1. Sir James Smith’s Community School
STEPS GRID handbook
A practical guide
Key Stage 3

2. STEPS and the STEP Grid Handbook
Monitoring and reporting attainment and progress
in Year-7 and Year-8.
Dear parent/ carer,
As someone with a son or daughter in Year 7/8 you may be aware that there have many changes to assessment in schools over the last few years. At the same time as the government’s announcement of a major shift in the way attainment and progress were to be reported at KS2 from September 2016, they also indicated the abolishment of ‘levels’ at KS3, but with a much earlier deadline of September However, unlike KS2, there was no prescribed alternative system put into place across the country and all secondary schools were invited to create their own model of assessment.
Over the past two years we have been working to create an assessment model that will work with our Key Stage 3 students. This year we have improved our model to create distinct STEPS grids. Each grid is comprised of 9 ’steps’ and a number of ’strands’. The grid contains descriptors for what a child needs to be able to do to complete a ‘step’.
Your son/ daughter will start with a baseline ‘step’, which will be derived from KS2 data and baseline assessments they will complete in their opening weeks of the Autumn-term. We will report the baseline step for each subject in the Q1 report in mid-November. It is expected that most students would move up each strand by at least 1 step each year (3 steps over the course of the key stage)*.
We feel very confident that what your son/ daughter experiences at Sir Jim’s is indeed a very comprehensive and professional package. This assessment model allows you as parents and carers the opportunity to be closely involved in their attainment, progress and target setting over the entire key stage.
Accompanying this letter you will find your own copy of the STEPS grids. Please keep this safe and use it to cross reference attainment on each report with content of the KS3 courses for each subject studied.
Finally, please feel free to contact me directly if you have a specific question about the system which needs further explanation.
Yours faithfully
Mr. E. McGuffie
Assistant Head Teacher – Curriculum
* In Science, progress is built implicitly into the scheme of work. Therefore students will be expected to stay on the same step or fluctuate above/ below this step as the content becomes more challenging throughout the year.

3. Introduction What is STEPS?
What is STEPS?
Strategic Targets for Educational Progress and Success (STEPS) is an assessment and progress monitoring, tracking and reporting programme for secondary schools.
How does it work?
Upon arrival in Year-7, every student is assessed via a broad range of information and results available to the school. Subject teachers then place students at a baseline Step in each Strand and this becomes the starting point for each subject. A Step Point Score is generated which is an overall score for a subject. Each student is expected to make at least one Step of progress in the Step Point Score per year, with the exception of Science where progress has been built implicitly into the scheme of work.
School reports
You will receive four reports per year showing your child’s attainment and progress in every Strand in every subject and it will also show you the overall Step Point Score. When used in conjunction with this handbook, it will give you both a detailed and quick method of reviewing attainment and progress so far. It will also allow you to discuss targets to progress to the next Step.
The STEPS grids
Each subject has its own grid, these form the rest of this handbook. Each grid is a basic summary of all the work that can be covered in each of the Key Stage 3 Programmes of Study. Each subject follows a similar approach.
Strands: these run along the top of the grid, they break a subject down into smaller topics or areas. There are between three and seven Strands per subject.
Steps: These break a subject down into progressive Steps. There are nine Steps per Strand per subject; 1 is the lowest Step and 9 is the highest.
Statements: Each Step has one or more statements. Students have to achieve all of these, and all of the ones in the Steps below, to be at that Step level.
The Step Point Score
Students will be given a Step score for each individual Strand in each subject. The Step Point Score combines these individual scores to give an overall score in a subject.
If 3.6 was the baseline at the start of year-7, then the students would be expected to reach:
4.6 by the end of Year-7
5.6 by the end of Year-8
6.6 by the end of Year-9.
This would be a minimum expectation and targets could be adjusted each year to maintain challenge for each individual.

