is shared promptly with all relevant staff. The Examinations Officer will ensure that he knows, understands and can use the CCEA Centre Manager Applications. He will ensure that the centre’s systems for data capture are enabled and that the Centre Determined Grades are submitted for each candidate entry by the published date(s) for Summer 2021. The Examinations Officer is responsible for the administration of the final Centre Determined Grades and for managing the post-results services within the centre. Heads of Department are responsible for leading the process in their departments, supporting departmental staff and ensuring all staff are aware of the relevant training, conduct assessments under the appropriate levels of control and have the information
required to make accurate and fair judgements. They must ensure the VP Curriculum is informed in a timely manner of any emerging training need and will ensure that a Head of Department Checklist is completed for the overall cohort, one for each subject at each qualification level. They must ensure that records are retained at departmental level containing the information required on the Candidate Assessment Record (CAR). This does not have to be on the CAR but they must ensure that the CAR is completed and submitted in respect of each candidate selected for CCEA sampling. The information on the CAR to include a description of the assessment evidence used, the level of control for each assessment considered, and any other evidence that explains the final Centre Determined Grade submitted. Additional support and, where appropriate, quality assurance measures will be provided for newly qualified teachers. Subject teachers are responsible for ensuring that they conduct assessments including, where appropriate, the CCEA Assessment Resource under an appropriate level of control, and that they have sufficient evidence, in line with this centre policy, to support Centre Determined Grades for each candidate they have entered for a qualification. They must ensure that the Centre Determined Grade they assign to each candidate is a fair, valid and reliable reflection of the assessed evidence available for each candidate. Teachers have the responsibility for participating in the process of internal standardisation and of moderating candidates’ work, in conjunction with departmental colleagues under the direction of senior leaders as required. They must securely store and be able to retrieve evidence to support their decisions. It is the responsibility of each person involved in the process of assigning Centre Determined Grades to adhere as closely as possible to this policy, to all other guidance provided by CCEA or other relevant awarding bodies and to seek advice and support from senior colleagues in the event of uncertainty relating to any aspect of the process. Training, Support and Guidance Teachers involved in determining grades must attend any centre-based training provided. The school will engage fully with all training and support that CCEA has provided, including web-based support and training. The Headmaster and Vice Principal Curriculum have engaged fully with the training offered by the Chartered Institute of Educational Assessors (CIEA). Further general and subject-specific support and guidance can be found at: CCEA: www.ccea.org.uk AQA: www.aqa.org.uk Pearson: https://qualifications.pearson.com/en/home.html
Senior Leaders will disseminate the training they have received to all teachers involved in producing Centre Determined Grades. Each Head of Department will meet with the Headmaster to discuss their understanding of the requirements of the process, the nature of evidence that has to be used, the quality of evidence they hold, and their proposed use of the Assessment Resources. Heads of Department have been advised to speak to their CCEA Subject officer. All staff have been directed to the audio visual resource produced by the Department of Education and have had sign posted to them all relevant CCEA support. If relevant staff are unable to attend subject support meetings or training, they must delegate to the most suitable alternative member of staff and ensure that the information is shared at the earliest possible opportunity with all relevant staff. The Vice Principal Curriculum should be notified if no one from a department has been able to attend support meetings and he will consider how this is addressed. Training & support offered Timescale Discussion of Head of Centre Guidance 10 March 2021 Version 1.0 with SLT Key Facts from CCEA Principals Briefing 5 March & 24 March shared with Heads of Department Outline of timescales & principles to be 5 March adopted presented to all staff Individual HoDs meet with Head of Centre 10 March – 18 March Presentation to Management Committee of 25 February & 25 March Board of Governors Lead Assessors avail of NIEA training 8 February – 22 March Head of Centre attends CCEA Bi-monthly January – April 2021 briefings Q&A video material from DE shared with all 23 March staff Circulation of Draft CDG policy 12 April HOD Meeting to share Exec Summary & 19 April NIEA Training Presentation on CDG Policy to staff 17 May 2021 at QPD Staff avail of subject specific assistance March / April 2021 Appropriate Evidence CCEA aspires to a grading system which arrives at a holistic judgement of the grade a candidate is working at. In order to do this, it will be necessary to avail of a range of
evidence from throughout the course. CCEA acknowledges the challenges this provides in
that disruption to learning and teaching caused by the pandemic means that the learning
experience and consequent performance of pupils will be different at different points of the
course and in different subjects. In arriving at a holistic judgement therefore it is important to
understand that there can be no formulaic approach adopted. At the CCEA Principal’s
Briefing on 10 March CCEA acknowledged this cannot be a “scientific approach” and
confirmed that schools should not be ‘weighting’ evidence.
