Curriculum and Assessment Our curriculum has been designed to meet the needs of our children, which is enriched through experiences and linked to purposeful outcomes. Our children experience a broad and balanced education, enabling them to develop a strong sense of self, ambition and resilience. By the time they leave Moorside, they will be able to learn both independently and collaboratively – ready for the next step in their learning journey. At Moorside, we design our curriculum to inspire our children so they enjoy learning. Each term we use a particular topic or theme to link the children’s curriculum. The curriculum is outcome-focused and engaging with purposeful experiences to learn new skills and understand new knowledge. It is unrestrictive, flexible and personalised. There is a core element of consistency and whole school approaches; we support children of all abilities in making progress. We recognise and share strengths and expertise across the school, to interest, inspire and motivate pupils. We use specialist teachers for music, dance, art, forest schools and PE to provide the best teachers for these subjects. Outcomes in these areas are exceptional. We promote positive and collaborative behaviour for learning through our PRIDE ethos, which is embedded throughout life at school. Children reflect these values through their work, friendships and attitude to school. Moorside’s four-year curriculum: This has been designed to incorporate the statutory requirements set out in the 2014 National Curriculum. Full details can be found on the link to the DfE website. *We are currently reviewing and updating our curriculum for September 2019 Assessment The new National Curriculum 2014, is very clear about the levels of achievement for all subjects by the end of Key Stage One and Two. Children are assessed using statutory materials in the Summer term of year 2 and 6. This information is reported to the Local Authority and Department for Education. Parents are informed of their child’s outcomes and the Key Stage 2 performance tables are shared on this website. Assessment is a fundamental element of our work in school. It informs teachers about what children can do well and what they still need to achieve. The most important assessment takes place in lessons, when teachers use a range of strategies to check the progress and learning. This information is used by teachers to provide extra teaching for groups or individuals, or to challenge the children’s understanding through tasks requiring application of their skills and knowledge. Towards the end of each term, the children will be given a test for reading, maths, spelling and grammar. Teachers use this information and their ongoing assessment of work in books, to make a teacher assessment. The school uses Target Tracker to record achievements. Using their knowledge and evidence of children’s work, teachers will assess children’s likelihood of attainment for the end of year expectations. Working towards – Children are accessing the curriculum below the expectations of their chronological age. Their assessments will be in previous year groups, assessed as either B or W. Aspiring to Meet – Children are accessing the expectations of their chronological year group, however, are deemed not to be On-Track to meet expectations fully by the end of the year, even with significant additional support. Their assessments will be in their year group B. On-Track to Meet – Children are On-Track to comprehensively attain the skills, knowledge and understanding for their year group by the end of the year. Their assessments will be in their year group W. Met – Children are currently demonstrating comprehensive skills, knowledge and understanding across a broad range of contexts and genres. Their assessments will be in their year group S. For children with specific significant diagnosed SEND, teachers will retain the ability to dis-apply inappropriate criteria and use PIVATs or previous year group assessment grids on Target Tracker. Evidence from the high quality work in pupils’ books, matched by detailed information from the school’s current tracking system, shows unequivocally that current pupils are making strong progress in reading, writing and mathematics from their individual starting points in Moorside Junior School. Ofsted 2017
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