Policies

Quarry Bay School Assessment Policy

Revised 2017

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 (assessment criteria)
• 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 reflections on pieces of students’ work that form part of a student portfolio. The results of standardised tests are collated centrally, shared with teachers and published to parents via the Gateway system.

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
• Student-teacher throughout the learning process
• Parent-teacher in term 1
• Parent-teacher in term 2
• Student-led with parents in term 3 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 for reading, writing, Maths and learning behaviours. These are shared with parents at the parent-teacher conference in term 2.

Celebration of Learning Day

The Celebration of Learning day takes place /in term 3. 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
• 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 six 60 minute sessions with 5 families at each session.

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.
Each student has his/her own portfolio, which is shared with parents three times a year; at the end of term 1, at the end of term 2 and on the Celebration of Learning day.

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 and reflect
• taken home at the end of the year

Written reports

Written reports are shared with parents twice a year, at the end of term 1 and at the end of the school year. 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.

End of Term 1 report

The end of term 1 reports contain personalised and concise written comments for Maths, English and Unit of Inquiry. Each written comment contains a strength and an area for development. English comments give a strength and area of development for both reading and writing. Maths comments are number focused. Unit of Inquiry comments focus on the learning behaviours of the children and make reference to the Learner Profile, attitudes and ATLs. The child will also receive a short written comment if they are receiving specific IN support.
End of term 1 reports also contain gradings (beginning, consolidating, meeting expectations or exceeding) for outcomes in:

· Maths
· English
· Unit of Inquiry
· Chinese
· PE
· Expressive Arts

Gradings (inconsistent, consistent, very good, outstanding) for effort are also provided in these areas of learning.

End of Year Report

The end of year reports contain more detailed written comments for Maths, English, Unit of Inquiry and a general teacher comment.

The English report provides feedback on student outcomes across the four strands of the ESF Scope and Sequence: reading, writing, listening and speaking, viewing and presenting.

The Maths report provides feedback on student outcomes across number, data handling, shape and space, pattern and function, measurement. Maths comments should focus on the number strand, particularly if the student is not meeting expectations in this area.

The UOI comment provides provides feedback against conceptual understanding and the skills acquired. This must contain reference to the learner profile attributes, PYP attitudes, student initiated action or a personal inquiry in this comment.

The pastoral comment is a narrative celebrating the holistic and socio-emotional development of the student. This will include information on action taken by them as a result of their learning, attitudes they have displayed and Learner Profile attributes they have developed. It will include evidence and comments which are personal to the student.

The child will also receive a short written comment if they are receiving specific IN support.
End of year reports also contain gradings (beginning, consolidating, meeting expectations or exceeding) for outcomes in:

· Maths
· English
· Unit of Inquiry
· Chinese
· PE
· Expressive Arts

Gradings (inconsistent, consistent, very good outstanding) for effort are also provided in these areas of learning.

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 QBS tracker to provide a whole school overview and enable this information to be passed on to the new teacher each year.

Assessments Mandated by ESF are as follows:

– PIPS (Year 1 and 2) – Term 1 (on entry)
– InCAS (Year 3) – Term 1
– InCAS (Year 6) – Term 2 or 3
– ISA (Year 4 and 6) – Term 1

Additional Summative Assessments completed by QBS students are as follows:

– InCAS – (Y1,2,4,5) – Term 2

In addition, ongoing assessment in core learning areas are completed through:

· Benchmark reading assessment (Year 1 and Year 2)
· PROBE reading assessment (Years 3-6)
· PT Maths assessment (Years 1-6)

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

Quarry Bay School Language Policy

Updated 2019

To empower individuals to become confident, independent learners who strive to make a difference within their changing local and global communities.

“Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking….
PYP schools have a special responsibility to recognize and support language development to ensure that all students are provided with the environment and the necessary language support to enable them to participate fully in the academic programme and in the social life of the school, as well as to develop as individuals.”

(Primary Years Programme Language scope and sequence, 2018)

Language Profile

English is the primary language of instruction at Quarry Bay School (QBS). ESF admission policies and procedures require students to be able to access the curriculum in English adequately for the year level for which they seek entry. Within the QBS school community over 15 different languages are represented.