Departments in the Royal School, Armagh may make use of the following candidate
evidence in arriving at Centre Determined Grades:
mock examinations, which relate to the CCEA or AQA specification, where these have
been taken;
coursework or controlled assessments, even where not completed – if
applicable to the subject;
performance in class tests;
records of each student’s performance throughout their study;
for any GCSE student who sat units prior to summer 2021 their notional grades in that
subject;
homework*;
due consideration will be given to the tier of entry;
the CCEA or AQA Assessment Resource for 2021 adapted as appropriate.
Departments may include other types of evidence upon discussion with the VP Curriculum to
establish its validity.
Departments should make use of a broad range of evidence in arriving at a holistic
judgement of the standard at which a pupil is working. The Royal School will adopt an
approach which will enable individual departments, as the subject specialists, to choose how
the evidence is used to reach a supported decision, but the following must be taken into
consideration:
in reaching a holistic judgement evidence generated in circumstances of high control is
likely to have a greater degree of validity than evidence generated in circumstances of
low control. Consequently, if a department needs to, or chooses to use evidence
generated in circumstances of low control it is expected that they will require more
pieces of such evidence to support the award of a grade as that would demonstrate
consistency in pupil work;
In reaching a holistic judgement it is expected that departments will make use of
evidence that shows performance across a range of aspects of the course or which
(taken together) meets a range of Assessment Objectives; In reaching a holistic judgement it is expected that departments will make use of
evidence of sufficient robustness involving a “suitable level of demand” (CCEA
Principal’s Briefing 03/03/21) to reflect the actual level of performance. Short fact tests
for instance are unlikely to be any value in this regard, past paper or exam style
questions would have more value;
Work which can be authenticated as the pupil’s own.
Following discussion departments have decided upon the range of evidence they will
consider in arriving at their judgement, details of which can be found in the appendix
to this policy. Heads of Department must discuss with the VP Curriculum any issues
or concerns which arise with regard to appropriate evidence or any exception to this,
such as when a piece of evidence is not available for a particular pupil.
To ensure the maximum amount of consistency in arriving at more secure decisions
across the cohort, it is recommended that the same evidence should be used with
respect to each pupil at a particular qualification. However, attention should be paid
to the holistic nature of the judgement and anomalous results should not be
permitted to skew a pupil’s outcome just for the sake of ‘consistency’ if there is
sufficient evidence available to support a different grade outcome.
At the Principals Briefing on 10 March 2021 CCEA explained that the “best
evidence” should be used which represents holistically the level the pupil is working
at. In reaching judgements departments should take cognizance of the Technical
Questions and Answers published by CCEA on 31 March 2021 or any subsequent
revisions.
The Royal School, Armagh will base all evidence on the relevant CCEA qualification
specifications as set out in the CCEA Alternative Arrangements – Process for
Heads of Centre
The school has taken into account the information provided by CCEA about unit
omissions before the cancellation of examinations. These are detailed on the
Summer 2021 Information Pre-Examination Cancellation section of the CCEA
website.
CCEA has stated that pupils should only be tested on what they have been taught.
