On-going observations and note taking of each child’s social and emotional well-being will also be considered as a fundamental aspect of child’s academic assessment.
Weekly assessments
- Spelling test
- Mental math
Monthly assessments
- reading comprehension
End of unit assessments
- Literacy (using marking ladder)
- Science, history & geography
Termly assessments
- Math block assessment
- Progress units in Collins
End of year assessments
- Optional Sats for English and Maths, used to inform level threshold grading for end of year reports.
Rationale
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Marking
Marking is an essential part of planning, assessment, teaching and learning. Responding to pupils’ work through constructive comment acknowledges achievement, promotes positive attitudes and behaviour and leads to an improvement in standards. Teachers follow consistent procedures in responding to pupils’ work in order to give clear messages to pupils highlighting targets for improvements, to parents and other teachers about individual progress and possible need of reinforcement.Evidence of teachers’ response to children’s work can be found recorded in books, but much of Key Stage 1 work is practical and much response is verbal. A great deal of verbal praise is given. We use our judgement as professionals in a constructive way when working with young learners to take them forward.
Aims
- Assist learning
- Provide information for assessment
- Encourage, motivate, support and promote positive attitudes
- Inform planning
- Promote higher standards
- Correct errors and clear up misunderstandings
- Recognise achievement, presentation and effort
- Provide constructive feedback
- Show pupils that we value their work
- Allow pupils to reflect on their past performances and to set new targets together with the teacher.
Objectives
At Acorn House marking is:
- Constructive
- Related to needs, attainment and ability
- Related to specific targets and learning objectives which are shared and made clear to the pupils in advance
- Following a consistent practice throughout the school
- Ensuring that pupils know how well they are doing and what they need to improve to make further progress
- Providing pupils with opportunities to assess their own work and that of others
- Positive and constructive with appropriate praise given.
- Setting targets for children to ensure pupil motivation and involvement in progress
- Encouraging a dialogue between teacher and child
