Working Together at the Downley School. Progress and Achievement

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Working Together at the Downley School. Progress and Achievement"

Transcription

1 Working Together at the Downley School Progress and Achievement

2 Attainment and Progress the difference explained The National Curriculum is a statutory document that we must adhere to. Children s progress through the National Curriculum is measured in levels. Each level is broken down into sub-levels. Attainment Very simply this is the national curriculum level that a child scores at the end of, or part way through, a school year. Progress This is how far through the sub-levels and levels a child moves in a certain time period. This may be over a term, a year or a Key Stage.

3 The National Curriculum Levels Explained Children start at a level 1c (usually at the beginning of Year 1) and gradually work their way up through the levels. Core subjects (Literacy, Maths, Science & ICT) are split into sub-levels. Foundation subjects are assessed in whole levels. FS Level 1 Level 2 Level 3 Level 4 Level 5 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b 5a 2b is the level an average child should have achieved by the end of Year 2. 4b is the level an average child should have achieved by the end of Year 6.

4 Attainment and Progress the difference explained How much progress is expected? The national average is for children to move 2 whole levels throughout Key Stage 2 for example from a level 2b in Year 2 to a 4b in year 6. In each year group the minimum expectation we have of children s progress is as follows: Year 1 2 sublevels Year 2 3 sublevels Year 3 1 sublevel Year 4 2 sublevels Year 5 2 sublevels Year 6 1 sublevel However, we aim for our children to make as much progress as possible in every year group!

5 Attainment and Progress the difference explained Why are they both measured? It is important to consider both as attainment helps us judge how our children compare with other children nationally. Progress is very closely monitored to make sure that a child is not coasting through school or falling behind for any particular reason. If a child achieved a level 4b by the end of Key Stage 2, but was a level 3b at the end of Year 2 this would mean that, even though the child had attained at the national level, their progress would be far below the national expectation. Likewise, if a child does not attain at the national average, they may still make made good or outstanding progress in relation to their starting point.

6 Assessment in Reception Year In Reception class the Early Years Foundation Stage Profile is used to assess attainment. The EYFS profile summarises and describes children s attainment at the end of the Reception Year. It is based on ongoing observation and assessment in the three prime and four specific areas of learning: Prime Areas of Learning: Communication and Language Physical Development Personal, Social and Emotional Development Specific Areas of Learning: Literacy Mathematics Understanding the World Expressive Arts and Design

7 A completed EYFS Profile assesses each child in relation to 17 Early Learning Goal descriptors. Assessments are based primarily on the observation of daily activities and events and teachers note in particular the learning which a child demonstrates spontaneously, independently and consistently in a range of contexts. For each Early Learning Goal teachers must judge whether a child is meeting the level of development expected at the end of Reception Year, exceeding this level or emerging at this level. The information from the EYFS Profile is shared with the Year 1 teachers at the end of the Summer Term to allow for effective transition to the National Curriculum.

8 National Curriculum Level Descriptors Foundation Subjects Geography Level 1 Pupils show their knowledge, skills and understanding in studies at a local scale. They recognise and make observations about physical and human features of localities. They express their views on features of the environment of a locality. They use resources that are given to them, and their own observations, to ask and respond to questions about places and environments. Level 3 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features. They are aware that different places may have both similar and different characteristics. They offer reasons for some of their observations and for their views and judgements about places and environments. They recognise how people seek to improve and sustain environments. They use skills and sources of evidence to respond to a range of geographical questions, and begin to use appropriate vocabulary to communicate their findings.

9 Writing Level 1 Core Subjects Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated. Level 3 Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.

