Weekly Assessment in the Italian Curriculum in Year 2 & Year 3 classes
- Dictation exercise of syllables, words, sentences and text
- Reading exercise of syllables, words, sentences and text
Monthly Assessment
- Listening and text comprehension
- Reading comprehension and conclusion development
- Dictation exercises to prevent grammatical mistakes
- Calculus
Quarterly Assessment
- Reading and text comprehension
- Calculus ability and mathematical problem resolution
- Experience in cross-disciplinary projects
Final Assessment
- Mock exam on Italian language and mathematics (Simulation of the “Esami di Stato”)
Weekly Assessment in the Italian Curriculum in Year 4- Year 5 - Year 6 classes
Monthly Assessments
- Reading and comprehension text
- Independent writing (Composition)
- Dictation exercises to prevent grammatical mistakes
- Mental math and calculation – Problem solving
- Grammatical knowledge testing
- Oral examination (History, Geography and Science knowledge)
Termly Assessments
- Reading and text comprehension
- Calculation ability and Problem solving (overall test)
- Cross-disciplinary projects assessments (Oral and/or written)
- Dictation exercises
- Grammar overall test
- Open ended questions assessments (History, Geography and Science end of unit topics)
May Final Assessments
- Italian and Mathematics written mock exam (Simulation of Italian Government exams “Esami di Stato”)
- History – Geography – Science mock exam oral examination
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
