Policies

Assessment Policy

OUR BELIEFS ABOUT ASSESSMENT

At Quarry Bay School we believe assessment is integral to all teaching and learning; that assessment is continuous and that we should assess the process of inquiry as well as the products of inquiry.

The main aim of assessment at Quarry Bay School is to provide feedback on the learning process in order to support and improve learning by empowering students and transforming practice.

Effective assessment uses a range of tools and strategies that take into account the diversity of students’ learning to gather and analyse information about student performance. These strategies are designed to inform practice.

Effective assessment identifies and communicates what students know, understand, can do, and feel at different stages in the learning process and should focus on all five essential areas of learning; the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and the decision to take action.

We believe that effective assessment is dependent on a partnership between student, teachers and parents who should all understand and be actively involved in the assessment process.

The assessment component in the school’s curriculum can be subdivided into three areas.

• Assessing – how we discover what the students know and have learned
• Recording – how we choose to collect and analyse data
• Reporting – how we choose to communicate information about what students know, understand and can do.

ASSESSING

The assessment of students development and learning is an essential component of the curriculum, and helps to inform continued development, learning and teaching.

At QBS students are observed in a variety of situations and a wide range of formative and summative assessment strategies are employed, which allow students to demonstrate their achievements.

Assessment in the classroom includes:
• using samples of students’ work or performance to provide information about student learning.
• collecting evidence of students’ understanding and thinking
• documenting learning processes of groups and individuals
• engaging students in reflecting on their learning
• Students assessing work produced by themselves and by others
• developing clear rubrics
• identifying exemplary student work
• keeping records of test/task results

RECORDING

At QBS we aim to use a range of methods and approaches to gather information about a students learning.
Teachers use a range of methods to document the evidence of student learning and understanding. This at times includes video, audio, photographs and graphic representations. Teachers also have written records of conversations, comments, explanations and hypotheses as well as annotated pieces of students’ work that form part of a student portfolio.

REPORTING

Reporting on assessment at QBS includes communicating what students know, understand and can do. Reporting involves parents, students and teachers as partners.

Reporting to parents, students and teachers occurs through:

Conferences

• Parent-teacher in term 1
• Student-teacher throughout the learning process
• Student Led with parents in term 2 at the Celebration of learning day
• 3 way conference (student-parent-teacher) in term 2 at the Celebration of learning day

The purpose of these conferences is to share information about student progress and to set targets for further development. Mid year targets are set with students and shared with parents at the celebration of learning day.

Celebration of Learning Day

The Celebration of learning day takes place in term 2. It is an opportunity for students to share their learning with their parents in the regular learning environment.
The Celebration of Learning Day consists of;
• Student led sharing of portfolios between children and parents;
• Three way conference between the teacher, student and parents discussing targets using specific pieces from the portfolio to illustrate learning;
• A range of interactive activities which represent authentic learning from the units of inquiry, maths and language, between children and parents;

The day is organised into three 100 minute sessions with 10 families at each session. Each session includes 10 minutes for sharing targets with parents, teachers and students.

The Portfolio

The purpose of the portfolio is to show evidence of student learning and should demonstrate success, growth, higher-order thinking, creativity, assessment strategies and reflection. It is an integral part of the school’s reporting program and an effective means of three-way communication between parents, students and teachers.

Each student has his/her own Portfolio, which is shared with parents twice a year.

The portfolio is:
• compiled by the student and teacher
• accessible to children at all times
• shared with parents at the Celebration of learning day and provides an opportunity to celebrate, reflect and target set
• taken home at the end of the year

Written reports

• Are shared with parents twice a year, after the Celebration of Learning Day and at the end of the school year.
• Report on understanding of each unit of inquiry including evidence of understanding of the central idea, development of skills, attitudes and attributes of the learner profile and evidence of action.
• Report on achievement in mathematics, English, PE, music, and Chinese
• Includes student self assessment of development of the attributes of the learner profile

The purpose of the report is to provide a summative record of progress for students, parents and the school and to document targets for further development.

The Exhibition

The Primary Years Programme (PYP) exhibition represents a significant event in the life of a PYP school and student, synthesizing the essential elements of the PYP and sharing them with the whole school community. As a culminating experience it is an opportunity for students to exhibit the attributes of the International Baccalaureate (IB) learner profile that have been developing throughout their engagement with the PYP.
Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems.

