ST. JOSEPH’S CATHOLIC PRIMARY SCHOOL · Children to Come and See the wonder at all that is within...

ST. JOSEPH’S CATHOLIC

PRIMARY SCHOOL

ASSESSMENT EVENING FOR PARENTS

30.06.14

INTRODUCTION

EXPECTED LEVELS AT DIFFERENT POINTS

LANCASHIRE TRACKER

BRICK WALLS

SUB-LEVEL ANALYSIS

REPORTING TO PARENTS

ASSESSMENT AND RECORDING POLICY

EYFS

RE

FOUNDATION SUBJECTS

QUESTIONS

AGENDA

Attainment

Expected levels at different points in school

life

Foundation Stage

At the end of the Foundation Stage pupils are assessed against the Early Learning goals.

Their attainment will be described as: Emerging

Expected

Exceeding

Expected attainment at the end of Foundation Stage is ‘expected’.

Key Stage 1

The attainment of Year 1 pupils is assessed for the first time against National Curriculum levels at the end of the Autumn term.

These assessments are used to predict pupils attainment at the end of Year 2.

Expected attainment at the end of Year 2 is Level 2B.

Key Stage 2

1 full NC level progress every 2 years is expected. This is only satisfactory progress.



Good Progress

Pupils who make more than 1 full NC level progress every 2 years are said to be making good progress.

We aim for all our pupils to make good progress.

For example: We aim for pupils assessed at level 3B at the end of KS1 to reach level 6 by the end of KS2.

ACHIEVEMENT-

The progress of each child.

ATTAINMENT-

Measuring each child’s success against

national age related expectations.

SUB-LEVEL ANALYSIS-

Reports

The report you receive at the end of the academic year is based on teacher assessment and termly tests. It includes two grades, one based on effort and the other linked to your child’s attainment. For Literacy, your children will be given grades for both Reading and Writing in correspondence with SATs.

Effort

A—Excellent

B—Good

C—Satisfactory

D—Needs to Improve

Attainment is reported for each subject as follows:

Above- Above national age related expectations

Expected- In line with national age related expectations

Below- Below national age related expectations

The attainment links directly to the brick walls.

The attainment for each year is as follows: Reception: Above Exceeding Expected Expected Below Emerging Year 1: Above 2b or above Expected 1a or 2c Below 1b or below Year 2: Above 2a or above Expected 2b Below 2c or below Year 3: Above 3b or above Expected 2a or 3c Below 2b or below

Year 4: Above 3a or above Expected 3b Below 3c or below Year 5: Above 4b or above Expected 3a or 4c Below 3b or below Year 6: Above 4a or above Expected 4b Below 4c or below

AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2

Y6

Y5 SATs: Reading/ Maths

Writing teacher

assessment- IN 1ST WEEK

IN Sepember

2XY6 SATs: Reading/

Maths

Writing teacher

assessment-answers

used for booster session.

2XY6 SATs: Reading/

Maths

Writing teacher

assessment-answers

used for booster

session..

2XY6 SATs: Reading/

Maths

Writing teacher

assessment-answers

used for booster

session..

-SATs Teacher assessment

Y5 Y4 SATs: Reading/ Maths

Writing teacher

assessment


Writing teacher


IN September

Teacher assessment Teacher assessment -Optional SATs Teacher assessment


Writing teacher

assessment


Writing teacher


IN September



Writing teacher

assessment


Writing teacher


IN September


Y2 Teacher Assessment Teacher Assessment Y2 SAT Y2 SAT -SATs Teacher assessment

Y1 English - Teacher

Assessment

Maths – Assertive

Mentoring test

English - Teacher

Assessment

Maths – Assertive

Mentoring test

English - Teacher

Assessment

Maths – Assertive

Mentoring test

English - Teacher

Assessment

Maths – Assertive

Mentoring test

English - Teacher

Assessment

Maths – Assertive

Mentoring test

PIPs

English - Teacher

Assessment

Maths – Assertive

Mentoring test

R PIPs

Baseline assessment

judged against

Development Matters

Teacher assessment

judged against

Development Matters

Teacher assessment

judged against

Development Matters

Teacher assessment

judged against

Development Matters

Teacher assessment

judged against

Development Matters

PIPs

Final assessment judged

against the Early

Learning Goals

ASSESSMENT & RECORDING

POLICY-

Termly reporting-

Half termly reporting-

Development Matters in the Early Years Foundation

Stage (EYFS)

This non-statutory guidance material supports practitioners in implementing

the statutory requirements of the EYFS.