At departmental level appropriate account will be taken of the disruption that
candidates have faced to their learning as a result of COVID-19 disruption. That
may mean that assessments will be adapted to reflect the material which has been
taught. Any adaptations that have been made will be recorded in the checklistsprovided by CCEA and will be based on the CCEA Alternative Arrangements – Process for Heads of Centre. Where Assessment Resources are used pupils will be entitled to know the raw scores they have achieved; however, no grades will be supplied. Teachers should be prepared to explain how marks have been allocated and pupils will have an opportunity to seek clarification, if required. Papers will not be returned to pupils but will be retained for possible use as evidence at which a pupil is working. Pupils will be advised that marks are subject to standardisation. Where coursework is used, raw scores will be shared with pupils, and teachers will explain how marks have been allocated. Where past papers have been completed, or in instances where class tests have already been returned, pupils will already be aware of the marks awarded. Candidates will be made aware of the evidence that will be used in determining their grades. This will be discussed with them in class and up to date information, detailing the evidence used in each department will be included in the appendix of this policy. An up to date version of the policy will be available to stakeholders prior to the determination of the grades. Pupils and their parents/ guardians will not be advised of the grade prior to the date for the release of results. Centre Determined Grades The Royal School, Armagh will determine grades based on evidence that reflects the standard at which a candidate is performing, i.e. their demonstrated knowledge, understanding and skills in regard to the specification content they have covered. To make accurate judgements, teachers must have a clear understanding of: the range of skills, knowledge and understanding covered by the specification; the assessment requirements and the structure of the specification; the grade descriptions at key grades; the level of demand of the qualification assessments; and the weighting of each component/unit and the type of assessment. Information on these aspects for each qualification will be drawn from the CCEA specification, specimen assessment materials, past papers, controlled assessment/coursework assessment tasks, and Chief Examiner and Principal Moderator reports, which are available on the CCEA website at www.ccea.org.uk
All teachers are responsible for ensuring that evidence and relevant records have been stored securely, in a manner compliant with GDPR and is accessible to support the CCEA Review of Evidence and Award process. It is important that decisions are justified and recorded to show how the evidence was used to arrive at a fair and objective grade. Internal Standardisation It is important that decisions are justified and that departments are able to demonstrate how evidence was used to arrive at a fair and objective grade. In subjects where there is more than one teacher and/or class in the department, it is a requirement to carry out internal standardisation. The purpose of internal standardisation is to provide teachers with confidence in the grades they have assigned, to ensure fairness and objectivity of decisions, and to ensure consistency in the application of assessment criteria and standards. This allows for any teachers’ differences to be resolved. Internal standardisation should include cross-checking of marking across the full range of marks and include candidates from each class. Time must be taken to do this and it must be participated in by all the teachers involved with the CDG for that qualification. As a result of the internal standardisation process, it may be necessary for a teacher or the Head of Department to adjust the original decision: to match the standards as established and understood in the guidance provided; and to bring judgements into line with those of other teachers in the department. In the context of internal standardisation, any necessary decisions will be made by the Head of Department. They should complete the relevant checklist, (the Head of Department Checklist contained at Appendix 6 of: GCSE, AS and A Level Awarding Summer 2021 Alternative Arrangements – Process for Heads of Centre), which will record any adjustments and relevant information. Qualification Procedure Days (QPDs) This is a novel and complex process which will require significant time to be done properly. The Department of Education has permitted two Qualification Procedure Days to enable teachers to work at the system. All teachers should attend school on QPDs. QPDs will be used exclusively for work on Centre Determined Grades e.g. marking, moderating, standardizing, discussing holistic grading etc. Teachers not involved in determining grades for a particular qualification will work under the instruction of their Head of Department to support the department in reaching their holistic judgements.