Language Philosophy

Language plays an integral role in the transdisciplinary learning that takes place at QBS. Language is our primary means of thinking and communicating and provides a foundation on which to build academic success, social interaction, and understanding global citizens. At QBS we celebrate the diversity of language backgrounds. Whilst English is the medium of instruction and Chinese is taught as an additional language, all languages are valued and students can actively draw on their linguistic resources to communicate and make meaning (Garcia, Li Wei 2014).

At QBS, there is an understanding that all teachers have a responsibility for the learning and teaching of language. Learning experiences engage students in authentic and meaningful language learning and enable students to develop as independent, deep thinkers. Students learn language, learn through language, and learn about language.

We recognise that students have differing language abilities and needs, therefore, learning and teaching is differentiated in order to meet the needs of all children.

English Language Provision

Learning is planned according to the three strands identified in the English Schools Foundation Language Scope and Sequence. This document is based on the IB Language Scope and Sequence and includes all three language strands:

  • Oral Language – Speaking and Listening
  • Visual Language – Viewing and Presenting
  • Written Language – Reading and Writing

All students:

  • are provided with a stimulating, rich language environments.
  • are taught language and literacy skills in context and with a transdisciplinary lens.
  • are encouraged to develop a range of strategies to comprehend, interpret, evaluate, respond to, appreciate and construct texts.
  • are taught phonics, spelling and grammar as tools for language.
  • are taught handwriting skills to develop their ability to write fluently, legibly and at speed and to develop their identities as writers.
  • are taught through, and have access to a range of information and technological resources.
  • are encouraged to see language as a tool for inquiring, thinking, reflecting and learning.
  • are encouraged to maintain and value their home language and that of other students.
  • are exposed to a broad range of literature reflecting a variety of cultures and perspectives.
    are exposed to modelling of rich language experiences.
  • are encouraged to develop a love of language and literature.
  • receive timely, constructive and specific feedback from teachers and peers.
  • are given time to reflect upon or/self assess their learning and to apply techniques appropriately.

Chinese Language Provision

Chinese is the additional language taught at QBS, and is the language of the host country. We believe that the acquisition of more than one language enriches personal development and facilitates intercultural understanding. Mandarin learning at QBS equips students with the skills to acquire and appreciate both the Chinese language and culture.
Chinese provision caters for native and non-native speakers through class allocation and a differentiated curriculum. Year 2-6 students are grouped according to their language proficiency levels. Information provided by assessment allows them to be placed into near-native or non-native groups and ensures differentiation to meet individual student needs.
Further differentiation within individual classes ensures the maximum achievement of children with different abilities. Chinese teaching and learning offers opportunities within reading, writing, speaking and listening. Chinese is integrated into mainstream units of inquiry wherever possible. The sessions offer opportunities for children to inquire into the language and through the language, with a focus on developing the children’s understanding of Chinese culture across the world. Simplified characters are taught, though students can also write in traditional form. Pinyin is used to support the acquisition of Chinese. For more information related to Chinese language learning, refer to the ESF Chinese Curriculum Overview.

Learning Centre

The Learning Centre is a multimodal learning space that serves as a centre of learning at QBS. It is abundant with a range of rich, relevant and reliable resources that provide opportunities for in-depth inquiry and student initiated learning. These are carefully selected in response to community needs and personal interests and also promote a love of literature. A large proportion of the literature encourages new perspectives and intercultural awareness.

The Learning Centre and school community are further linked to one another by the role of the Teacher Librarian. The Teacher Librarian supports teachers with the teaching of information literacy throughout the school and encourages an authentic connection to the transdisciplinary themes. Students learn to navigate a range of multimodal texts to aid inquiry and research.

The Learning Centre is a diverse learning and teaching space. It includes an evolving catalogue of resources that reflect world languages, many of which are spoken at QBS. Students have the opportunity to borrow books and resources on a weekly basis. This enables the language learning to be enhanced by the partnership between home and school.

Home and Family Language

At QBS we value and celebrate the home and family languages of all of our students and community members. We believe that home language development is significant for all learners and plays a crucial role in cognitive development and maintaining cultural identity.

