FULL Answers covering every single question. Professionally produced audio files for the Spelling tests. These papers have been crafted to really push and prepare children.
Rochford Review final report: Led by Diane Rochford, it looks at assessment for pupils working below the standards of the national curriculum tests.
Well, it was finally released on Wednesday 19th October So none of the report is legally binding or constitutes statutory changes as yet.
The DfE has, of course, reviewed it for many months it seems! But this first blog is simply my initial response to the recommendations and contents of the report. The first most notable recommendation and the most predictable is: This leads me straight on to Recommendation 2 which concerns the replacement of P scales: Entry to the Expected Standard Emerging to the Expected Standard Within the recommended statements for each of these standards you will note, when reading the report in full, that there are very few standards for the end of key stage to work towards.
Part of me feels quite pleased about that — there are lots of mentions throughout the report about schools needing to decide for themselves the best curriculum and approach for their children, as they know their children best.
It seems this is deliberate, as one key quote from the review states: They felt that where P levels define specific tasks or activities these are often being applied narrowly.
They admit themselves that there was nothing unanimous about many of the aspects of the discussions. This does not surprise me as, having worked with many of our schools over the last two years, I am confident that the perfect curriculum for one SEND school would be utterly wrong for another SEND school.
This is also alluded to with Recommendation 6: Again seemingly deliberately so. The review recommends that schools must have a duty to assess pupils not working on subject-specific learning on the 7 aspects from the CLDD report areas of engagement but does NOT wish this to be reportable to the DfE as end of key stage assessment.
It does recommend, though, that the assessment should be part of accountability with regard inspections, etc. So this could be a worrying area for schools. They may even start borrowing from any other school who has a successful inspection with their paperwork!
I feel this is one of the hardest aspects for SEND schools on a day to day practical basis as they are often so far apart geographically. So if any of our schools do want to link please do get in touch with us and we can try and link schools up virtually if not in person as required.
Recommendation 10 nods briefly towards pupils with English as an Additional Language but does not go much into this, other than to recommend that further research is carried out in this area specifically. It does not concern itself with ongoing formative assessment which should, as for all mainstream pupils, be centred around your school curriculum and the smaller steps of progress a child makes against their own targets.
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We have many schools who have written not only their own whole school curricula, but also some SEND schools who are setting up individual markbooks for each pupil where class sizes are small. These SEND schools also use the markbook to cover elements of the individual EHC plans, adding objectives on the way, and using the Assessment Summaries to output progress — particularly useful for pupils for whom looking for a linear progress graph will never be appropriate.
Get in touch with us if you want to discuss how to best make Classroom Monitor work for your school and pupils. Please also comment if you have any practice or thoughts to share — this is my first big read through of the report so if you have interpreted anything differently or have your own ideas on the recommendations do let us know!Teaching resources, worksheets and activities to support delivery of Lesson 7 in the Moving Image - Film Review collection from TES English.
Includes starter, development and plenary activities and worksheets on the structure, content and language of film reviews. What are KS2 SATs Papers? KS2 SATs papers (or Key Stage 2 SATs Papers) are formal exams, taken by children in Year 6.
As such, plenty of people refer to them as Key Stage 2 SATs, Key Stage 2 Tests, Year 6 SATs papers or simply Year 6 SATs.. KS2 SATs are mandatory tests written by the Standards and Testing Agency (STA) as part of the Department for Education's national curriculum .
Teaching resources, worksheets and activities to support delivery of Lesson 7 in the Moving Image - Film Review collection from TES English. Includes starter, development and plenary activities and worksheets on the structure, content and language of film reviews.
What are KS2 SATs Papers? KS2 SATs papers (or Key Stage 2 SATs Papers) are formal exams, taken by children in Year 6. As such, plenty of people refer to them as Key Stage 2 SATs, Key Stage 2 Tests, Year 6 SATs papers or simply Year 6 SATs..
KS2 SATs are mandatory tests written by the Standards and Testing Agency (STA) as part of the Department for Education's national curriculum . Welcome to Grammar Monster!
Do you know how to use semicolons, where to put apostrophes and when to use commas?Do you know the difference between affect and effect, if and whether, and who and whom?More importantly, do you know why this stuff matters? With a comprehensive grammar glossary, list of common errors and hundreds of interactive tests, Grammar Monster is perfect for anyone who .
Although the title says ” 8 Things to Hate About Kumon-A review” in reality it has promoted Kumon program on the web and I’m not surprised that some people who have never heard of Kumon are planning to enroll their child in the program.