10 This can be broken down into AF1 WHOLE TEXTS Imaginative, Interesting, Thoughtful AF2 WHOLE TEXTS Task, Reader and Purpose AF7 WORDS Appropriate and Effective AF3 ORGANISATION AND STRUCTURE Across whole text AF4 ORGANISATION AND STRUCTURE PARAGRAPHS Construction and cohesion AF5 SENTENCES Variety AF8 WORDS Correct spelling AF6 SENTENCES Accuracy Level 1a In some writing, usually with support I can: Make sure my story writing follows a simple structure. Write for myself and not another reader. I can: Make some decisions about where to place writing on a page. Allow another person to read my writing without mediation. I can: Choose some appropriate vocabulary e.g. simple adjectives. Use appropriate vocabulary relevant to subject matter. I can: Use full stops and capital letters more frequently. Sometimes punctuate a sentence with both a full stop and capital letter. Use phrases and statements to communicate ideas. Recall visual patterns to spell words. Explore familiar themes and characters through improvisation and role play Attempt a range of familiar forms e.g. letters and messages.

11 In most writing AF5 SENTENCES Variety AF6 SENTENCES Accuracy AF3 ORGANIS ATION & STRUCTU RE Across a whole text AF4 ORGANISAT ION & STRUCTURE PARAGRAPH S Construction & Cohesion AF1 WHOLE TEXTS Imaginativ e, Interestin g thoughtful AF2 WHOLE TEXTS Task, Reader and Purpose AF7 WORDS Appropriat e & Effective AF8 WORDS Correct Spelling Handwriti ng And presentat ion Level 3b I can use a limited variety of sentence openings to avoid repetition. I usually have the correct subject and verb agreement. I can use a variety of connectives. I use capital letters, full stops, question marks, exclamation marks to show the start and end of sentences. I am beginning to use the apostrophe for possession. I try to relate my beginnings, middles and endings. I can use the past and present tense appropriat ely and consistentl y. I can sequence relevant events with a suitable resolution. My writing has some simple links between paragraphs / sections. I can add more detail to basic ideas and informatio n. I add detail to create interest, humour or suspense. I can convey characters and events through precise vocabulary choices. I can sometimes use the main features of a text type. I choose adjectives and adverbs to make my work interesting. I use powerful verbs to add impact. I can spell longer common words. This includes some compound words. I can spell homophone s correctly e.g. I know when to use and how to spell here and hear. I use joined writing and my letters are formed correctly.

12

13 Why is Progress Measured? To support and help pupils learn by providing feedback on a lesson by lesson basis To identify underperformance quickly and take appropriate action To identify exceptional performance and provide opportunities for challenge To report to secondary schools and set targets To report to Government so they can monitor national standards and ensure schools and teachers are accountable

14 How is Progress Measured? Formative Assessment (Assessment for Learning) Continuous assessment during every lesson using skilled questioning techniques, feedback about work done, discussions with pupils Forward looking and supports improvement! Summative Assessment (Assessment of Learning) Mainly about evaluating performance at the end of a topic or time period, tests and tasks Backward looking can support improvement when used to identify gaps in learning, gets children used to being tested

15 How Assessment can be Damaging If assessment is being used to evaluate learning, for a less confident pupil they are likely to hide what they don t know and find difficult, always look for the right answer, focus on marks or grades and want to know their place in a class or set.

16 How Assessment can be Effective If assessment is being used to help pupils improve their learning, all pupils are likely to be honest about what they don t understand, be open to new ideas and answers, focus on teachers comments and want to know how they have improved based on what they did before.

17 How Progress is Assessed and Tracked During the year we formally assess the children three times in Reading, Writing, Maths and Science. When this data is submitted it is a teacher assessment of the level the teacher feels the child is working within across all aspects of the subject. To aid this assessment we ask the children to undertake Optional SAT papers that are similar to those used at the end of Key Stage 2. The results of these tests support and add to the information that is contained on the grids you were shown earlier.

