Embedded Files
Learners' progression across the learning continuum is at the heart of the new Curriculum. As a school, we will use various assessment strategies that will enable all learners to make progress, ensuring that this is at an appropriate pace and that they are supported and challenged at the same time.
The mandatory 27 statements of what matters are the basis for learners' progress and we will use the Learning Descriptions to assess and plan for learners' progression. Learners will develop in their learning by exploring the concepts and key principles included in these statements.
These will roughly align with expectations for 11, 14 and 16 year-olds and will provide guidance on how learners should demonstrate progress within every Statement.
Purpose of Assessing the Curriculum
Supporting individual learners
We will use formative assessment in the classroom on a daily basis which will give us a clear overview of attainment and the next steps for learners and practitioners.
2. Recording learner progress over time
As a school, we will ensure that there are designated and regular periods for teachers and practitioners to discuss the progress and needs of learners and specific groups of learners through professional dialogue in order to plan for further progress.
Discussions will facilitate and promote any transition and transfer between classes and also within this cluster in Dyffryn Conwy.
3. Reflecting on the progress of groups of learners
We will make formative use of national tests and standardised tests e.g. PASS and CAT4 as necessary when reflecting on the progress of groups of learners.
4. Communicating with parents/guardians
We will communicate frequently with parents/guardians in order to foster a positive relationship and involve them in a focused and meaningful dialogue. This will aid and facilitate learner progress by helping parents/guardians to understand how they can support learning both within and outside of the school environment.
We will consider using a wide variety of communication methods e.g. face to face, reports, virtual meetings and e-mail. Information about any support, interventions or additional needs required for learners' development is shared with parents and guardians.
Planning for Progression
We have already established an assessment for learning climate with emphasis on consistency when marking tasks and allowing pupils the opportunity to improve their work continuously with the 'Yellow Box' system and the use of self-assessment and improvement using the green pen.
Targets are set based on success criteria and pupils are given the opportunity to be challenged/redraft/improve in the 'yellow box' task at the end of a task.
Learners' progression is evident as they practice improving and refining their work consistently, with the aim of boosting pupils' confidence too.
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