Children develop quickly in the early years, and early

years practitioners aim to do all they can to help children

have the best possible start in life. Children have a right,

spelled out in the United Nations Convention on the

Rights of the Child, to provision which enables them to

develop their personalities, talents and abilities

irrespective of ethnicity, culture or religion, home

language, family

background, learning difficulties, disabilities or gender.

this guidance helps adults to understand and support

each individual child’s development pathway. Other

guidance is provided at www.foundationyears.org.uk.

The EYFS statutory framework is available on the

Foundation Years website as well as the Department for

Education website: www.education.gov.uk/publications

Children develop at their own rates, and in their own ways. The development statements and

their order should not be taken as necessary steps for individual children. They should not

be used as checklists. The age/stage bands overlap because they are not fixed age

boundaries but suggest a typical range of development.

Lancashire Pupil Tracker

Strand Age Band Current Progress

PSED – Making Relationships 40 – 60 months Developing

PSED – Self-confidence and

Self-awareness

30 – 50 months Confident

PSED – Managing feelings and

behaviour 40 – 60 months Entering

•Lancashire Pupil Track allows us to track the children’s progress

throughout the year against the Development Matters framework.

•Children are assessed against the DM age bands and headings and

are seen to be at one of 3 stages of learning

•Entering, Developing, Confident

Statutory Assessments

The Early Learning Goals

The EYFS requires early years practitioners to review children’s progress and share a summary with parents at the end of the EYFS (the EYFS Profile).

For each goal teachers determine whether children are

meeting expected levels, exceeding or not yet reaching them (emerging).

Emerging, Expected, Exceeding And report to parents how the children learn when

assessed against the ‘Characteristics of Effective Learning’

End of EYFS Assessment

Children are assessed against the 17 ELGs as ‘Emerging’ (1), ‘Expected’ (2) or ‘Exceeding’(3).

PSED ELGs

Making relationships Children play co-operatively, taking turns with others. They take account of one

another’s ideas about how to organise their activity. They show sensitivity to others’

needs and feelings, and form positive relationships with adults and other children.

Self-confidence and

self-awareness Children are confident to try new activities, and say why they like some activities

more than others. They are confident to speak in a familiar group, will talk about

their ideas, and will choose the resources they need for their chosen activities. They

say when they do or don’t need help.

Managing feelings

and behaviour Children talk about how they and others show feelings, talk about their own and

others’ behaviour, and its consequences, and know that some behaviour is

unacceptable. They work as part of a group or class, and understand and follow the

rules. They adjust their behaviour to different situations, and take changes of routine

in their stride.

Termly reporting-

Religious Education

http://www.comeandseere.co.uk/

What is Come and See?

The material has been written by a group of experienced diocesan advisors.

It follows on from successful trialling in schools in England and Wales and is based on the theological foundations of the Second Vatican Council, the Catholic Catechism and the revised RE Curriculum Directory and includes the Catholic attainment levels.

The Catechism of the Catholic Church addresses the search for meaning in life. God’s initiative in Revelation who comes to meet us and our response of faith. This pattern guides the structure of the programme and informs the process of each topic, opened up through; Explore, Reveal and Respond.

The Programme

Come and See is an invitation for:

Children to Come and See the wonder at all that is within them and beyond them.

God offers the invitation to Come and See

Teachers facilitate the opportunity for children to Come and See

The Process

Search and Explore – 1 week This part introduces the Topic and where the children’s life

experience is explored. Revelation and Reveal – 2 weeks This part is the heart of the Topic where knowledge and

understanding of the Catholic faith is revealed through the Word, in Scripture, Tradition, doctrine, prayers, rites and Christian living.

