Assessment for Learning (AfL) ‘The important thing is not that every child is taught but that is given the wish to learn.’ John Lubbock 1832

 Understand how assessment works in key stage 1.  Develop understanding of the language of AfL.  Know the expected levels of attainment in Key Stage 1. WALT

 The two main forms of assessment are formative and summative.  SUMMATIVE determines what has been learnt.  FORMATIVE furthers the learning on a day to day basis.  Both have a place in schools. The Big Picture

Summative Assessment  Summative assessments are externally moderated in Years 2 and 6.  In all other year groups these assessments are moderated internally.

Core Subjects Key Stage 1Key Stage 2 Literacy Speaking and listening Reading Writing (including spelling and handwriting) Maths Science Literacy Reading Spelling and Grammar (Writing) Maths Science

Teacher Assessment  Carried out as part of normal teaching practice.  Evidence is taken across a range of pieces of work.  Purpose to identify next learning steps.

KS1 SATs  The tests will help to inform the teacher assessment.  1 overall level for each subject reported to parents.

KS1 Test/ task organisation  Normal day – activities are kept ‘low key’  One to one, or in small groups  Some whole class  Children asked to do their best  Teachers explain what the children have to do  Children must work without teacher help

KS 1 - Reading Task  Children are asked to read a Level 1, 2 or 3 book as appropriate.  The teacher will keep a running record of fluency, expression and accuracy.

KS1 - Reading Test  Comprehension booklet Level 2 or 3 as appropriate. Year 1 – Phonics screening check

KS1 – Writing  Two writing tasks  One longer - about 45 mins – eg a recount or a story  One shorter - about 30 mins, eg an invitation or a postcard  Done on different days  Spelling test  Marks for handwriting  Externally moderated

KS1 - Maths  Teacher assessment Level 1  Level 2 or level 3 test

KS1 – Science  All Teacher assessment  4 attainment targets: 1.Scientific Enquiry 2.Life Processes & Living Things 3.Materials & their Properties 4.Physical Processes  Overall Level given

What does assessment look like in the classroom? Active involvement of the learner Sharing Learning Objectives and Success Criteria Effective Questioning Effective FeedbackSelf and Peer Evaluation

School:  Clear learning objectives – WALT or LI  Clear success criteria  Talking partners.  Open questioning with appropriate wait time.  Opportunities for self and peer evaluation, e.g. thumb tool, green – go,, Success criteria review, marking ladder, reviewing targets.  Positive and constructive feedback, relevant to the WALT or LI e.g. what the child has done well, next step comments. Strategies

Levels  In Primary Schools children’s work is levelled using a set of criteria.  Children are generally working between levels 1 – 3, depending on age and ability.  The numbers of levels do not correspond to the year groups e.g. a child in year 4 could be working at level 3.  Year 1 children may still be assessed using EYFS criteria.

NOFAN  Never  Occasionally  Frequently  Always  Naturally

Reading

Numeracy

Progress  Alongside a child's level of attainment we are also closely monitoring the amount of progress they make each term.  Those children who are not making expected progress are quickly identified by the class teacher or the assessment coordinators and are given the support they need to close the gap.