Head of Centre Moderation and Declaration The Royal School, Armagh undertakes to have the maximum amount of consistency possible in its approach across departments/subjects. The Lead Assessors will carry out moderation, to include a review of marking and the internal standardisation arrangements, and will investigate whether decisions have been justified. Unexplained grade profiles will be considered and may result in a review of the evidence used or remarking. A record of decisions should be retained. The moderation exercise will include professional discussions with Heads of Department. The lead assessors will consider both the subject and centre outcomes based on the evidence available. The Head of Centre will submit a declaration on behalf of the centre. This will include a confirmation that the Centre Determined Grades for candidates are a true representation of their performance. Access Arrangements and Special Consideration Where candidates have agreed access arrangements or reasonable adjustments (for example a reader or scribe), the school will make every reasonable effort to ensure that these arrangements are in place when assessments are being taken. Details on access arrangements can be found in the JCQ document Adjustments for candidates with disabilities and learning difficulties, which is available on the JCQ website. As with an external examination series the responsibility for informing the centre of the need for Access Arrangements or Special Consideration rests with the candidate. As public examinations have been cancelled, the normal application process to the awarding organisation for special consideration will not apply this summer in the usual manner. However, where illness or other personal circumstances, covered by the JCQ guidelines, might have affected the candidate’s standard of performance, the school will take account of this when making judgements. Class teachers will record how they have determined any impact of illness or personal circumstances and how this was incorporated into their judgements. The school will ensure consistency in the application of special consideration by following the guidance on pages 4–7 of the JCQ document A guide to the special consideration process, with effect from 1 September 2020.
Timescales
Training & preparation March – April
Head of Department Meeting Monday 19 April
Assessment Resources are taken 19 April – 14 May
Gathering & storing of evidence 12 April – 14 May
Final decision on evidence to support A 7 May
Level Centre Determined Grades
Determination of A Level grades 10 May – 14 May
Final quality assurance checks for A 17 May - 21 May
Level grades
Final decisions on evidence to support 21 May
GCSE determined grades
Determination of GCSE grades 24 May – 28 May
Final quality assurance checks for 31 May – 04 June
GCSE grades
Determination of GCSE grades 24 May – 28 May
Qualification Procedure Days: 1 Monday 17 May
2 Tuesday 18 May
Submission deadline for A Level grades Friday 21 May
Submission deadline of GCSE grades Friday 4 June
Bias and Discrimination
The Royal School, Armagh will fulfil its duties and responsibilities concerning relevant equality
and disability requirements.
The Headmaster and the Vice Principal Curriculum as lead assessors will disseminate
guidance from the CIEA training on potential bias in judgements, including the challenges andsolutions relevant to a holistic approach to assessing the validity of assessment judgements.
This will include information on:
sources of unfairness and bias (situations/contexts, difficulty, presentation and format,
language, conditions for assessment and marker pre-conceptions);
minimising bias (how to minimise bias in questions and marking, and hidden forms of
bias); and
bias in teacher assessments.
To avoid bias and discrimination, all staff involved in judgements relating to Centre Determined
Grades will consider that:
unconscious bias can skew judgements;
the evidence should be valued for its own merit as an indication of performance and
attainment;
Centre Determined Grades should not be influenced by positive or challenging personal
circumstances, character, behaviour, appearance, socio-economic background, or the
performance of candidates’ siblings;
unconscious bias is more likely to occur when quick opinions are formed; and
having effective internal standardisation will help to ensure that there is consideration
from different perspectives.
Recording Decisions and Retention of Evidence and Data
It is fundamental that teachers and Heads of Department maintain appropriate records that
show how Centre Determined Grades have been arrived at and internally standardised,
including the rationale for decisions in relation to individual marks/grades. These records
should be sufficient to justify the grade while being mindful of the workload of teachers and
the tight timescales involved in this process. Evidence used to support the grade
determined for each candidate will be retained electronically on the C2k network.
It is essential that there are robust, accurate and secure records of decisions and retention
of evidence to comply with data protection legislation and in anticipation of centre
moderation and the CCEA Review of Evidence and Award process and potential appeals.
When requested, evidence will be uploaded via the CCEA application used to submit the
Centre Determined Grades.
The following CCEA documentation must be fully and accurately completed and retained
securely:
Candidate Assessment Records, or similar records as determined by the department;
Head of Department Checklists and Departmental Assessment Evidence Grid; and
Head of Centre Declaration.
Confidentiality
The Royal School, Armagh will not disclose Centre Determined Grades in advance of the
official issue of results. This is in keeping with the centre’s GDPR policy and CCEA
requirements.
