Academics

Assessments 

At DHSZ, we believe that the following principles should inform all assessment:  

• Assessment is designed primarily to support and enhance student learning.  
• Assessment accurately measures intended learning objectives and provides valid evidence of student progress and areas for improvement.  
• Assessment criteria, expectations and feedback should be clear for all students.  
• Assessment is timely and formative, using a range of measures to inform feedback and support ongoing learning.  
• Assessment maximises learning potential by ensuring appropriate accessibility, support, and challenge for all learners.  
• Assessment is planned through backward design, with summative outcomes guiding instruction and formative assessment adapted to support learning and attainment.  
• Assessment practices should support the development of academic integrity and ethical scholarship.  

Formative Assessment:

The use of transformative (AasL) and formative (AforL) assessment as well as summative (AofL) assessment should be evident across the school. Formative assessment and responsive teaching are part and parcel of every lesson and help teachers and students find out what they already know and can do and how well they are learning new knowledge and skills.  

Assessment in the classroom means that teachers will: 

• Regularly check the progress of all students in each lesson and develop appropriate next steps (“Do Now”, Effective questioning, Plenary). 
• Develop clear rubrics in advance of teaching so that the basis of assessment can be made known to students and help give shape to the assessment objectives. 
• Use samples of students’ work and performance to provide information about student learning and guide future planning/interventions. 
• Collect evidence of student understanding and thinking through using a variety of assessment techniques. 
• Identify exemplary pieces of student work to model success. 

Assessment in the classroom means that learners will: 

• Reflect on their learning. 
• Communicate their learning to teachers and peers. 
• Evaluate work produced by themselves and by others against known standards/rubrics. 
• Share their learning and understanding with others. 
• Use a variety of styles and media to demonstrate their learning. 
• Act on feedback received from teachers and peers and work to improve.  

For the free exchange of ideas and feedback between students and the teacher, an atmosphere of trust and cooperation is necessary. For formative assessment to be effective, it should take place in an environment which is positive and supportive. 

See the school calendar for key assessment dates. 

Extended Learning:

Extended Learning is designed to extend the learning process beyond the classroom, reinforcing and preparing for classwork, and developing independent study skills. 

The purpose of Extended Learning is to reinforce and prepare for classwork, develop independent study skills, and offer opportunities for differentiated tasks when appropriate. It enhances attainment and strengthens the relationship between school and home. The purpose and value of the tasks should be clear to students. 

Homework is effective when: 

• Tasks are engaging and challenging. 
• Students understand the relevance and usefulness. 
• Instructions are clear. 
• Constructive and timely feedback is provided. 
• Interim deadlines for coursework are set and adhered to. 
• It includes retrieval practice to enhance long-term retention and understanding of material. 
• It is part of an integrated programme. 

Learning should never stop, and Extended Learning should be an integral part of this continuous process. Planning should consider the allocations to avoid excessive workload increases. Students should have at least three days to complete tasks. If not feasible, teachers should ensure students have sufficient time when setting the work. 

Teachers must ensure students record Extended Learning details and deadlines. Differentiated tasks should always be available, allowing students to engage in meaningful activities that cater to their individual learning needs. 

Incorporating retrieval practice and continuous learning from the research emphasises that well-structured Extended Learning activities significantly enhance academic performance and independent learning skills. 

 

Academic Honesty

Integrity and honesty are core values of our school and we expect students to demonstrate integrity and honesty in their academic work, as well as in all other aspects of school life. We take cases of cheating very seriously in this school, as do universities and colleges, and our teachers are vigilant about students who hand in work that is not their own. 

Students can be tempted to cheat if they are under extreme time pressures, so managing your time effectively and planning the timely completion of tasks, assignments and coursework is the best way to avoid the risk of taking damaging shortcuts to meet deadlines.  

Students are, of course, encouraged to use books, magazines, and the internet to get information and to develop research skills. These are important sources for helping you to learn. Students may also use the help of friends or parents to widen their knowledge. These are also useful ways to help with schoolwork. However, you need to be very careful when using the resources of printed material, the internet, Artificial Intelligence or friends, parents, and tutors that you are not using those resources inappropriately. 

If you quote from a source, you are expected to acknowledge the source and attribute your quotation properly. Your subject teachers will teach you how to do this correctly in their subject, using an approved citation system. 

Plagiarism means directly copying from any printed source (such as books, periodicals, and magazines) or downloaded material from the internet or Artificial Intelligence. It also refers to using material from printed sources or from the internet without referring to the source and then offering that work as one's own. 

Copying is when a student copies from another student and then presents it as his or her own work. You should not copy anyone’s work and nor should you allow another person to complete your work for you. You should also not allow anyone else to copy your work. 

Inappropriate use of outside tutors or Artificial Intelligence: if you have private tutors, they should be helping you to consolidate your learning and understanding, not doing your work for you. Handing in someone else’s work, or work generated on AI, will give your teachers a false picture of your progress and learning needs. This will not only impede progress and success; it is also cheating and dishonest. 

Consequences of plagiarism and cheating:

Copying from other students or directly out of books; getting other people to write assignments for you and cutting and pasting from the internet are all examples of plagiarism and cheating, which will result in a zero mark for the assessment and at least 5 disappointments; this means an automatic detention, parental contact, and other consequences. 

Allowing others to copy your work is also cheating and will have the same consequences. 

Subject teachers will report all incidents of cheating to their Department Head and to the relevant Head of Year who will record the incident and give the appropriate number of disappointments. Repeat offences will be treated more seriously and consequences may include a parent conference; a failing grade for the course and suspension from school. 

Cheating on external examinations:

Any incidents of cheating on external tests and examinations will have immediate serious consequences. Our external examination boards and the university pre-testing services have very strict policies about cheating during examinations that are very carefully explained to students before every external examination. Students who cheat on external examinations must be reported to the examination board and risk disqualification for the examination paper on which they cheated. The examination board also reserves the right to disqualify the student from all examinations they have taken in that session if they suspect that the student has cheated on other papers too. 

The message is very clear: Don't cheat! 

 

SUPPORTING YOUR CHILDREN 

Simple things like showing an interest and being encouraging can make a big difference to how young people feel about school. It can give them the confidence to try out new skills and ideas and learn from mistakes without feeling discouraged. Parents can: 

• Show an interest in their learning. 
• Discuss homework tasks with their child. 
• Encourage them to overcome challenges. 
• Praise their child's efforts and progress. Avoid focusing on results and grades. 
• Ensure that you and your child have read the Acceptable Use Policy on technology. 
• Talk about the school day. 
• Help students to organise their time and paperwork. 
• Find them a quiet place to study in the home environment.