ASSESSMENT including the student's
contribution
| Provision |
|
| Curriculum |
Students make individual responses to choices or adult questions (both evaluation and targets) about learning activities supported by the use of symbols, signing, photos, etc. Teacher-led target setting. Full access to adult-led school assessments. |
| Staffing |
Staff highly skilled in designing and using assessment approaches eliciting student responses to learning-activity-based choices or questions. Staff highly skilled in differentiated school assessments to show student progression. |
| Resources |
Individually differentiated materials to support self evaluation. E.g. ASDAN (KS4). School differentiated assessment records taking account of the full range of
SEN. Additional access resources e.g. digital cameras, electronically enhanced books. |
Environment
and Facilities |
Appropriate student groupings, seating arrangements and learning environment are set to reflect individual students needs in completing all teaching and learning activities. |
| Examples |
|
| Assessment |
|
| The student responds and contributes to self assessment, recording and reporting through adult interventions supported by the use of symbols, signing, photos etc. |
| Examples |
|
| Example |
Thread
5 - Band 5 |
| Early Years Provision
Criteria |
| The teaching programme focuses on priorities identified by on-going assessment, based on specific developmental and curricular schedules. Targets are explained to children as far as possible, with opportunities to observe models of the appropriate learning, including videos or pictures of their own performance. All children are involved in some way in the monitoring/recording process using simple, practical and visual means. |
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| Example |
Thread 5 - Band 5 |
| Early Years Assessment Criteria |
| Luke ( 3:6 ) is learning to look to the adult when his name is called. His teacher calls his name and if he doesn’t respond, she uses gestural and verbal prompts to encourage him to look at her. Luke is rewarded by praise, hugs and a sticker. At the end of the day, Luke and his teacher put the stickers on a large wall picture. When he achieves five stickers it completes the picture and Luke earns a reward, which he selects from a choice. |
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| Example |
Thread 5 - Band 5 |
| Key Stage 1 Provision Criteria |
| Staff develop individualised materials / approaches to meet children's needs, based on direct observation of their interests and learning styles. They always involve them in some way in 'checking out' what has been learnt. Rewards are an integral part to all learning and feedback is immediate and integral to the task. |
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| Example |
Thread 5 - Band 5 |
| Key Stage 1 Assessment Criteria |
| Sofia (YR) is learning the names of six common objects, which she has helped choose, using a computer-linked communication board. Her teacher says the name of the object and Sofia finds it on the board. If she is right, a bell rings and her teacher helps her to put a smiley face on her picture chart. Sofia also gets to hold the object for a while which she greatly enjoys. |
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| Example |
Thread 5 - Band 5 |
| Key Stage 2 Provision Criteria |
| Staff assess the effectiveness of the teaching programme through the daily work of the students. The results are used by the teacher and student to decide whether to put in extra steps, whether to consolidate what has been learned by further practice using different tasks or whether to move on to a new step. When appropriate technological aids, including computer software, are used to help students respond, to give immediate feedback and to record and report on success. |
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| Example |
Thread 5 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Lee (Y4) and his teacher are discussing a worksheet together, which introduces 4 key words from a current class project. Lee points to the words on a labelled picture when his teacher asks him. He then places cards, with the words on, under the appropriate picture on a worksheet and copies the word onto the sheet. He receives praise for each correct answer and his teacher helps him to count up the number of correct responses, which she records. They discuss which new words might be useful to learn. |
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| Example |
Thread 5 - Band 5 |
| Key Stage 3 Provision Criteria |
| Staff have designed assessment materials across different subjects that allow students to make responses through a variety of means. In history, students describe a mediaeval village using a picture as a prompt and their answer is taped. The teacher assesses it against a concept checklist and then talks over with the student what they included and what they missed. |
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| Example |
Thread 5 - Band 5 |
| Key Stage 3 Assessment Criteria |
| Anna (Y9) has difficulties in expressing her ideas, particularly in more imaginative and abstract concepts. When she is showing her understanding of a text, she needs to use pictures and drawings to illustrate that she has followed the sequence of events and to indicate what she thinks will happen next. Anna then checks her picture sequence with a copy to see how she did. She records correct sequences on a chart. Discussion about why she had a different sequence is often diagnostic. |
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| Example |
Thread 5 - Band 5 |
| Key Stage 4 Provision Criteria |
| The school is able to provide alternative accredited courses, so that all students may have access to external awards, not just GCSE courses. The school’s examination policy is explained fully to students and their parents at the end of Y9 as they select their courses for KS4. |
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| Example |
Thread 5 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Roy (Y11) is studying materials that conduct or insulate electricity in science. He has been finding out which are better conductors and now his teacher is asking him to put six materials in order on the table as a measure that he has understood the experiment and the concept. When his teacher has discussed this with him, he will match the items to labelled pictures and record his response by writing the names. |
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