Malpractice & Maladministration
The Royal School, Armagh will act ethically, to uphold the integrity of the qualifications
system and to report potential cases of malpractice or maladministration to CCEA for
investigation. There may be instances where the centre or individual teachers are put under
improper pressure from a candidate or their parent/guardian to influence the decision-
making on a grade. Any improper pressure must be reported to the lead assessors who will
report it to CCEA. CCEA may investigate this as potential malpractice or maladministration.
Other examples of potential malpractice include:
deception;
improper assistance to a candidate;
failure to appropriately authenticate a candidate’s work;
over-direction of candidates in preparation for assessments;
the centre submitting grades not supported by evidence or that they know to be
inaccurate;
centres entering candidate(s) who were not originally intending to cash in a grade in the
Summer 2021 series;
failure to engage as requested with CCEA during the review stage of the process; and
failure to keep appropriate records of decisions made and Centre Determined Grades.
The consequences of malpractice or maladministration are as published in the JCQ
guidance Suspected Malpractice: Policies and Procedures, which is available on the JCQ
website, and include the risk of a delay to candidates receiving their grades, up to and
including removal of centre status.Private Candidates For subjects where entries have been made for private candidates, centres will ensure that they have sufficient evidence to confidently submit an objective Centre Determined Grade. If evidence is limited, it is essential that these candidates complete the CCEA Assessment Resource or an appropriate adaptation of the Assessment Resource. Thereafter, decisions for the private candidate should be made with a similar approach as for all other candidates at the Royal School, Armagh. Conflicts of Interest To protect the integrity of the awarding process, staff must declare any potential conflicts of interest to the Head of Centre. Instances when there may be a conflict include teaching and preparing members of their family or close friends for qualifications that include internally assessed components or involvement in determining the grade for a family member. Where the Head of Centre identifies a personal conflict of interest that will be reported directly to CCEA and the lead assessors will be advised in writing. The Head of Centre will take the appropriate actions to manage any potential conflicts of interest arising with centre staff, following the requirements set out in CCEA’s Alternative Arrangements – Process for Heads of Centre document issued in March 2021. The Royal School, Armagh will also carefully consider the requirements of their centre policies, particularly in relation to the separation of duties and personnel to ensure fairness in later process reviews and appeals. Internal Appeals Procedure Relating to Centre Determined Grades A written internal appeals procedure is available to permit candidates recourse in relation to the production of a Centre Determined Grade. The Royal School, Armagh internal appeals procedure is available for staff, candidates and parents on the centre website at www.royalschool.org. It outlines the roles and responsibilities for centre staff and provides clarity on the various steps in the internal procedure. The various steps of the internal appeals procedure are time bound and in line with CCEA requirements. Candidates will be updated at each stage and will be informed in writing of the outcomes and recourse procedures. Requirements as a JCQ Registered Centre The Royal School, Armagh has reviewed and amended, where necessary, all assessment and examination-related policies and procedures in line with the JCQ General Regulations for Approved Centres, 1 September 2020 to 31 August 2021 to ensure appropriateness for the unique context of Summer 2021 qualifications.
