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

2. STEPS and the STEP Grid Handbook
Dear Parent/Carer,
Over the past 12 months we have been using the STEPS assessment model with our Key Stage 3 students. Each subject has a STEPS grid. Each grid is comprised of 9 ‘steps’ and a number of ‘strands’. The grid contains descriptors for what your child needs to be able to do to complete a ‘step’. After using the STEPS model for the past year, we have refined and updated some grids.
Your son/daughter will start with a baseline ‘step’ in Year 7, which will be derived from KS2 data and baseline assessments they will complete in their opening weeks of Year 7. For Year 7 students, we will report the baseline step for each subject in the first report in mid-November. For Year 8 and 9 we will report the next progress data at this time. 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.
Below you will find a copy of the STEPs grid. Please keep this safe and use it to cross reference attainment on each report with content of the KS3 courses for each subject studied.
You should receive three attainment reports throughout the year, as detailed below:
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

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 three 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 and Practicing (Double weighting)
Composing and Technology
(Single weighting)
Strand 3
Listening and understanding 9
All of the below and…
can demonstrate outstanding performance skills, showing high levels of confidence and technical ability on main instrument.
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.
has a confident performance style and stage presence.
can show responsibility for own learning and progress with a clear practice routine.
can make an excellent contribution to a group task, adapting to fit different roles and collaborating effectively with others.
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 start to use advanced editing and mixing tools within audio software to manipulate both audio and MIDI data.
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.
is flexible and prepared to change role or ideas to improve the group’s work.
can lead and direct a group where necessary.
organises additional rehearsals with others
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.
can produce a basic mix and export in a readable file format within audio software
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 respond positively and constructively to feedback from a teacher or another student.
can support others in composing parts of the group piece.
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 edit audio recordings/loops to create new material competently and creatively within audio software
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 and Practicing (Double weighting)
Composing and Technology
(Single weighting)
Strand 3
Listening and understanding 6
All of the below and…
can sing alone with fluency, accuracy and confidence.
can play a range of chords on the keyboard including extended chords.
can coordinate their part with the other performer(s), considering timing.
knows the notes on a musical stave (treble clef) without note names
can plan own work to ensure the best use of time.
can make a significant contribution to a group task.
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 choose and control appropriate acoustic effects within audio software (reverb and delay)
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/instrument.
can play both major and minor triad chords on the keyboard.
can read fairly accurately from a score with note names (both Treble and Bass Clef) and know the notes of the keyboard without support.
can work efficiently to ensure work is completed on time.
can work fairly and cooperatively with others.
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.
Able to use automation to manipulate textures and vary instrument tone within audio software.
can record in real-time audio competently within audio software
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.
can recognise sharp and flat notes whilst tuning and are able to adjust them with a tuner independently 4
can sing in tune and with expression.
can perform a simple melody with reasonable fluency and accuracy.
can play some triad chords on the keyboard.
can keep own part going in a group performance.
knows the notes of the keyboard with the aid of a note guide.
can show awareness of the needs of others in a group task.
can share a range of ideas in group tasks.
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 control and edit dynamics/sound placement using automation within audio software
is confident in recognising and naming musical instruments by their sounds.
can recognise different time signatures 2, 3 and 4 beats in a bar.
can suggest improvements to their own and others’ work.
can recognise sharp and flat notes whilst tuning and are able to adjust them with a tuner with support

7. Music 3 2 1 Step Strand 1 Performing and Practicing (Double weighting)
Composing and Technology
(Single weighting)
Strand 3
Listening and understanding 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 organise themselves to start work promptly.
can share own ideas in group tasks.
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 record and edit MIDI notes within audio software
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.
can tune their instrument with a tuner with support 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 work within a given time allocation within a lesson.
can make some contributions to group tasks.
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 combine basic ‘Apple Loops’ within audio software that work together within genre
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.
can hear when notes are out of tune 1
Can…
sing a simple melody in a teacher-led ensemble.
repeat simple patterns (clapping/untuned percussion).
follow basic instructions for whole class and small group tasks.
listen to others’ ideas.
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.
can choose sounds/loops that fit together in audio software
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.