Ideas for assessment and languages policies as discussed at our hub

Saturday 13 February 2016
by  Natha
popularity : 34%


Basically you will find below some useful links if you are looking for examples of good practice to help with writing a languages policy for your primary school and, more importantly I feel, with assessment.


Most of the links in this list I collated from the invaluable Facebook page "Languages in Primary Schools". Check it out if you’ve never seen it, you will never look back!


 


For documents on exemplar languages policies:
http://www.cavelanguages.co.uk/sharing-good-practice
https://www.westsussex.gov.uk/learning/west_sussex_grid_for_learning/curriculum/modern_foreign_languages_mfl/key_stage_2/developing_primary_languages_-/guidance_for_support_coordinat/writing_a_policy_for_primary_l.aspx
Also ask on LiPS (Languages in Primary Schools, Facebook) and people will email you theirs! https://www.facebook.com/groups/primarylanguages/
For local support: Teaching languages in the North East Facebook group:
https://www.facebook.com/groups/687969151339411/


For documents on assessment:
http://www.all-languages.org.uk/uploads/files/Primary%20Hubs/Primary%20Hub%20Roadshow%20Spring%202015.pdf ALL primary roadshow Spring 2015 including CEFR (Common European Framework)
http://www.coe.int/t/dg4/linguistic/cadre1_en.asp
http://lightbulblanguages.co.uk/resources-pr-fr-schemeofwork.htm
http://www.primarylanguages.net/jlnblog/2015/12/13/guidelines-to-assessment-in-primary-languages register for free - lots of CPD!!! More specifically http://www.primarylanguages.net/jlnblog/2015/11/11/assessmentexploring-the-skeleton-in-the-corner and the CEFR (Common European Framework)
https://languageangels.leadpages.co/fp-assessing-learning-progression/ free webinar!! 03/02 4pm
http://www.thegrid.org.uk/learning/mfl/ks1-2/goodpractice/plqm/ ; (fee payable for this one)
Durham’s assessment grids (attached)
Sue Cave’s assessment documents (attached)


Languagenut learning objectives (attached - zip- and recommended)


Useful links in general:
http://www.goldendaffodils.co.uk/weblinks.php
http://www.all-languages.org.uk/uploads/files/Primary%20Hubs/Primary%20Hub%20Roadshow%20Spring%202016.pdf primary roadshow (latest primary news)


Other general ideas re-assessment:
• I can statements / traffic lights
• Post-its (pink, orange and green)
• They RAG the LO each lesson and a list of statements as they reflect at the end of the unit and I have a 3 tier form for each unit - these children can...; these children have made less progress and can...; these children have made greater progress and can.. Or words to that effect!
• School policy for all subjects is to put the LO in the book even if it’s oral as far as possible with photographic evidence. In practice it doesn’t always happen! However we use post it plenaries, peer assessment and ’thumbs’ as well as an I Can list of objectives that’s stuck in the book at the start of the unit so isn’t related to a specific lesson hence oral work is recorded too.
• Emerging, expecting or excelling
• After our ALL Kent Primary Hub meeting, the can/ cannot do statement came as fav to record children’s progression, as well as self assessment and reflection with traffic lights or/ and comments to improve learning . Teaching time is too precious to shuffle paper. We all agree! Some written, sp or reading assessment seems to take place at the end of topics and is recorded by the teachers using RAG. Sue Cave’s document was considered very useful and could be adapted for the can/ can’t do statements linked to topics.
• In our school we are focusing on highlighting each child’s progression throughout our marking rather than just with targets stuck in the front of a book for example... highlighting what they have achieved in that piece of work, what they need to practice and a further challenge if the pupil requires it to extend their learning. These will be comments at the bottom of the piece of work (but it has to be manageable of course). This is a whole school approach across all subjects.
• Pupils self assess with RAG (traffic lights) each lesson; we always have a plenary but not always with Postits! The idea of sticking in I CAN statements at start is to make it a quick activity. At the end of each half term/ unit, I assess against three ’best fit’ statements for that and look at the overall progress against the long term assessment document. I don’t think that’s too much.
 


Colleague’s ideas:


For assessment I use Sue Cave
http://www.cavelanguages.co.uk/sharing-good-practice
For each class I regularly refer to their monitoring sheet and can tick off the skills for each pupil when they have demonstrated it in class.
I follow the lightbulb languages scheme of work so at the end of every topic I also use the assessment sheets there.
http://www.lightbulblanguages.co.uk/resources-pr-sp.htm#assess


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