STANDARDISED ASSESSMENT TESTS

Standardised assessments are used as part of the assessment process in an effort to gain as much information as possible about the student as a learner.

The following standardized assessment tests are used at QBS and outcomes are recorded on the yellow tracking sheets, which are then passed on to the new teacher each year.

The data generated through these tests should be analysed at student, class, year group and school level to inform future teaching.

To see the full policy, you can download from the links at the bottom of the page.

Language Policy

The teaching of language at Quarry Bay School is based on our belief that language is a means to express, convey, explore, expand and reinforce the learner’s ideas, concepts, perspectives and culture. We believe that every one in our community is a language learner and a language teacher. Students learn languages, learn through languages and learn about languages.

“As they go about their daily lives, they learn to talk by talking and listening to others, by exploring how language functions and by using language to get something done, with all three operating simultaneously if events make sense to them.”

Kathy Short 1999 The search for balance in a Literature-Rich Curriculum
See Appendix A

All students in the PYP programme are required to study at least one language in addition to English. At Quarry Bay School Chinese is taught across all year levels.

Philosophy Statement

Language stands as the cornerstone of learning at QBS. Through language learning we promote a culture of inquiry and curiosity, new cultural perspectives on the world and an appreciation of the world’s diversity and richness. We strongly believe that language is one of the most significant factors in the development of each individual. It is our primary means of thinking and communicating and as such is essential to all learning. It provides a foundation on which to build academic success, social interaction and global understanding. Language permeates our entire curriculum; supporting and enhancing each individual’s ability to develop and reach their potential. QBS uses students, parents, teachers and others as positive role models.

Children at QBS are often multilingual and we acknowledge that progress and proficiency in these languages is interdependent. All children experience an enriched language programme in which English is the medium of instruction and Chinese is taught as an additional language. At QBS we recognise that Mathematics, PE and the Arts are examples of other languages that our students should be constantly exposed to and encouraged to use when exploring and developing a greater understanding of our world.

QBS also supports and values the mother tongue languages represented throughout our school and encourages individuals to use their first language. We believe that it is important to expose children to a variety of languages not represented within our community and therefore expand horizons and widen their awareness of the world around them.

We recognise the importance of information literacies and believe that teachers should provide experiences through which students can define, investigate and develop solutions to problems, whilst learning to make informed decisions. In order to be prepared for a world of exponential change information literacies must be embedded throughout the curriculum.

To see the full policy, you can download from the links at the bottom of the page.

QBS Responsible Internet Use Policy

QBS Responsible Internet Use Policy

• I understand that I must have permission from a teacher or EA to use the Internet at school.
• I understand that I must only use school messaging or computer systems which the teachers regard as safe at school. e.g. QBS Gmail, Qoodle.
• I understand that students must not use private communications accounts, social media and phone apps at school. e.g. private Gmail, Facebook, WhatsApp.
• If I see anything I am unhappy with or I receive messages I do not like, I will tell a teacher or my parents immediately.
• I understand that I must use the Internet purposefully at school to support my learning. I will not use the Internet to waste time when I should be learning.e.g. spamming, chatting, emailing or sharing Google Docs which are not connected to my learning, when I should be on task.
• I will only use my own login and password, which I will not share with other students. I will never try to access someone else’s account even if I find out their password.
• I will only edit or delete my own files on the school network.
• I understand that I must not bring software or illegally downloaded materials into school even if they are for learning projects.
• The messages I send will be polite, kind, sensible and respectful of the person/group who will receive the message.
• I understand that I must never put my home address or phone number in any email or web site, or arrange to meet someone I have met online.
• I will not deliberately look for rude or inappropriate images or material.
• I understand that I must use 3rd party apps and websites e.g. WhatsApp, Facebook etc outside school responsibly and that there will be consequences at school if my use of these affects the happiness of others or the reputation of the school.
• I understand that the school may check my computer files, Qoodle and email account, and the Internet sites I visit.

Sanctions

I understand that there will be consequences at school if I am unable to use the Internet responsibly.

These might include:

• Removal of my Internet privileges at school including my Qoodle account
• A meeting to understand the consequences of my actions with the people affected.
• A meeting with my parents and the School Principal.
• In-school suspension and withdrawal from classroom, playground and QBS clubs privileges.
• Suspension or even expulsion from Quarry Bay School in very serious cases.

Revised 4th March 2016