Assessment in the ENP primary section

 

This document describes policy in the ENP primary section on marking, feedback to students, recording and monitoring.

 

The National Curriculum, which we follow in both Primary and Secondary English, specifies what must be taught in England and Wales. It subdivides English into different subject areas, called Attainment Targets. These are: Speaking and Listening, Reading, and Writing. For each Attainment Target there is a series of Level descriptors. These are used in assessing what children understand, by describing on an 8-grade scale, the attainment which a child at each level is expected to have. Using these, work may be assessed formatively, working with the pupil on ways to improve, or summatively, assessing what the pupil is able to do in test conditions.

 

These targets may be seen conveniently on the following web page:

 

http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/english/keystage2/index.aspx

 

As a rough guide, it is expected that most pupils in England or Wales, will reach Level 4 by the end of the primary phase. It must be remembered however, that our pupils are bilingual and are not expected to have learned to read and write in English before joining the Programme. In consequence, some pupils may initially under-perform in relation to expected attainment levels in the UK; this is generally very temporary and should not be a cause for concern.Pupils are expected to progress at least two sub-levels per year. eg 4c-4a

 

Homework

 

Homework is NOT used to assess a student’s level but to consolidate and practise skills covered in class as well as to develop motivation and experience of using English.  Homework may involve a variety of tasks, such as writing, reading, learning spellings, preparing work for display and practising for the class performance. Parents are encouraged to take an active part in homework by encouraging, discussing ideas, testing, proof reading and helping with IT skills. As the pupils move up through the Programme, we expect a greater amount of autonomy in completing homework and an ability to self-monitor areas for improvement and effort.

 

Setting homework

 

Homework is set every week. The homework is available on the website. We expect homework to take about 2 hours, plus personal/private reading. Depending on the individual, a task, or tasks may take less than 2 hours and, if this is the case, the pupil should be encouraged to extend the work or look for further ways to improve. If the work is taking far longer than 2 hours, then the parents should contact the class teacher to discuss what should be prioritized.

 

 

 

Following up homework

 

Written homework is taken in by the teacher, marked and a comment written on it.

 

It may be used for display, or as preparation for part of the lesson or within other activities.

 

Homework is largely used for consolidation of writing skills and positive reinforcement. Excellent effort, rather than just excellent work, is rewarded by a star/sticker in an attempt to recognize and reward individual achievement/effort. Spelling is tested regularly in all years and weekly in CE. Teachers always check that homework has been done. If it has not been completed, the pupil will be asked to complete it for the following week and a note may be recorded in the pupil’s note-book. This note book can also be used by parents to explain any difficulties with the homework, and in the case of homework not being done, giving the reason and the date by which it will be handed in.

 

 

 

 

 

Class work

Written work is assessed formatively unless specified as a summative piece. Formative assessment aims to encourage pupils by starting with a recognition of what has been achieved or worked well, followed by a target for improvement. The teacher remains in dialogue with the pupil about their work and teaching focuses on defining the next step towards improvement to be taken by the pupil. Summative assessment is carried out under test conditions within a given amount of time.

 

 

 

Summative assessment.

 

Nine summative tasks are designated as a key feature of the curriculum each year. These are integrated into the scheme of work and are taught for. Each summative piece has its own National Curriculum criteria and teams moderate pupils' work. As required, both non-fiction and fiction writing are assessed. At the end of the year, overall levels for all three target areas are awarded, based on the summative tasks carried out that year. Teachers collate information on the pupil’s acquisition of skills, using these summatives.

 

 

Reports

 

A parent/teacher evening takes place in January. Written reports are sent out in June.The levels achieved in each of the target areas: writing, speaking and listening and reading are given.Information on pupils' skills is provided to the French primary schools for inclusion in the Livret Scolaire. 

 

Exams

 

There are no end-of-year examinations in primary apart from the entrance into sixième test for CM2 pupils. Students’ class work, reports and any other relevant information gathered on the pupils’ skills are passed onto the next teacher, together with  spelling levels.

 

LW edited 16/8/11

 

 

Additional information