18 How Progress is Assessed and Tracked The data is submitted and analysed and every teacher will attend a Pupil Progress Meeting with the SLT to discuss the progress of the children in their year group. At this meeting teachers identify those who are on track and making good progress, those children or groups who are not performing as well as expected, and children who are also making accelerated progress. Once these children have been identified a plan is put into place for the most effective provision. This might include Contacting the parent Making the child a focus child for extra support A targeted intervention for a specific subject

19 How Progress is Assessed and Tracked We track the children s targets and progress very closely using these data sheets

20 What Happens if Concerns are Raised about Progress? Wave 1 Wave 2 Wave 3

21 Criteria for Identifying Special Educational Needs Guidance for Action in Buckinghamshire (GAB) - Guidance on provision required for children with SEN

22 Reporting Progress and Attainment Headteachers have a legal obligation to prepare annual reports for parents and to make arrangements for parents to discuss the report with the child s teacher if they so wish. The reports must cover: the child s achievements; general progress and attendance record. It must also include results of any National Curriculum tests (by level). The Downley School provides a mid year and an end of year report so that parents are as informed as possible about attainment and progress. Core subjects are reported in sub levels and include teacher assessment and test levels. Parents are welcomed to two Parent Consultation Evenings and a third if requested. Our door is ALWAYS open.

23 Statutory Testing These are the statutory tests that must take place each year and are reported to both county and government Year 1 Phonics Check A test of 40 words (a mixture of real and non-words) designed to check how well children can decode and read words. This is administered on a one-toone basis with the child s teacher. If a child scores less than 32 they are required to repeat the check in Year 2. Year 2 SATs These are administered in May of each year and are marked internally by the class teachers and are subject to external moderation. Tests are sat in Reading, Writing and Maths. The results of these tests are used to inform the Teacher Assessment which is reported to parents, county and government.

24 Statutory Testing These are the statutory tests that must take place each year and are reported to both county and government. Year 6 SATs These are also administered in May of each year, with children sitting tests in: Reading Spelling, Punctuation and Grammar Mathematics These are externally marked and the content of the test is new each year. Results of these tests are received by the school in early July. These results are carried onto the secondary schools. Writing is assessed by teacher assessment and this is also subject to external moderation.

25 Transition At the end of Year 6 each child will receive their end of Key Stage 2 levels: A teacher assessment and test score in Mathematics A teacher assessment and test score in Reading A teacher assessment score in Writing A teacher assessment score in Science These levels are reported and sent to the secondary school as part of the transition documents that are passed on. Many secondary schools will use SATs results as a tool for streaming the children into Maths and Literacy groups. These are also used as a predictor for achievement at GCSE level. National Curriculum levels continue from Key Stage 2 into Key Stage 3, where children will continue to move through the levels and can achieve up to a level 8.

26 Thank you for coming.

The Criterion Scale. Tel: Fax:

The Criterion Scale.  Tel: Fax: The Criterion Scale info@andrelleducation.com www.andrelleducation.com Tel:01924 862777 Fax:01924 863044 The Criterion Scale This Criterion Scale has been adapted through the expertise and subject knowledge

More information

Writing Assessment Focuses

Writing Assessment Focuses Writing Assessment Focuses The I Can statements link to the Assessment and Progression sheets and support children in their involvement in the targets setting process. They will need to be mediated and

More information

Assessment Policy. Date of next review: September 2016

Assessment Policy. Date of next review: September 2016 Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher

More information

Assessing children s writing at the end of Key Stage 2. 6 th December 2013

Assessing children s writing at the end of Key Stage 2. 6 th December 2013 Assessing children s writing at the end of Key Stage 2 6 th December 2013 Aims of this morning: To outline the statutory requirements of KS2 writing assessment in 2014. To summarise Gloucestershire s KS2

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

Year 4 Narrative Unit 2 Stories set in imaginary worlds

Year 4 Narrative Unit 2 Stories set in imaginary worlds Published on www.standards.dfes.gov.uk/nationalstrategies 27-Oct-2010 Year 4 Narrative Unit 2 Stories set in imaginary worlds Stories set in imaginary worlds (4 weeks) This is the second of four narrative

More information

HOW WELL IS MY CHILD GETTING ON AT SCHOOL?

HOW WELL IS MY CHILD GETTING ON AT SCHOOL? HOW WELL IS MY CHILD GETTING ON AT SCHOOL? A parent s guide to progress For most parents, there are two main areas that concern them about their child s education: Is my child happy at school? Is my child

More information

Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy

Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy The love of Jesus Christ is at the heart of all we do. We provide

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

From September 2014 the primary school curriculum has had a radical shake-up.

