1 0 obj 4 0 obj A central feature of the Curriculum and Assessment framework is the use of ‘standards files’ that provide exemplification materials. These levels are no longer used to describe the level of understanding your child shows in English or mathematics. Group Director . endobj Author: Created by Roz-Lila. �N'�`aHgp��dN2���7�HV m�[�7�Ok���p+����>h�os�qیF? Traffic light system to record assessments against the 2014 National Curriculum Reading Statements. Subject Progress Proformas Each subject has mapped out the skill and knowledge requirements for … Fig. %%EOF 5 0 obj ��b�"�` cNC�/��=»�{��@����^��1[�YY����K����H�� endobj The purpose of a standards file is to provide teachers with a common understanding of the expected performance for KPIs in a year on … F r�(ꎡ��s�����At� 1775 0 obj <>/Filter/FlateDecode/ID[<124D31B002A0F54DB55E4D703DAF1652><44A01A42B6E01348B517D948396EF6B0>]/Index[1767 16]/Info 1766 0 R/Length 58/Prev 1130846/Root 1768 0 R/Size 1783/Type/XRef/W[1 2 1]>>stream :觩=M�;�����q��Oqcjf~f�O���М-�zģA���]��&: ך9#�ᜁ$#U~\�v��ˑ��#Ҳ� ~�%[�m��ПԞ��W}E[���}A�����Ǚw��7R��|:e�` wл��뱿 ��l�ա+�6�7�PgC��E��Y��m��)�$mL�UҨt�����&Y�fm�uv8 v��}��M1w�q�N��r�3�S��C����N�i?X� 6�$�W�����]l�������E~��[���7�_�so����~7���b,�BRf=ǿB��_`���L�y�羘�|�+ W3�� ��Gi'm�QR�����ב���5���n�y�w��*�]��i�g)�Ͼ��*;����籽Z8������Z�`�|1 ]^: ��:y���m���zP��%��K��b;���!�����4�AS$�'[7���+y����I�6����������U[y^4��t)��F����7��3|�;*����C�V����V!�$R&i���:�D�t2�;[�{���o�# ��q�!T98�s������� p��w~�.��{�!6�{�8�\,,&�C�� ��g:��pq{��>=��&݉ �ˇ����p6 XE�K³wG�y�Нq��l���a���2��J@z�y!y��2�/��8{ˎ��?R h��T[o�0�+~l:�q'R��h��['!��\W*!�p�I�)Iݙ��21�Nb���kz���b��O��~�v����d��tA��zo���Yi��� ���-ZL#�[��t:ѭ�a���o��Ӂ�x���l�yEo��K:����;�r{�"��cb�gC�n���2�ً]�V[C���է�o4���8B�,�S}�d������tOW"�t^�}KDD�ue'��e}�$ҽAws6�u��E�z1n A great deal of information can be learned from students’ homework, tests, … 0 Assessment without levels is intended to encourage a more professional, intelligent assessment. ��v! ���*1y���������k�����_�����珏�6��}Gۻ�h✛s�Gx�*;�QK̜��a���^,蛦�������a�ZyCɱ�f��=b�e�*���w5~&�T�S&�="�@a]P������F����}������! h�b```���@r�0ŘX8�@�4F g�"�����O0���[ �Y��*701�w���t�����'���*�S���A2�y�8��)y���1����������&KK�K�$.��1d40 0�h�k`_����Sey�f`���s>qh��3��Y�圇��4p4�á8���܁ī` B� ���gT��l?�1L.``�Vl�`iIU2��id ���@��A���g`��OC=bN���` �9� Created: Jan 2, 2015 | Updated: Feb 22, 2018. St Mary’s R Primary School Assessment Without Levels English: WRITING. endstream endobj startxref �ꇆ��n���Q�t�}MA�0�al������S�x ��k�&�^���>�0|>_�'��,�G! We need to keep data tracking in perspective, giving weight to teachers’ judgments, quizzes, tests and assessments at classroom level without asking them to log them centrally. Approaches to assessment without levels in schools Exploring ways teachers assess their pupils in primary and secondary schools following the removal of national curriculum levels. Assessing Progress without Levels The withdrawal of National Curriculum (NC) Levels has prompted schools to rethink how they assess and monitor their pupil's progress. �w_?