Linked Documents
GDPR / Data Protection Policy
Assessment Policy
GCSE, AS and A Level Awarding Summer 2021: Alternative Awarding Arrangements
Technical Questions and Answers
GCSE, AS and A Level Awarding Summer 2021: Alternative Arrangements – Process
for Heads of Centre
JCQ Guidance for Students, Parents and Guardians
Appeals Policy
Equal Opportunities Policy
Special Educational Needs Policy
Pastoral Care Policy
Social Media PolicyAppendix. 1
ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
Art & Design
Qualification
A2
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Unit A2 1- Personal & Critical Investigation- Practical Medium & High Control
Investigation
AO1, AO2 & AO3
Unit A2 1- Personal & Critical Investigation- Written Medium Control
Investigation
AO1, AO2 & AO3
Unit A2 2 Thematic Outcome Low, Medium & High Control
AO1, AO2 & AO3ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
Art & Design
Qualification
AS
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Unit AS 1- Experimental Portfolio High, Medium and Low
AO1, AO2 & AO3 Control
Unit AS 2- Personal Response High, Medium and Low
AO1, AO2 & AO3 ControlROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
Art & Design
Qualification
GCSE
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Component 1 Part A- Exploratory Portfolio High & Medium Control
AO1, AO2, AO3 & AO4
Component 1 Part B- Investigating the Creative and Low, Medium and High
Cultural Industries Control
AO1, AO2 & AO3ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
Biology
Qualification
A-Level
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Mod 1 CCEA Resource material High
Mod 2 CCEA Resource material High
Excretion and Osmoregulation Test High
Immunity Test High
Gene Technology Test High
AS Molecules test High
AS Adaptations test High
AS Exchange Surfaces Test High
*Online engagement low
*Online assessments lowROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
Biology
Qualification
AS-Level
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Mod 1 CCEA Resource material High
Mod 2 CCEA Resource material High
Mod 1 Mock Examination High
Mod 2 Mock Examination High
Adaptations and Sampling Test High
Exchange Surfaces Test High
Molecules Test High
* Low
Online engagement
* low
Online assessmentsROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Biology
Qualification
GCSE Triple Award
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Assessment using CCEA resource material High
Cells Test High
Respiration and Gas Exchange Test High
Photosynthesis Test High
Food and Digestion Test High
Plant Transport and Osmosis Test High
Reproduction and DNA Test High
Genetics Test High
* Low
Online engagement
* low
Online assessmentsROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
Business Studies
Qualification
A2
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
High
Mock Examination (paper based on the pre-planned
mock schedule for early 2021)
High
Mock Examination (paper based on CCEA assessment
resources)
Low
Coursework (full section)ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
Business Studies
Qualification
AS
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
High
Mock Examination (CCEA assessment resources)
Medium
Test 1 (Cash Flow)
Medium
Test 2 (Investment)
Medium
Test 3 (Ratio Analysis)
High
CCEA Mock (December 2020)
Low
CourseworkROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
Business Studies
Qualification
GCSE
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
High
Mock Examination (CCEA assessment resource based)
High
Booklet B CCEA (CCEA resource; written paper based on
the coursework)
Low
Coursework (full section completed)ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department CHEMISTRY
Qualification A2 – LEVEL CHEMISTRY
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
UNIT 1 – ALL END OF TOPIC TESTS (CCEA PPQ) HIGH
UNIT 1 – ADAPTED ASSESSED RESOURCE MATERIAL (x1) HIGH
ASSESSED HW (x2) LOW
*Engagement with online learning on Google Classroom LOWROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department CHEMISTRY
Qualification AS – LEVEL CHEMISTRY
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
UNIT 1 – ALL END OF TOPIC TESTS (all CCEA PPQ) HIGH
UNIT 1 – MOCK (all CCEA PPQ) HIGH
UNIT 1 – ADAPTED ASSESSED RESOURCE MATERIAL HIGH
UNIT 2 – END OF TOPIC TEST (including some CCEA HIGH
ASSESSMENT RESOURCE material)
ASSESSED HW (x1) LOW
*Engagement with online learning on Google Classroom LOWROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department CHEMISTRY
Qualification GCSE TRIPLE AWARD CHEMISTRY
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
UNIT 1 – END OF TOPIC TESTS (mainly CCEA style HIGH
questions) *apart from ‘Equations and Solubility Test’
due to COVID disruption
UNIT 2 – ALL END OF TOPIC TESTS (all CCEA style HIGH
questions)
UNIT 2 – ADAPTED CCEA ASSESSED RESOURCE MATERIAL HIGH
(x1)
ASSESSED HW (x1) LOW
*Engagement with online learning on Google Classroom LOWROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Digital Technology
Qualification A2
The following key evidence will be used by the above department in reaching a
holistic determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event
that key evidence is not available.
Evidence Level of control
(High /medium/low)
Assessment 1 H
Assessment 2 H
Coursework M
Tracking 1 HROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Digital Technology
Qualification AS
The following key evidence will be used by the above department in reaching a
holistic determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event
that key evidence is not available.
Evidence Level of control
(High /medium/low)
Assessment 1 H
Assessment 2 H
Mock H
Tracking 1 HROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Digital Technology
Qualification GCSE - Multimedia
The following key evidence will be used by the above department in reaching a
holistic determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event
that key evidence is not available.
