P levels writing assessment tools
It takes time to digest any revisions and there has been much useful discussion regarding various aspects of the TAF. Modelling writing and the writing process, magpieing from authors, and collaborating and learning from each other are all levers that raise standards for every child in the class.
Our marking takes a variety of forms and is detailed in our Marking Policy.
For example, a pupil who enters at 30 — 50 months developing would expect to achieve Early Learning Goal- developing - This would constitute 6 steps and is good progress. At Orleans we have a whole school framework in place through which all the different levels of assessment merge and are used to inform class planning.
This evidence is collated within a learning journey booklet and is used as a formative assessment tool, capturing interests and significant moments of learning across the nursery year.
At Orleans marking directly relates to the area of learning success criteria and targets set for each individual. This information and data will be taken into consideration when completing the baseline assessments in Reception during the first six weeks of the pupils being at Orleans.
We endeavour to create a seamless transition between Reception and Year 1. For these pupils their targets and expected progress will be agreed with the SENCo in the autumn term and the measure of good and outstanding progress will be agreed.
This can also be used to show how well a child thinks they have completed a task.
Transition from external Nursery classes to Reception When a pupil moves from an outside Nursery into Orleans Primary School Reception the Early Years leader will make every effort to obtain the assessment data for each pupil and will work with the Nurseries to ensure that the data is as robust. We use our marking to enable the pupil to move their learning forward and so that teachers can identify the gaps in pupils learning. This year, pupils are required to demonstrate joined handwriting to meet the expected and greater depth standard. This is shared with parents regularly and final copies are sent to Reception teachers as part of the transition process in July. Evidence is gathered through planned and incidental photographic and narrative observations and annotated samples of work. The statements for these standards define the expectations appropriate for pupils working at the standard and reflect the core knowledge and skills that the pupils need to progress. Our marking takes a variety of forms and is detailed in our Marking Policy. We endeavour to create a seamless transition between Reception and Year 1. This does not mean that the entire piece is not independent. Progress is measured to ensure that pupils are making good or outstanding progress across the year and throughout their time at Orleans. Hence I thought it useful to synthesise, into one place, the salient points covering all aspects of the changes and modifications for You might be creating a rubric, writing a marking guide or developing a proficiency scale. This will look different for different children — and will need to be judged on a pupil-by-pupil basis.
based on 80 review