Opportunities are provided for students to use home and family language in and out of school situations, through:

  • encouraging families to use home language while reading and writing with their children at home acquiring teaching resources, such as as bilingual books which are available in a variety of languages in the Learning Centre and classrooms
  • facilitating external home language groups through ESF
  • facilitating parental involvement, when the opportunities arise, for example sharing stories in different languages.
  • identifying opportunities for home language to be used as a means of communication such as the Celebration of Learning and the Year 6 Exhibition.

EAL

The term EAL refers to students for whom English is an additional language. Students identified as EAL students are similtaneously learning to use English while learning curriculum content through the medium of English.

At QBS, we scaffold our teaching to include and support all language learners who are not highly proficient in the language of instruction through:

  • teaching language explicitly across the three strands (oral, visual and written)
  • making the verbal curriculum more visual
  • making the abstract curriculum more concrete with the use of graphic organisers
  • modelling oral and written language
    using drama and role play
  • providing opportunities to talk and plan before writing
  • a gradual release of responsibility model (I do, we do, you do)

Policy reviewed: June 2019
Next review: June 2020

Sources:

ESF Language Policy
ESF Chinese Curriculum
ESF Scope and Sequence Documents
IBO PYP Language Scope and Sequence
IBO Guidelines for Developing A school Language Policy
PYP: From Principles into practice

Appendices
Appendix 1:
QBS Language Reading Expectations (see below)

Appendix 2:
Phonics and Spelling Progression Document (see below)

Appendix 1
QBS language Reading Expectations
At QBS we aim to foster an enjoyment of reading. Our classrooms are language rich environments filled with a range of texts that are chosen by the children and the teachers.

Through a balanced reading programme, the children will have exposure to varied texts that are read to them, with them and by them.

The Reader’s Workshop is the explicit teaching of reading and reading strategies which should be run a minimum of four times per week in every class. The structure of these sessions is based on the Stephanie Harvey model of teaching comprehension strategies. The success of these sessions relies on:

  • Teachers modelling the reading strategy
  • A gradual release approach (where the children move from modelled strategies to independent practice over a number of sessions)
  • The use of anchor charts to scaffold their learning
  • Children have self-selected stacks of books to independently practise taught strategies to allow for a strong element of choice (leveled texts and class and library books)
  • Formative assessment will inform the practice part of the session where the teacher will use a range of flexible groupings, one to one conferring, small group teaching and whole class practice

A language rich classroom should also allow children the opportunity for shared reading and independent reading time (DEAR), Learning Centre browsing and borrowing. All children should have a regular opportunity to experience quality modelled reading for pleasure or in the form of a ‘Read Aloud’, where the teacher is using a text to encourage discussion or highlight quality writing examples.

Read aloud – children are exposed to high quality analysis of text through interactive read alouds.

Reading
Reading Goals
Students can :

  • articulate comprehension strategies
  • implement strategies within reading of real texts
  • use comprehension strategies to inquire

Teaching & Assessment
Teachers:

  • Use the gradual release model (balance of explicit teaching and independent reading)
  • Have language rich reading environments
    Allow choice of texts (book stacks, free choice, ipick)
  • Model from high quality, age appropriate, high interest texts
  • Explicitly teach comprehension strategies (using Steph Harvey and other resources)
  • Use anchor charts to support strategy teaching
  • Use flexible groupings based on simple and effective formative assessment

Next Steps
Teachers could begin to:

  • Integrate reading, writing and unit where possible
  • Explicitly teach children to read like an author

Appendix 2
Phonics and Spellings Progression Document
Please note the following clusters should guide the order in which phonics and spellings should be taught. This is a continuum for progression which should be used to track individual student progress and to enable teachers to extend students already meeting expectations. End of year expectations are a guide only, please be aware that students may well go beyond these.

Aspects of Letters and Sounds have been used to create this document.