From September 2014 the primary school curriculum has had a radical shake-up. From September 2014 the primary school curriculum has had a radical shake-up. The main aim is to raise standards The Government believe that it has been designed to produce productive, creative and well

More information

Key Stage 1 Assessment Information Meeting

Key Stage 1 Assessment Information Meeting Key Stage 1 Assessment Information Meeting National Curriculum Primary curriculum applies to children in Years 1-6. Introduced in September 2014. The curriculum is structured into core and foundation subjects.

More information

Published on www.standards.dcsf.gov.uk/nationalstrategies

Published on www.standards.dcsf.gov.uk/nationalstrategies Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units

More information

Assessment Without Levels

Assessment Without Levels Assessment reform As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed from September 2014 and will not be replaced.

More information

KS2 SATS 2015. Goosewell Primary School Parents and teachers working together for the benefit of the children.

KS2 SATS 2015. Goosewell Primary School Parents and teachers working together for the benefit of the children. KS2 SATS 2015 Goosewell Primary School Parents and teachers working together for the benefit of the children. How are we preparing? Practising previous SATs papers Continuous assessment Booster classes

More information

Albert Pye and Ravensmere Schools Grammar Curriculum

Albert Pye and Ravensmere Schools Grammar Curriculum Albert Pye and Ravensmere Schools Grammar Curriculum Introduction The aim of our schools own grammar curriculum is to ensure that all relevant grammar content is introduced within the primary years in

More information

Weald Rise Primary School. Assessment Policy

Weald Rise Primary School. Assessment Policy Rising to the challenge, striving for excellence Weald Rise Primary School Assessment Policy Approved by Governing Body on: November 2015 Signed by Chair of Governors: Review Date: September 2017 This

More information

Assessment Policy for Pyrgo Priory Primary School

Assessment Policy for Pyrgo Priory Primary School Assessment Policy for Pyrgo Priory Primary School In our policy, the term assessment is based on the Black & William definition: the term assessment refers to all those activities undertaken by teachers

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the

More information

THE QUEEN S SCHOOL Assessment Policy

THE QUEEN S SCHOOL Assessment Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

Reforming assessment and accountability for primary schools. Government response to consultation on primary school assessment and accountability

Reforming assessment and accountability for primary schools. Government response to consultation on primary school assessment and accountability Reforming assessment and accountability for primary schools Government response to consultation on primary school assessment and accountability March 2014 Contents Introduction 3 The case for change 4

More information

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Compiled by: CHA (members of SLT) Approved by: Curriculum Committee Date: May 2015 Revision Date: May 2016 Introduction

More information

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL ASSESSMENT, RECORDING, REPORTING, MARKING & TARGET SETTING POLICY July 2006 Updated October 2008 Reviewed January 2009 Updated May 2010 Updated September 2010

More information

Brooklands Primary School School Development Plan

Brooklands Primary School School Development Plan Brooklands Primary School School Development Plan April 2015 July 2016 (Summer Term 2015 completed, 2015-16 actions to be completed after completion of new headteacher s first term) 1 Contents School Mission

More information

Bridgewater Primary School

Bridgewater Primary School Understanding Assessment in Bridgewater Primary School Thursday 5 th November 2015 Reason for Assessment Update The changes to assessments in line with the new curriculum. Purpose of Assessment 1. Help

More information

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest

More information

Ryburn Valley High School

Ryburn Valley High School Ryburn Valley High School Assessment, Recording & Reporting Policy Date of Issue: February 2015 Strive to Excel Page 1 Contents Page Introduction Rationale 3 Aims and Objectives 3 Definitions 4 Development

More information

Haig School Literacy Policy

Haig School Literacy Policy Haig School Literacy Policy 1. AIMS We aim to develop pupils abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given opportunities to develop their use,

More information

The John Fisher School. Assessment, Recording and Reporting Policy

The John Fisher School. Assessment, Recording and Reporting Policy The John Fisher School Assessment, Recording and Reporting Policy Responsible: Governors Curriculum Committee Date Revised: 2012 Review: Annual Rationale The Assessment Policy at John Fisher is designed

More information

Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..

Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter.. Practical Writing Intermediate Level Scoring Rubric for a Friendly Letter (to be used upon completion of Lesson 4) Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..

More information

9 The Difficulties Of Secondary Students In Written English

9 The Difficulties Of Secondary Students In Written English 9 The Difficulties Of Secondary Students In Written English Abdullah Mohammed Al-Abri Senior English Teacher, Dakhiliya Region 1 INTRODUCTION Writing is frequently accepted as being the last language skill

More information

Keir Hardie Primary School. Assessment and Marking Policy

Keir Hardie Primary School. Assessment and Marking Policy Keir Hardie Primary School Assessment and Marking Policy Assessment and Marking Policy Rationale At Keir Hardie Primary School we believe that assessment and marking form the basis of effective teaching

More information

School policy on the teaching of phonics, reading and writing

School policy on the teaching of phonics, reading and writing School policy on the teaching of phonics, reading and writing Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They progress onto Read Write Inc.

More information

Writing Checklist Lesson Level B1

Writing Checklist Lesson Level B1 Writing Checklist Lesson Level B1 Teacher s notes Description This lesson introduces students to a checklist which they can use when checking their own writing, as well as writing by other students. This

More information

Little Gaddesden School Grammar, spelling and punctuation workshop

Little Gaddesden School Grammar, spelling and punctuation workshop Little Gaddesden School Grammar, spelling and punctuation workshop Grammar, spelling and punctuation (SPAG) are key areas in the teaching of English. We aim to improve writing through improving sentence

More information

2016 national curriculum assessments. Key stage 2. Interim teacher assessment frameworks at the end of key stage 2. September 2015

2016 national curriculum assessments. Key stage 2. Interim teacher assessment frameworks at the end of key stage 2. September 2015 2016 national curriculum assessments Key stage 2 Interim teacher assessment frameworks at the end of key stage 2 September 2015 2016 National national Curriculum curriculum assessments Interim teacher

More information

BURSTED WOOD PRIMARY SCHOOL

BURSTED WOOD PRIMARY SCHOOL BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling

More information

We have a Tracking, Assessment and Recording Schedule which specifies when each part of the process should be completed:

We have a Tracking, Assessment and Recording Schedule which specifies when each part of the process should be completed: At Mattishall Primary, Children s progress is closely monitored so that we can provide the best possible opportunities and highest levels of support for all children. All assessment activities are undertaken

More information

The. Languages Ladder. Steps to Success. The

The. Languages Ladder. Steps to Success. The The Languages Ladder Steps to Success The What is it? The development of a national recognition scheme for languages the Languages Ladder is one of three overarching aims of the National Languages Strategy.

More information

Hallsville Primary Assessment policy

Hallsville Primary Assessment policy Hallsville Primary Assessment policy 2013-14 1 Hallsville Primary Assessment Policy Rational Assessment forms the basis of good practice in Teaching and Learning. It informs the teacher of where the children

More information

Grading Benchmarks SECOND GRADE

Grading Benchmarks SECOND GRADE READING 1) Reads at grade level. 1st Student has achieved reading success at Level G or below. Student has achieved reading success at Level H or I. Student has achieved reading success at Level J, K,

More information

Shottery CE Primary School. Assessment, Recording and Reporting Policy

Shottery CE Primary School. Assessment, Recording and Reporting Policy Shottery CE Primary School Assessment, Recording and Reporting Policy At Shottery Primary School At Shottery Primary we aim to follow the principles of assessment for learning, in that we share with the

More information

High Halden Church of England Primary School. Early Years Policy

High Halden Church of England Primary School. Early Years Policy Early Years Policy As a Church of England School, we nurture the Christian faith in our pupils as well as teaching them knowledge and understanding of other religions. All stakeholders of Value: Equality

