Welcome to Assessing and Reporting

Bridge of Allan Primary SchoolParent Workshop

Wednesday 5th March 2014

CURRICULUM for EXCELLENCEBuilt around the 4 capacities:-Successful Learners Confident Individuals Responsible Citizens Effective Contributors

 

 Early

 First

 Second

Third

  Fourth

 I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods. MNU 0-10a

I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. MNU 1-10a I can use a calendar to plan and be organised for key events for myself and my class throughout the year. MNU 1-10b I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers. MNU 1-10c

  I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning. MNU 2-10a I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use. MNU 2-10b Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance. MNU 2-10c

 Using simple time periods, I can work out how long a journey will take, the speed travelled at or distance covered, using my knowledge of the link between time, speed and distance. MNU 3-10a

 I can research, compare and contrast aspects of time and time management as they impact on me. MNU 4-10a I can use the link between time, speed and distance to carry out related calculations. MNU 4-10b

Why do we assess?Support LearningPlan next steps

Track progress

Recognise achievement

Inform learners

Inform parents/carers

Promote engagement

Assessment evidence may come from things that learners

say write make do

in response to their learning experiences.

Validity Reliability Proportionality

What does assessment look like?

Say‘A lot of people don’t know that the sun isn’t a

planet. It’s a star thingy but it

doesn’t look like a star’

‘The Egyptian farmers would not have had

successful crops if it wasn’t for the water supply from

the Nile…’

Write

‘As Lilith and Catie sat painting the little, wooden toy trains, they

stared up at the massive Christmas tree that had arrived that morning. At this time Santa Land looked it’s best, with all the bright Christmas lights, jingling bells and the sparkling tinsel

covering the workshop. Lilith and Catie looked a sorry sight…’

Instructions

Reports

StoriesMaps/Plans

Scripts

ExplanationsJustifications

Calculations

E-mails

Messages

Make

Do

How?

‘Moderation is the term used to describe approaches for arriving at a shared understanding of standards and expectations for the broad general education.’

‘It involves teachers and other professionals as appropriate working together drawing on guidance and exemplification and building on existing standards and expectations’

(Building the Curriculum 5: A Framework for Assessment, p. 36).

How do we clarify standards and expectations?

Assessment during

learning

Taking a close lookat individual progress…

Assessment of key

milestones in learning

Progress and achievement

Holistic assessment judgements to ‘sum up’

Transitions

On-going

Periodic Periodic

When will we assess?

Significant Points in School Year

Transition Information August Baseline Assessments On-line Assessments (INCAS / PIPS) February Up-dates May Check-ups Transition Preparation

Analysing Data / InformationPlanning Learning and TeachingQuality AssuranceModeration

AifL

COVERAGE(Broad tracking of the O+Es)

+DEPTH OF LEARNING

(Breadth / Challenge / Application)

What evidence of progress will we see?

When will progress be reported?

Learning IntentionsHome / School

Communication Book

Staged Intervention Homework

Pupil Profiles

Folios of work

Annual Progress Report

Open Door Policy

Parents Nights

On-goingCommunication

Open Nights

Achievement within a CfE level (Developing / Consolidating / Secure)

Across the 8 curricular areas

Strengths and areas for development

Share learning intentions

Specific support for individuals

How will progress be reported?

ASSESSMENT LEADING TO QUALIFICATIONS AND AWARD

Broad General Education (1st-3rd Year)

National 4 and 5 (4th Year)

Highers (5th Year)

Advanced Highers (6th Year)

Where Can I find More Information?Useful Site: www.educationscotland.gov.uk