Curriculum for Wales prioritises achievement, (how individual learners progress from their individual starting points).  However, as all learners are assessed at 16 against GCSE grades, we also need to understand their attainment at key points, (how well they are performing against age-related expectations).

Establishing learner starting points and methods for assessing the progress of individuals and groups, at times against age related expectations, underpins this language strategy.  We need to adopt a 'photo album' rather than 'snapshot' view of learner progress; a single standardised score or a reading age cannot tell us how well a learner can read.  Until we know what learners can already do and what we aspire for them to be able to do in the short, medium and long-term, we cannot begin to consider and decide meaningful strategic approaches.  

The learner-friendly versions of the Literacy Framework below are a useful starting point for assessing achievement and attainment, and another example is the milestones approach developed at St Mark's.  

How can we enable learners to assess and lead their own language learning?  The eBorffolio approach developed by Catrin and the Haverfordwest pilot group provides an excellent insight into how learners can become leaders of their own learning.  https://sites.google.com/hwbcymru.net/e-bortffolio This can also support learner-led parent-teacher conferences as part of a school/cluster's approach to termly reporting to, and engagement with, families.

Resources on Hwb for Assessing Learner Progress guide thinking as schools decide their approach to progression and assessment.  It is useful to ensure that assessment focuses on what learners can transfer and apply to new contexts rather than just what they can do soon after being taught a skill or concept, ie moving away from recording what learners have been able to demonstrate once in one situation (possibly when heavily scaffolded) to evaluating what they routinely and habitually do in a range of contexts.

What is our strategy for developing language and literacy across our school?

What is our strategy for developing language and literacy across our cluster?

How do we know how well our strategy is working for our learners and groups of learners?

How is assessment used to establish starting points and monitor progress of individuals and groups?

How do middle/senior leaders triangulate evidence to inform a clear overview of current standards and progress in literacy?

How are decisions made about which strategies are used in school to develop language skills?

How do we ensure that all staff have relevant and purposeful professional learning to support language development?

How do we ensure that approaches are evidence-informed and meeting the needs of our learners?

How do we ensure that decisions about strategies and approaches to be used particularly support the progress of disadvantaged or under-achieving groups?

How do we support middle leaders to develop language and literacy across the school?

How do we support middle leaders to collaborate with cluster colleagues to develop language and literacy across the school/cluster?

How do we decide which literature, skills, vocabulary and grammar, including punctuation is taught, and when and how?

How do we ensure there are meaningful opportunities for learners to transfer and apply their language skills in meaningful, authentic contexts?

How do we ensure that learners are able to become increasingly effective in leading their own language learning?