More information

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Discussion Texts Vocabulary Phonics and whole word spelling words containing each of the 40+ phonemes taught common exception words the days of the week name the letters of the alphabet in order using

More information

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018 Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to

More information

The National Curriculum. Level descriptions for subjects

The National Curriculum. Level descriptions for subjects The National Curriculum Level descriptions for subjects The Qualifications and Curriculum Authority (QCA) is currently operating certain of its non-regulatory functions under the name Qualifications and

More information

Grade 6 Third Prompt

Grade 6 Third Prompt Grade 6 Third Prompt Response to Literature Writing a Character Analysis English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.4

More information

Much Birch Primary School

Much Birch Primary School Much Birch Primary School Co-ordinator : Linda Willimont Updated November 2013 Next review date September 2015 1 2 Mathematics Policy Person Responsible:- Mrs Willimont Date Policy discussed and agreed

More information

This is a time of change We have worked hard to introduce an assessment system for the start of this academic year. This is new to all our staff, so

This is a time of change We have worked hard to introduce an assessment system for the start of this academic year. This is new to all our staff, so This is a time of change We have worked hard to introduce an assessment system for the start of this academic year. This is new to all our staff, so please bear with us as we progress through the year.

More information

St John Fisher Catholic Primary School. A Parent s Guide to Life After Levels and Target Setting

St John Fisher Catholic Primary School. A Parent s Guide to Life After Levels and Target Setting St John Fisher Catholic Primary School A Parent s Guide to Life After Levels and Target Setting November 2014 One Page Overview: Minimum expectations for average child (Years 1, 3, 4 and 5 from September

More information

Assessment, Recording and Reporting

Assessment, Recording and Reporting Assessment, Recording and Reporting Rationale: Daiglen School Persevere and Excel Assessment, recording and reporting are central to the development of learning and are part of good primary school practice.

More information

FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2

FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 FUNCTIONAL SKILLS ENGLISH - WRITING LEVEL 2 MARK SCHEME Instructions to marker There are 30 marks available for each of the three tasks, which should be marked separately, resulting in a total of 90 marks.

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

End of Year Expectations in Year 1. Reading, Writing and Mathematics

End of Year Expectations in Year 1. Reading, Writing and Mathematics End of Year Expectations in Year 1 Reading, Writing and Mathematics Year 1 Expectations The following pages outline the national expectations for children in Year 1 by the end of the academic year. The

More information

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

Wave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates

Wave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates Wave 3 Guide Briefing Sheets plus Examples of Monitoring Templates Moving On Reading and Writing AcceleRead, AcceleWrite Direct Phonics Speed Challenge Fresh Start Programme Read, Write Inc. Rapid Reading

More information

PRIMARY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY

PRIMARY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY PRIMARY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY 2 WORLD CLASS ASSESSMENT EVERY STEP OF THE WAY 3 Contents CEM... 4 FAQs, computer-adaptive assessments

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

Assessing Pupils Progress

Assessing Pupils Progress 1 of 41 The National Strategies Assessing Pupils Progress A teachers handbook 2 of 41 The National Strategies Contents What is Assessing Pupils' Progress (APP)? 3 What are the benefits of APP? 5 How was

More information

Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs)

Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs) Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Proficiency exams? No. Examinations that are at CEFR Level B2 (independent user), or above

More information

English Appendix 2: Vocabulary, grammar and punctuation

English Appendix 2: Vocabulary, grammar and punctuation English Appendix 2: Vocabulary, grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge

More information

Mathematics Policy April 2016

Mathematics Policy April 2016 Mathematics Policy April 2016 At The Village Primary we believe that Maths should be progressive, thorough and stimulating. Teachers strive to provide high quality teaching which is engaging, interactive

More information

Stanbridge Primary School ASSESSMENT POLICY

Stanbridge Primary School ASSESSMENT POLICY Stanbridge Primary School ASSESSMENT POLICY Signed (Chair): Name: Date: Signed (Head): Name: Date: Ratified: by Governing Body on Next Review: Every two years Sept 2017 Equality Impact Assessment (EIA)