Evidence Level of control
(High /medium/low)
Controlled Assessment M
Assessment 1 H
Assessment 2 HROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Digital Technology
Qualification GCSE - Programming
The following key evidence will be used by the above department in reaching a
holistic determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event
that key evidence is not available.
Evidence Level of control
(High /medium/low)
Controlled Assessment M
Assessment 1 H
Assessment 2 HROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
Science
Qualification GCSE Double Award Science
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
CCEA Assessment resources in all 3 Sciences High
Year12 All end of Topic tests (all CCEA past papers) across all 3 High
Sciences
Year11 All end of Topic tests (all CCEA past papers) across all 3 High
Sciences
TO ASSIST WITH GRADING THE LEVEL OF ENGAGEMENT WITH Low
REMOTE LEARNING MAY ALSO BE CONSIDERED AS A FACTORROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Engineering
Qualification Level 3 National Extended Certificate in Engineering
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Unit 1: Engineering Principles (CAG) High
Unit 2: Delivery of Engineering Processes Safely as a High
Team (CAG)
Unit 3: Engineering Product Design and Manufacture Medium
May 2017 Past Paper
Unit 3: Engineering Product Design and Manufacture Medium
May 2019 Past Paper
Unit 3: Engineering Product Design and Manufacture High
Jan 2021 Past Paper
* Unit 3: Engineering Product Design and Manufacture Medium
Jan 2019 Past Paper
* Classwork on completed on Google classroom Low
* Unit 3: Engineering Product Design and Medium
Manufacture assessmentsROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
English
Qualification
GCE A Level English Literature
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Level of control
(High /medium/low)
Coursework – The American Dream Medium
CCEA Assessment resource High
Class tests (2) High
Homework LowROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
English
Qualification
GCE AS Level English Literature
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
CCEA Assessment resource High
Class test (1) High
Homework LowROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department
English
Qualification GCSE English Language
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Controlled Assessment (Spoken Language and written High
Language)
Mock High
Speaking and Listening (individual presentation, role play High
and group discussion)
CCEA Assessment Resource High
Homework LowROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department English
Qualification
GCSE English Literature
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Controlled assessment Medium
CCEA Assessment resource High
Class tests (2) High
Homework LowROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Geography
Qualification A2
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
A2 Assessment Opportunity 1: A2 1: Physical Processes, High – 20/4/21
Landforms and Management Assembly Hall
A2 Assessment Opportunity 2: A2 2: Processes and High – 30/4/21
Issues in Human Geography Assembly Hall
Option D: Tourism
End of Topic Test – Issues in Human Geography. Option High
D – Tourism and/or Ecotourism
End of Topic Test – Physical Processes, Landforms and High
Management – Plate Tectonics and Volcanoes and/or
Plate Tectonics and Earthquakes
*End of Topic Tests - Issues in Human Geography. Option High
D – Tourism and/or Ecotourism
*End of Topic Tests – Plate Tectonics, Earthquakes High
and/or VolcanoesROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Geography
Qualification AS
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
AS Assessment Opportunity 1: AS 1: Physical Geography High – 22/4/21
Element 1(a) Processes that shape Fluvial Environments
and AS 2 element 1(a) Population Data and 1(b)
Population Change
A2 Assessment Opportunity 2: AS 2: Human Geography - High – 29/4/21
Settlement
End of Topic Test – Fluvial Environments High
End of Topic Test – Settlement High
End of Topic Tests – Geographical Skills High
Mock HighROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Geography
Qualification GCSE
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
GCSE Assessment Opportunity – Living in Our World High – 21/4/21
Theme A: Population and Migration and Theme C: Sports Hall
Contrasts in World Development
End of Topic Test: Rivers High
End of Topic Test: Coasts High
End of Topic Test: Weather and Climate High
End of Topic Test: Restless Earth High
End of Topic Test: Population Change High
End of Topic Test: Population Change and Managing High
Urban AreasROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Government and Politics
Qualification A2
