Assessment for Learning at St Peter's Primary School Billericay
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Assessment for Learning at St Peter's Primary School Billericay

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Some of the steps that the subject leader at St Peter's school has put in place to support assessment.

Some of the steps that the subject leader at St Peter's school has put in place to support assessment.

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Assessment for Learning at St Peter's Primary School Billericay Assessment for Learning at St Peter's Primary School Billericay Presentation Transcript

  • 2a). Pupils’ achievement is high when considered in relation to age, ability and prior experience. 3b) Assessment is seen as a key tool in planning learning, supporting and monitoring pupil progress. DEVELOPING St Peter’s Catholic Primary School, Billericay, 2009
  • How quality of provision (3b) and pupil achievement (2a)interlink Building on prior learning • 3b When teachers start a new geographical topic they are asked to informally assess the children’s prior knowledge of the topic. (see 3b Geography Assessment Sheet) Teachers are then able to highlight areas that need particular development.
  • • 3b In order to ensure • Ensuring progression ‘high achievement’ and progression teachers have been provided with level descriptors for the topic in question for their year group and those levels above and below. To secure the children’s learning emphasis is placed on practical activities and fieldwork. End of unit assessment on how children’s attitudes have developed: Children have a more enhanced understanding of their local area and the history of the area. They have better understanding of OS maps and plans of buildings. They are able to colour or create symbols for maps of the school grounds. They can use maps with keys and answer questions about the area. They can describe their local area to an outsider and describe in detail the features of the area.
  • 2. Route to school Autumn 2008: Year One and Three map work. In appendix one we can see progression through the year groups. Following on from our 1. Home recent building works we have address been able to utilise the architect’s plans of the school. Year One have labelled the different areas while in Year Three more detail is seen and the use of keys has been introduced. 2a - Year One Autumn 2008: In these pictures we can see map work produced by Emily and the progression she has made in her learning from foundation stage. In reception classes the children would have talked about their homes and drawn pictures of their houses. In Year One they start to record their knowledge. Here the children would have studied the school and its grounds. But now the teacher has progressed to putting the children's understanding of their home and local area into context
  • Autumn 2008: Year One and Three map work. In appendix one we can see progression through the year groups. Following on from our recent building works we have been able to utilise the architect’s plans of the school. Year One have labelled the different areas while in Year Three more detail is seen and the use of keys has been introduced. Appendix 1- 2a: Pupils’ achievement is high when considered in relation to age, ability and prior experience- Year 1 and Year 3 maps of school Year One
  • 3b) Assessment is seen as a key tool in planning learning, supporting and monitoring pupil progress. • Our ‘Bronze Action Plan’ also highlighted assessment as an area of development. In the past assessment in geography did not have a high profile. Since working towards the PGQM a new assessment system has been set in place (see 2a and appendix 3). The purchase of ‘Teacher Assessment Activities Geography: Foundation Stage and Key Stage 1’ and ‘Teacher Assessment Activities Geography: Key Stage 2’ (QCA) have provided inspiration for assessment activities. Teachers now feel that they have a better understanding of the children's progress in geography and as a subject leader I can assist my colleagues in ensuring that progression is seen across the year groups.