Assessment

 

 
Assessment Across the National Curriculum
 
Each teacher has a National Curriculum objectives markbook.
This markbook contains the key learning objectives for each child
to achieve during the school year. Teaching staff use a range of evidence to
establish the level of learning against the objective for each child.
Staff are encouraged to consider the depth and width of understanding.
All children should be given the opportunity to secure their understanding of the objective
and be able to apply that understanding in a variety of ways –
particularly using their skills and knowledge to solve extended problems in more challenging
and unfamiliar contexts.
The children should be able to complete extended projects and conduct their
own research and follow their own lines of enquiry. They should be given
the opportunity to use high order thinking skills to synthesise different
ideas and concepts. This is how we endeavour to enrich and extend our
pupil understanding.
 
It is vitally important that pupils are able to demonstrate a clear
understanding of each objective and that they are able to
demonstrate that they can not only securely use the objective
but that they are able to do so in a range of contexts.
When this happens we feel that the learning demonstrated by the
pupil has moved from 'basic', through 'advancing' and into 'deep'
learning.
 
Our markbooks replicate this system by tracking a child's
progress against the objective as 1, 2 or 3.
This represents;
 
1 - Working Towards, 2 - Achieved, 3 - Exceeded.
We have split the key expectations for learning in each year group in
to 3 phases per year - C, B and A.
 
A child who will is secure within the age related criteria and achieving
between at least 80% at a secure level, (2) will be classed as a B. The year group
number will be presented first e.g. Year 4 = 4B, Year 6 = 6B.
A child who is showing that they are exceeding the age related criteria
(as explained above) and achieving above 50%  as a 3 will be classified as a A
e.g. Year 4 = 4A, Year 6 = 6A.
 
Children who are working towards the year group criteria and achieving
below 80% at a secure level will be given a C e.g. Year 4 = 4C, Year 6 = 6C.
 
For children who are working well below this age related criteria specific
year group criteria will be identified e.g. It may be that a Year 4 child is
working securely on Year 2 Criteria and will be reported as a 2B. This is
particularly important for some of our SEN children who may be lower
attaining but are making fantastic progress.
Likewise, children who are repeatedly exceeding the year group target may
be reported as within the next year group criteria e.g. a Year 5 child who is
working on the next year group criteria will be a 6C. This will only be
applied when we are fully confident that the child has had both a rich and
deep learning experience that has widened the pupils understanding
of each key criterion.
Typical progress for one academic year would be to move through three
phases e.g. Moving from a 3B at the end of Year 3 to a 4B at the end of
Year 4.
 
More than typical progress would be making more than three phases
of progress in a year e.g. Moving from a 3B at the end of Year 3 to a 4A at
the end of Year 4.
 
Typical progress across Key Stage 2 would be to move 12 phases e.g. 2B
at the end of Year 2 and a 6B at the end of Year 6.
 
1C - Working towards the age related expectation of Year 1.
3C - Working towards the age related expectation of Year 3.
4C - Working towards the age related expectation of Year 4.
5C - Working towards the age related expectation of Year 5.
 
1B - Secure within the age related expectation of Year 1.
3B - Secure within the age related expectation of Year 3.
4B - Secure within the age related expectation of Year 4.
5B-  Secure within the age related expectation of Year 5.
 
1A - Exceeding the age related expectation of Year 1.
3A - Exceeding the age related expectation of Year 3.
4A - Exceeding the age related expectation of Year 4.
5A - Exceeding the age related expectation of Year 5.
 
It should be noted that due to the changing expectations of the
Revised National Curriculum typical progress may well be very good progress.
 
 

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