4. Music

5. Music 9 8 7 Step Strand 1 Performing
Makes music alone and with others, by singing and using a range of instruments
(Double weighting)
Strand 2
Composing
Creates own music
(Single weighting)
Strand 3
Personal and social
Organises self and interacts with others in musical activities
Strand 4
Listening and understanding
Evaluates own work and recognises musical features; level of knowledge of the music heard 9
All of the below and…
can demonstrate outstanding performance skills, showing high levels of confidence and technical ability.
can collaborate effectively with other performers, showing the ability to direct an ensemble.
can perform extended pieces of music in different styles using the relevant notation.
can create extended, memorable compositions with a sense of direction and shape, considering style and overall impact.
can explore more advanced techniques to suit the style and genre of their compositions.
can show responsibility for own learning and progress.
can make an excellent contribution to a group task, adapting to fit different roles and collaborating effectively with others.
can discriminate between a range of musical styles and genres, commenting on the relationship between the music and its cultural context.
has an excellent knowledge of musical terms and can use them to give detailed descriptions of the music heard. 8
can play more challenging parts on the keyboard, following more complex rhythms and playing more than one part.
is sensitive to their role in the group and can make appropriate adjustments to their part, taking the lead where appropriate.
can show ability to read musical notation coherently.
can adapt, develop and discard musical ideas to suit the style of a composition.
can put melody and chords together in an effective way to fit the style of own composition.
can compose in a range of different musical styles.
is flexible and prepared to change role or ideas to improve the group’s work.
can lead and direct a group where necessary.
can write accurate descriptions of music heard, using technical vocabulary to give detailed answers.
can evaluate the overall success of a piece of work and refine it to make it more stylistically appropriate. 7
can sing alone showing good overall technique.
can fit chords and a melody together on the keyboard.
can support and lead other performers in keeping a part going and playing it accurately.
can play from a musical score without the notes written on to assist.
can develop own musical ideas in a composition.
can make imaginative use of chords in composition and fit them together with a melody.
can use notation accurately to plan, revise and record work.
can respond positively and constructively to feedback from a teacher or another student.
can support others in composing parts of the group piece.
can describe and compare the features of different styles of music, using key words and musical terms.
can evaluate how the mood or atmosphere of a piece of music has been achieved, using musical terms accurately.
can recognise and correct mistakes within a group’s performance.

6. Music 6 5 4 Step Strand 1 Performing
Makes music alone and with others, by singing and using a range of instruments
(Double weighting)
Strand 2
Composing
Creates own music
(Single weighting)
Strand 3
Personal and social
Organises self and interacts with others in musical activities
Strand 4
Listening and understanding
Evaluates own work and recognises musical features; level of knowledge of the music heard 6
All of the below and…
can sing alone with fluency, accuracy and confidence.
can play a range of chords on the keyboard.
can coordinate their part with the other performer(s), considering timing.
knows some of the notes on a musical stave.
can create a melody which has a sense of balance and shape.
can compose pieces showing a good sense of proportion and balance.
can make effective use of chords in composition.
can select appropriate instrumental sounds in an imaginative way.
can plan own work to ensure the best use of time.
can make a significant contribution to a group task.
can recognise and describe different styles of music, using appropriate vocabulary.
can explore the contexts, origins and traditions of different musical styles.
can evaluate own work and set realistic targets for improving it. 5
can sing with expression and clear diction.
can perform a melody fluently and accurately on the keyboard or tuned percussion.
can play some chords on the keyboard.
can read fairly accurately from a score with note names, and know the notes of the keyboard without support.
can improvise a more complex rhythmic or melodic idea.
can use structure imaginatively to create an effective composition.
can select chords for own composition in a logical way.
can use tempo and changes in dynamics effectively.
can work efficiently to ensure work is completed on time.
can work fairly and cooperatively with others.
can identify some different styles of music and their features.
can recognise the number of beats in a bar in a piece of music.
can describe how the mood or atmosphere of a piece of music has been created, using musical terms. 4
can sing in tune and with expression.
can perform a simple melody with reasonable fluency and accuracy.
can keep own part going in a group performance.
knows the notes of the keyboard with the aid of a note guide.
can improvise a simple new rhythmic or melodic idea.
can create longer compositions showing a good sense of structure.
can compose a piece with several layers of different repeating patterns.
can select instrumental sounds in a creative way.
can show awareness of the needs of others in a group task.
can share a range of ideas in group tasks.
is confident in recognising and naming musical instruments by their sounds.
can recognise four beats in a bar.
can suggest improvements to their own and others’ work.