More information

Assessment in the New Curriculum. Meeting for Parents March 9th 2015

Assessment in the New Curriculum. Meeting for Parents March 9th 2015 Assessment in the New Curriculum Meeting for Parents March 9th 2015 The New Primary Curriculum In July 2014, the DfE launched the new Primary National Curriculum. The curriculum was revised for two main

More information

Achievement Review and Target Setting Report 2015

Achievement Review and Target Setting Report 2015 Achievement Review and Target Setting Report 2015 School Date of visit from to Present Actions What? By Whom? By when? Safeguarding o Are you confident that your school meets the statutory requirements

More information

Sneyd Green Primary School Mathematics Policy Together we make a difference.

Sneyd Green Primary School Mathematics Policy Together we make a difference. Sneyd Green Primary School Mathematics Policy Together we make a difference. Leader name - Mr J.Hyder Date 04/12/14 Aims and objectives Mathematics teaches us how to make sense of the world around us through

More information

Assessment in the New National Curriculum

Assessment in the New National Curriculum Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

More information

Assessment and the new curriculum. Parents information evening 2

Assessment and the new curriculum. Parents information evening 2 Assessment and the new curriculum Parents information evening 2 Brief update New national curriculum in all maintained primary and secondary schools since September 2014 All schools have the same assessment

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

What the National Curriculum requires in reading at Y1

What the National Curriculum requires in reading at Y1 What the National Curriculum requires in reading at Y1 Word reading apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups

More information

Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary)

Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary) Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary) Lilac Sky Schools Academy Trust Job Description Post: Reports to: Liaising with: Trainee Class Teacher (Primary)

More information

Reading: Text level guide

Reading: Text level guide Reading: Text level guide Text level guide for seen text and accompanying background information. As teachers we provide the range of experiences and the instruction necessary to help children become good

More information

St Matthew s Church of England Primary School. With God nothing is impossible. Maths Policy

St Matthew s Church of England Primary School. With God nothing is impossible. Maths Policy St Matthew s Church of England Primary School With God nothing is impossible. Maths Policy OUR VALUES St Matthew s CE School is a caring community, whose values are built on Christian foundations; encouraging

More information

Assessing in the New Curriculum. West Lodge Primary School

Assessing in the New Curriculum. West Lodge Primary School Assessing in the New Curriculum West Lodge Primary School Reason for Assessment Workshop The introduction of the new assessment framework in line with the new curriculum Purpose of Assessment Workshop

More information

Haberdashers Adams Federation Schools

Haberdashers Adams Federation Schools Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

What is good progress for children and young people with Special Educational Needs in English and Maths. Interim Advice

What is good progress for children and young people with Special Educational Needs in English and Maths. Interim Advice What is good progress for children and young people with Special Educational Needs in English and Maths Interim Advice Autumn Term 2008 Page 2 What is good progress for children and young people with Special

More information

Christ Church C of E (VA) Primary School and Nursery. Reading Policy

Christ Church C of E (VA) Primary School and Nursery. Reading Policy Christ Church C of E (VA) Primary School and Nursery Reading Policy Aims We aim to enable our pupils to read for enjoyment, confidently, fluently, accurately and with understanding. We aim to employ a

More information

Primary Curriculum 2014

Primary Curriculum 2014 Primary Curriculum 2014 Suggested Key Objectives for Reading at Key Stages 1 and 2 www.primarycurriculum.me.uk Deriving the Key Objectives This booklet was based on the earlier booklet of Maths Key Objectives.

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

Mathematics Policy. Michael Sobell Sinai School

Mathematics Policy. Michael Sobell Sinai School Mathematics Policy 2014 Mathematics Policy Section 1: Introduction Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some

More information

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice .. Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each

More information

Key vocabulary display Genre features Power openers Mystery display Short! Story examples. Whole class teaching Group work

Key vocabulary display Genre features Power openers Mystery display Short! Story examples. Whole class teaching Group work Monday Chestnuts Primary English Weekly Plan PEA (Point, Evidence, Analysis) Comprehension Themes and conventions (genre) Making inferences Language for effect W/C 05/10/15 Year group 6 Genre Narrative

More information

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7.