YEAR GROUPPHONICS PROGRESSION
Y1
SCOPE AND SEQUENCE
Learning Outcomes to be covered prior to beginning explicit phonological teaching:
– Enjoy rhyming and rhythmic activities.
– Distinguish one sound from another and develop awareness and appreciation of sounds within words.
– Show awareness of rhyme and alliteration.
– Recognise rhythm in spoken words.
– Awareness of syllables

Following Letters and Sounds Phase 2-5

Set 1 (6 weeks – Phase 2 L&S)
s, a, t, p, i, n,
m, d, g, o, c, k, ck,
e, u, r, h, b, f, ff, l, ll, ss

Letters and Sounds Planning
Letters and Sounds Resources

Set 2 (11 weeks Phase 3 L&S)
j, v, w, x, y, z, zz
qu, ch, sh, th, ng,
ai, ee, igh, oa, oo,
ar, or, ur, ow, oi, ear,
air, ure, er

Letters and Sounds Planning
Letters and Sounds Resources

(By the end of Year 1 the majority of learners should know these).

Y2

Set 3 (5 weeks Phase 4 L&S)
Consolidation Unit blending CVCC words

Letters and Sounds Planning
Letters and Sounds Resources

Set 4 (4 weeks Phase 5a L&S)
ay (ai), ou (ow), ie (igh), ea (ee), oy (oi), ir (ur), ue (oo), aw (or), wh (w)
ph (f), ew (oo), oe (oa), au (or),
a_e (ai), e_e (ee), i_e (igh), o_e (oa), u_e (oo)

Letters and Sounds Planning
Letters and Sounds Resources

Set 5 (3 weeks Phase 5b L&S)
Alternative pronunciations
a, e, i, o, u, ow, ie,
ea, er, ou, y, ch, c, g, ey

Letters and Sounds Planning
Letters and Sounds Resources

Set 6 (22 weeks Phase 5c L&S)
Alternative Spellings
a_e, ay, ai, eigh, a, ey,
e_e, ey, ee, e, y, ea, ie
igh, y, ie, i_e, i, eye
ow, oe, oa, ough, o_e, o
oo, u, u_e, o, ue, ew,
ow, ou, ough
oi, oy
ar, a, al, ear, are
ear, eer, ere, ier
air, eir, ear, are, ere
or, au, aw, al, our, augh, ough, a
ur, ir, er, ear, or
er, a, e, o, i, er, re (as in uh)
ure, oor, our

Letters and Sounds Planning
Letters and Sounds Resources

(By the end of Year 2 the majority of learners should know these).

Y3

Year 3 Spelling

ough, ui, ou;
rr, wr, r;
s, ss, se, ce, soft c sc
u;
au;
ar (as in war)
oo, oul, ow, ou
oy, oi
r, aw, al, augh
er, ir, ur, ear, or
Introducing suffixes
Suffix focus: words ending in -ing, -ed
E.g. hope – if it ends with an e add an ing
Plurals
ies e.g. baby/ babies

(By the end of Year 3 the majority of learners should know these).

Y4

Year 4 Spelling

ar, a
ar, are, ear
ear, eer, ere
e, ea (as in bread)
F, ff, ph
J, g, dge, ge
Code overlap ow, ea, y, oo
Syllables and Affixes
Inflected endings e.g. – ing, -ed, -s & -es
Plurals
Words ending in s, ss, x, z, sh, ch, add es
Adding prefixes at the beginning
e.g. re-, un-
dis-, mis-, pre-
ex-, non-, in-, fore-
uni, bi, tri, and other numbers
or the end (suffixation) of word.
E.g. -y, -ly, -ily
Suffixes
-ful, less, able
Comparatives e.g. – er, -est

(By the end of Year 4 the majority of learners should know these).

Y5

Year 5 Spelling

Furher Suffixes
-pping, -ving, -ed, ies, -ed, hood, ness

Syllable Junctures
(each syllable has a separate vowel sound) e.g. hock/ey, bar/ber, ba/by, ba/con.

Prefixes
e.g. sub-, com-, pro-, en-, ex-, ob-, ad-, over, de, anti.

Suffixes
-ure, -ate, -tion, cian, -sion, -al, -ary, -ice, -ship, -ment, -ible, -ive, -age, -ants, -ness, -emt, -ent, -ify.

Plurals
Ending in o add es (potatoes)
Ending in f add ve (half/havles)

By the end of Year 5 the majority of learners should know these).

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