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Past paper question: essay on US Cabinet November High
2020
CCEA past paper question A2: 2 Power: Marxism High
April 2021
CCEA AR – A2:1 Comparative study of Government and High
Politics of US and UK
* Low
Lockdown essays – 2 completed on classroomROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Government & Politics
Qualification AS
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Winter Mock – NI High
Winter Mock - GB High
Assessment 1 – Past Paper Essays NI High
CCEA AR - GB High
*
Lockdown work Low
*ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Health and Social Care
Qualification A2
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Unit 5: The Family Controlled Assessment Task Medium
Unit 4: Health Promotion Activity Controlled Assessment Medium
Task
Assessment Resource High
*Past Paper Question (Class test) High
*ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Health and Social Care
Qualification AS
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Mock Examination High
Assessment Resource High
Unit 1: Promoting Quality of Care Controlled Assessment Medium
Task
Unit 2: Communication Controlled Assessment Task Medium
* Past Paper Question Online Task Low MediumROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department History
Qualification A2
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Knowledge tests/end of topic – Sept-Dec High
Emmet’s Rebellion & situation up to 1820
O’Connell & Emancipation 1821-29
Tithe War, O’Connell & ‘Justice for Ireland’
O’Connell & Repeal
The Fenians and Gladstone’s Reforms
Home Rule, Parnell & Land
The battle for Home Rule
CCEA AR – A2:1 – Ireland Under Union Essay High
CCEA AR – A2:2 – Choice of essays – Home Rule & Easter High
Rising
* Low
Lockdown essays – 2 completed on classroom
*ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department History
Qualification AS
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Winter Mock – Germany High
Winter Mock - Russia High
CCEA AR - Germany High
CCEA AR - Russia High
* Low
Lockdown/class work – individual past paper questions
ranging from 10 to 30 marks
*ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department History
Qualification GCSE
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Nazi Germany topic tests: High
Consolidation of Power 1933/34
Police State & Propaganda
Nazi Youth
Women and Family
Nazis & Religion
Nazi racial policies
Nazi Economy
CCEA Assessment Resource Section A – Nazi Germany High
CCEA Assessment Resource Section B – NI & its High
Neighbours
*
International Relations Essays Low
*
Practice Papers – April 2021 MediumROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Home Economics
Qualification A2 Nutrition and Food Science
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Unit 1: Research Project (Controlled Assessment Task) Medium
Class tests x 2 High
Assessment Resource High
Past Paper Questions High
* Past Paper Question Online Task Low/Medium
*ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Home Economics
Qualification AS
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Mock Examination High
Class Tests x 2 High
Assessment Resource High
Class Assessment x 1 High
*Past Paper Question Online Task Low/Medium
*ROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Home Economics
Qualification GCSE Food and Nutrition
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Controlled Assessment Task on Older Adults Medium
Class tests (Mixed topics) x 2 High
Assessment Resource High
Year 11 Topic Tests x 2 High
*Past Paper Question Online Task Low/Medium
*Past Paper Questions Online Low/MediumROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Department Mathematics
Qualification GCE – A Level
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Tracking Test 1 – A21 Pure
High
Tracking Test 2 – A21 Pure
High
Assessment 1 on A22 - Applied
High
Assessment 2 on A22 – Applied
High
Assessment Resource – A21
High
Assessment Resource – A22
High
*Classwork Google Classroom
Low
*Homework completed on Google Classroom
LowROYAL SCHOOL, ARMAGH
Departmental Evidence Record
Mathematics
Department
GCE – AS Level
Qualification
The following key evidence will be used by the above department in reaching a holistic
determination of the grade at which pupils in the department are performing.
Evidence marked with an asterisk * indicates evidence that will be used in the event that
key evidence is not available.
Evidence Level of control
(High /medium/low)
Tracking Test1 – AS1 Pure
High
AS1 – December assessment
High
AS2 – December assessment
High
Assessment Resource – AS1
High
Assessment Resource – AS2
High
*Classwork Google Classroom
Low
*Homework completed on Google Classroom
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