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7. Reading Policy Policy Data Sheet Policy Name: Document Reference: Reading Policy BLSch026 Version Number: 1 Ratified By Principal: Chair of Governing Body Ratified Date: Board approval needed? Board Ratified

More information

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014

Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS. Monitoring & Evaluation Policy. Adopted by staff: Autumn 2014 Weston Turville CE School MISSION STATEMENT: TO PURSUE WISDOM WITHIN A CHRISTIAN ETHOS Monitoring & Evaluation Policy Co-ordinator: Policy Produced by: Mrs K Brooks Mrs K Brooks Adopted by staff: Autumn

More information

UNDERSTANDING ASSESSMENT How, when & why we assess your child

UNDERSTANDING ASSESSMENT How, when & why we assess your child UNDERSTANDING ASSESSMENT How, when & why we assess your child REPORTING TO PARENTS We report to parents throughout the school year, so that you have a clear picture of how your child is progressing. For

More information

Mathematics Policy. Mathematics Policy

Mathematics Policy. Mathematics Policy Mathematics Policy 1. Aims 1.1 Mathematics teaches children to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand

More information

Pupil SPAG Card 1. Terminology for pupils. I Can Date Word

Pupil SPAG Card 1. Terminology for pupils. I Can Date Word Pupil SPAG Card 1 1 I know about regular plural noun endings s or es and what they mean (for example, dog, dogs; wish, wishes) 2 I know the regular endings that can be added to verbs (e.g. helping, helped,

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,

stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings, Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

COMMON ENTRANCE EXAMINATION AT 13+ LISTENING AND SPEAKING INSTRUCTIONS AND REGULATIONS FRENCH, GERMAN AND SPANISH

COMMON ENTRANCE EXAMINATION AT 13+ LISTENING AND SPEAKING INSTRUCTIONS AND REGULATIONS FRENCH, GERMAN AND SPANISH COMMON ENTRANCE EXAMINATION AT 13+ LISTENING AND SPEAKING INSTRUCTIONS AND REGULATIONS FRENCH, GERMAN AND SPANISH 1. Distribution Schools/centres will receive papers and examiner's mark sheets for each

More information

Common Core Writing Rubrics, Grade 3

Common Core Writing Rubrics, Grade 3 Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

More information

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

More information

Film review. Secondary National Strategy. Year 8 writing task. Teacher pack. Assessing pupils progress in English at Key Stage 3.

Film review. Secondary National Strategy. Year 8 writing task. Teacher pack. Assessing pupils progress in English at Key Stage 3. Secondary National Strategy Guidance Curriculum and Standards Film review Year 8 writing task Teacher pack English subject leaders and teachers of English Status: Recommended Date of issue: 01-2006 Ref:

More information

Tracking Pupil Progress and Target Setting Policy. May 2013

Tracking Pupil Progress and Target Setting Policy. May 2013 Tracking Pupil Progress and Target Setting Policy May 2013 1. What is the purpose of a tracking system? 2. Who will enter data and analyse the findings of the schools tracking system? 3. What target setting

More information

Rubrics for Assessing Student Writing, Listening, and Speaking High School

Rubrics for Assessing Student Writing, Listening, and Speaking High School Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein

More information

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY Haydon Bridge High School is committed to being a fully accessible and inclusive organisation, welcoming and respecting the diversity

More information

Year 6 SATs Information Evening. Monday 14 th May Friday 18 th May 2012

Year 6 SATs Information Evening. Monday 14 th May Friday 18 th May 2012 Year 6 SATs Information Evening Monday 14 th May Friday 18 th May 2012 Contents Introduction to Tests and Levels SATs Timetable About the Tests Tips on how you can help your child prepare Useful websites

More information