7. Music 3 2 1 Step Strand 1 Performing
Makes music alone and with others, by singing and using a range of instruments
(Double weighting)
Strand 2
Composing
Creates own music
(Single weighting)
Strand 3
Personal and social
Organises self and interacts with others in musical activities
Strand 4
Listening and understanding
Evaluates own work and recognises musical features; level of knowledge of the music heard 3
All of the below and…
can sing in tune with reasonable fluency.
can perform simple parts on the keyboard (note guide, one finger) and tuned percussion.
can keep in time with others playing the same part.
can perform from memory and from simple notations.
can alter a repeating rhythmic pattern to vary it.
can create simple compositions which show a sense of structure.
can put two ostinato patterns together to create a simple texture.
can use simple notation to plan and record work.
can organise themselves to start work promptly.
can share own ideas in group tasks.
can recognise a variety of different instrument sounds, knowing instrument families.
can correctly use a range of simple musical terms (pentatonic, ostinato, melody).
can identify where member of a group (including themselves) has made a mistake in a performance. 2
can sing in a small group with good accuracy of pitch.
can perform simple patterns on untuned percussion.
can show that they understand what a steady pulse means.
can add new pitches to a repeating rhythm that has been learned.
can make use of a given structure in a composition.
can select different instrument sounds for a composition.
can work within a given time allocation within a lesson.
can make some contributions to group tasks.
can recognise a range of instrumental sounds.
can correctly use some simple musical terms (percussion, pitch, rhythm).
can make simple improvements to own work in response to teacher feedback. 1
Can…
sing a simple melody in a teacher-led ensemble.
repeat simple patterns (clapping/untuned percussion).
order known sounds in a creative way.
show awareness of the need for contrast in musical compositions.
show the difference between loud and soft sounds.
follow basic instructions for whole class and small group tasks.
listen to others’ ideas.
recognise some simple instrument sounds.
recognise high and low sounds.
identify contrasts in mood in music and describe them in a basic way.

8. Frequently Asked Questions
Q. What is STEPS? A. STEPS is an assessment-recording and progress-monitoring system for all subjects studied at Key Stage 3. Q. What are STEPS grids? A. The STEPS grids break a subject down into Strands of content and nine progressive Steps. Students are placed on the STEPS grid following a baseline assessment. The expected progress is at least one-Step per year or three-Steps over the key stage. Q. What is a Strand? A. A Strand is an area of study of a subject. Every subject is divided into between three and seven Strands. Q. What is a Step? A. Every Strand is broken down into nine progressive Steps. Nine is the highest Step and one is the lowest. Steps provide the pathway through the Programme of Study for each Strand. Q. Why does my child appear to have made more progress in one subject than another? A. All subjects are different and so are children! It is quite understandable for one student to have a different rate of progress to another. Learning is a cycle of improvement. Students improve and then plateau before making further improvement – the timescale for this improvement is very individual and varies between subjects. It is quite normal for rapid progress to be made when children are exposed for the first time to specialist teaching, when perhaps teachers with expert knowledge were not available in primary school. Q. My child seems to have made no progress at all in one subject. A. There could be circumstances which would mean that within the last assessment cycle this was the case. It could be a completely new subject, or one that has been studied for only a portion of the year. We are anticipating three Steps of progress over the key stage and that one Step is merely the average of this expected progress each year. Remember also that in Science, progress has been built implicitly into the schemes of work. Therefore your child will be expected to stay on the same step or fluctuate above/ below this step as the content becomes more challenging throughout the year. Progress will be numerically represented by a variation score (progress score) from your child’s start point. If your child’s score is positive or remains at 0 throughout the year this represents expected progress or above expected progress; if they receive a minus progress score then this indicates that they will need more support to maintain their progress in the upcoming units.