�m��]Xp@���Δ�rv�m]����ޤz'{ =� ��lOI�0�y�XJ �R����zฆ� ��fm��k��+����-��Z3�W�ɇ[��ɺɧA����źż�jy�u�+��M*�36\0u���%�}�f,�pFc����d ڗ�$���%�]���bB�G��H���%=�� ����.d�Vew��������&H� cf�OmC���ƞ����o��{��w�mٜ)N���^�r�d0�8Q�ځ��7�.a�����Ô�Qrgۇ'� ��N�����V�9�qY.N��\k���w"�lǣ��V�n7�HVg�2 ��������R��T�jy�8���cV_��|)�����E�p���(z����;��P�VR�Jk�v�Y*A=*�σ�)_U��U �f���ɻUI�w�O^��╍�%��t�[�";6hW�R�(�� m,���@R�=q����������{/2��Xu� Nd `>\�8�����O�gޟk-@�Y1p�u8oq��=��� Fe�z]����M�@�>���k��j���k�sY�xt�$�G��Y������ x��]�r۸L�E��-R�-���_|s���w���]�P.J�(J"��������Ϻm����?�w�����%lm��AW鏷���>�҇����>h���G��ߍ�������}6������_���N�I�r(�3���|��?�9�a�G���} ���p����_h��k�=��?�~�Y��[�'��������~��\��x� ω/�)����xۀ�_ܖ�����vyiC���D�l�S�`;%�րmY=V���b�H�Y��ݓ3sBKo�E�w��R�x���a>t�Z"s)����1���F��Xa,o(ʩ.硽�a�:a��7�v��������vI����i�a���00�� l��F�fm��J��BX���g�%f����];C��K �����˃�ax�トq��N�J�ПS+w�ע�.��e9w�iBG� �. FREE (2) Roz-Lila Assessing Pupils Progress in English. 2-D shapes [for example, rectangles (including squares), circles and triangles] wider range of examples than developing 3-D shapes [for example, cuboids (including cubes, pyramids and spheres) wider range of examples than developing describe position, direction and … For further information regarding the terminology used, please go to the relevant page reference. ... examples of students’ work representing different categories of achievement in Assessment without Levels ... For example, simply by accumulating enough marks on an exam paper a pupil can 'achieve' a level 5 without having demonstrated secure understanding of level 5 maths skills. H���yTSw�oɞ����c [���5la�QIBH�ADED���2�mtFOE�.�c��}���0��8��8G�Ng�����9�w���߽��� �'����0 �֠�J��b� rM|��=[�ֶ��7�o�����D��&`�w�Y�7��b�����L�yh禞�rHs@��L�-�UKc��PV�A���g�z���O�7�$��'b�- ۱�po˫MG���q�&ِ������7�i��&��A�-�� endstream �~�W�ˮ�O�O��q������5�λ�ؿ�C��u��m�����ı�m?~����l����[wi�=�/6{���3��6�w�G������/h�yu�����&/��ßfk_�?�o�vyg%M*do�o�o�����~��=�_�Þ���=9ÕS��g�ϼ̾��x~ �~�M�fk��-��'�X�P�x{�^��W쯸}}}\^���� �+mܯ��u���~���Cܘy����Ay�_�������������k�_�p_��_�~����>���ozk��=��މ�/�3��"f"$Z䔀9�Wz�2A0����ĝ�����_{���Uz!v��q@��#�?�����L@����_�>���-o�G����~C��������N��2_�"f�ooo�@)���^��2�L� rgGb/� �r�����@}9�? omposes phrases and sen- tences orally. <>/PageLabels 1460 0 R>> ajs12345 English Report Writing Comment Bank Assessment Without Levels Progress Grids. <> Click on the filename in the table below to access the Progress Grid for each subject. As schools try to adapt to the changes in assessment, and to implement their own effective approaches to it, the following are suggested as guiding principles: Example Gradebook Report Below is an example of our KS3 Gradebook Report. h�bbd``b`.�w@�#��H0% �h�� Analyzing Student Work. ��RHVi�e�l 6F�8 ��� ��\� "�)]sL 2 0 obj <> Assessment Research & Development . stream �x%����Vd100b%��~� � �� %���� <>/ExtGState<>/Font<>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 1190.52 841.92] /Contents 4 0 R/Group<>/Tabs/S/StructParents 0>> FREE (3) Popular paid resources. endobj A world without levels . Worked examples Did you know – interesting facts Guidance on the use of a calculator ... assessment approaches, and the ethics and practices around the use of the �x������- �����[��� 0����}��y)7ta�����>j���T�7���@���tܛ�`q�2��ʀ��&���6�Z�L�Ą?�_��yxg)˔z���çL�U���*�u�Sk�Se�O4?�c����.� � �� R� ߁��-��2�5������ ��S�>ӣV����d�`r��n~��Y�&�+`��;�A4�� ���A9� =�-�t��l�`;��~p���� �Gp| ��[`L��`� "A�YA�+��Cb(��R�,� *�T�2B-�
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