There are four main ways in which pupils will be assessed during the Junior Phase:

 ➢ WRITE – where a pupil may have some written evidence e.g. end of unit assessment

 ➢ MAKE – where a pupil may have created a model or a poster

 ➢ SAY – where a pupil may have presented to the class or classmates 

 ➢ DO – where pupils may act out a scenario or conduct a class vote

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Assessment is crucial to our tracking progress, planning next steps in learning, reporting and involving parents and learners in learning. Evidence of progress can be gathered by learners themselves, and by fellow pupils, parents, teachers and other professionals.

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A number of approaches are employed including (but not limited to) the following

• Self-assessment – learners are encouraged and supported to look at and revisit their own work, to develop a better        understanding of what they have learned, and what they need to work on

• Peer assessment – learners are encouraged and supported to work together to help others assess what is good about their work and what needs to be worked on

• Personal learning planning – children, teachers and parents work together to develop planning for next steps in learning.

 

Your child’s progress is not only based on ‘tests’ but on the learning that takes place within the classroom and in different settings both within and out with the classroom.

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Evidence of children and young people’s progress and achievements will come from day-to-day learning and through the things they may write, say, make or do. For example, evidence may emerge as a result of children and young people taking part in a presentation, discussion, performance, or practical investigation.

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From 25/26 session, all Angus schools are now using the BGE achievement within a level codes and descriptors as shown in the table above. More information on the levels and descriptors can be found in the document below.