Response and Respond – 1 week This is where the learning is assimilated, celebrated and

responded to in daily life.

Come and See

There are nine Topics taught over the Year We also learn about Judaism and other religions Children today live in a fast changing global world

and we live in a pluralistic country with people of different races, cultures and religions.

Within our school we are seeking to educate all pupils to be able to live a way of life that integrates their beliefs with other aspects of what it means to be human.

To live alongside others who are different and hold different views.

Assessment

Assessment in RE is related to the concepts, skills and attitudes to be developed through learning about and from religion. It establishes what children know, understand, can do and how to get there.

At the beginning of each Topic there is an indication of the Areas of Learning and the Attainment levels which are covered.

At the end there is a summary of the levels for that topic.

Assessment and individual tracking is carried out at the end of each Topic.

Formal Assessment

Liverpool diocese give us details on Formal Assessments. This is an example of the most recent Summer Term Assessment for EYFS

Context During the Reveal section in the topic ‘Good news’, pupils explore Pentecost; the celebration of the

Good News of Jesus. Within Focus Week 2 the pupils learn about the joy and happiness the Good News of Jesus brings,

and the celebration of the Good News. (Refer to Church’s Story 1 pages 46-47) Activity Adapt Focus Week 2 page 151 - Adult Directed Group Activity 1. As a class, make streamers with the words ‘Share the Good News of Jesus with everyone’(We

celebrate and share the Good News of Jesus by……..) and invite the pupils to draw pictures/write about how they share and celebrate the Good News with everyone, on their own balloon template.

(Refer to Background Notes) Learning Objectives To begin to recognise that people because of their religion act in a particular way. To recognise that people because of their religion act in a particular way L1 Level AchievedCommentaryPupil is able to recognise ways in which people celebrate Pentecost

Level 1 AT1 iiiPupil is only beginning to recognise ways in which people celebrate Pentecost working towards Level 1 AT1iii

Formal Assessment for Y6

Year 6 - Witnesses – Summer 2014 Level 2/3/4 AT1iii Name of pupil: Date: Context During the Reveal section in the topic ‘Witnesses’ the pupils have been learning about Pentecost; the Holy Spirit

enables people to witness to the Easter message. Within Learning Focus 6, the pupils’ learn about ‘Ourselves as witnesses’ Activity Adapt Learning Focus 6, page 191, Activity 1 Invite pupils to write a report on the work of Father Balashowry which focuses on what makes him a modern witness.

How does what he believes shape how he lives his life? (See Background Notes) Learning Objectives To describe some ways in which religious belief is ‘lived out’ L2 To give reasons for the actions of Christians because of their belief that the Holy Spirit enables people to witness the

Easter message L3 To show understanding of how Christians are witnesses to the Easter message and how their belief shapes their lives.

L4 In order to progress to Level 5 the task would need to focus on the response of a non-Christian, e.g. Muslim or

humanist, to the social and moral issue of street children and compare that to Fr Balashowry’s. To identify similarities and differences between people’s responses because of their beliefs. L5 Level Achieved(highlight one)CommentaryPupil has described some of the ways in which religious belief is ‘lived out’.

Level 2 AT1iiiPupil has given reasons for these actions.Level 3 AT1iiiPupil has shown understanding of how Christians are witnesses and how their belief shapes their lives. Level 4 AT1iiiPupil has identified similarities and differences between people’s responses because of their beliefs. Level 5 AT1iii

Evidence

All Formal Assessments are marked and moderated and kept in each child’s Assessment Book.

This is handed on to the child’s next teacher and follows the child all the way through school.

Driver Words

Driver words AT1

- learning about

AT2

- learning from

L1 Recognise Talk about

L2 Describe Ask

L3 Give reasons Make links

L4 Show

understanding

Engage and

respond

L5 Identify and

explain

Explain

Foundation Subjects

Working towards expectations

Pupils achieve expectations

Pupils progressed further

Any questions?

Thank you for attending

– we hope that it has

been useful!

ST. JOSEPH’S CATHOLIC PRIMARY SCHOOL · Children to Come and See the wonder at all that is within...

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