Ryvers’ New Assessment System

Information evening

What do we assess?Ryvers believes that strong teacher

assessment combined with summative assessment allows each and every child to progress

Class teachers assess English (Reading and Writing) and Maths

We assess foundation subjects

This informs our teaching and ensures children make good progress

When do we assess?Daily!

Report and analyse our assessments termly

Report to parents termly

EnglishReading (phonics/comprehension), Writing

and Spelling, Punctuation and Grammar.PIRA

Linked to the curriculum coverage inc. arithmetic

PUMA

Maths

AF 1Use a range of strategies, including accurate decoding of text, to read for meaning

AF2Understand, describe select or retrieve information events or ideas from texts and use quotation and reference to text

AF3Deduce, infer or interpret information, events or ideas from text

AF4Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level

AF5Explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level

AF6Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader

AF7Relate texts to their cultural and historical context and literary traditions

Reads some high frequency and familiar wordsReads fluently andautomatically ƒCan decode familiar and some unfamiliar words using blending as the prime approach ƒSome awareness of punctuation marks, e.g. pausing at full stops Uses expression when reading familiar booksRe-reads to self correct if meaning is lostUses different voices for characters when reading dialogue aloudUses different voice pitch to indicate whether they are reading exclamations or questionsReads most Yr 1 words on sight

Recalls some aspects of a narrativeCan answer simple questions about non-fiction textShows understanding of main characters and events in a storyCan answer who what why when where questions related to fiction and non-fiction textsTalks about main events. Uses specific details in book to answer questionsIdentifies the meaning of vocabulary in contextRetrieves key information from the textAsks questions to clarify

Predicts events and endingsTalks about characters and settings with some reliance on picturesIdentifies motives of the main character based on what they have said and done Connect what they read or hear to their own experiencesExpress preferences linked to text e.g. ‘ I like swimming too’Comment on things that interest them

Knows where to start reading – tracks print from left to right and top to bottomUnderstands and uses terms story, fairy story, rhyme or poem, cover, title, authorWill talk about significant features of layout, eg enlarged text for scary part, capitals/bold for emphasisUnderstands terms fiction and non-fiction. Identifies the beginning, middle and end of stories Identifies how non-fiction texts are sequenced and typical openings/ endingsObserves punctuation and uses this to aid understandingIdentifies complete sentences

Uses the language of known story for re-telling – particularly repetitive patterns, eg ‘I’ll huff and I’ll puff”When asked can talk about rhyme and repetition in patterned texts Enjoys word-play in books and may be able to identify words and phrases they likeIdentifies patterns in poetryDiscuss the significance of the title.

Will say what they like about a bookReturns to favourite books saying why they like this particular book. Can identify major points in a storyMakes choice from selection of book and explains preference With support, justifies their view about texts they have had read to themKnows the voice telling the story is called a narrator

Can find similar books from teacher prepared selection, eg books about catsCan seek out books around a simple themeSorts book by theme – own or teacher’s criteria

Reading Year 1

BandsYear Group Band Approximate Age

RelationThese are progressive stages and children should move on when ready not be limited to year groups

Pre-Nursery 22 – 36 E/D/S 2 to 3 years

N N1 N2 N3 3 to 4 years

R R1 R2 R3 4 to 5 years

1 1 2 3 5 to 6 years

2 4 5 6 6 to 7 years

3 7 8 9 7 to 8 years

4 10 11 12 8 to 9 years

5 13 14 15 9 to 10 years

6 16 17 18 10 to 11 years

KS3 19 20 21 11 +

Foundation subject assessment

Year OneCurriculum Area Autumn Term Spring Term Summer Term

Theme Let’s CelebrateCelebrations are an important part of

human life. All people and cultures take part in and hold celebrations.

The Magic ToymakerIn this unit, children learn about toys from the past and create their own toys using a

variety of craft skills.

Circus!We all love being entertained and enjoying ourselves. For a very long time, the circus

has been a special place where people, from many parts of the world go to be entertained,

laugh and have fun.

Humanities I know what a nation is and understand a nation’s history. I can recount changes that have happened in my own life. I can answer geographical questions such as, ‘What is this place like? Where is this place? What do people do in this place?’ I can use world maps and atlases to find the UK and identify the countries in the UK. 

I can use phrases such as ‘a long time ago, when my parents were young, decades and years.’ I can label time lines with phrases such as older, newer and past, present. I can use artefacts, pictures, stories, online resources and databases. I know that artefacts and events can be put in order and can order them using a timeline.  

I can observe and handle evidence, ask questions and find answers to questions about the past.  I can ask questions such as, ‘What was it like for people?’ ‘How long ago?’ ‘What happened?’ I can name, locate and identify characteristics of the four capital cities of the UK and their surrounding areas. I understand geographical similarities and differences through the study of human and physical geography of a small area of the UK and a contrasting non European country.

Art and Design Technology

I know which primary colours mix together to make a secondary colour. I know how to add black and white to colours to change the tone and tint. I can cut safely using scissors to cut. I can design products that have a clear purpose and an intended user. 

I can use rolled up paper, straws, paper, card and clay as materials I can use techniques such as rolling, cutting, moulding and carving. I can explore objects and designs to identify likes and dislikes. I know that different materials are used depending on their properties.

I can use some of the ideas of artists studied to create pieces I know that patterns and texture can be created by adding dots and lines, and create these effects. I can shape textiles using templates. I can glue two materials together to join them effectively.

Foundation subject assessment

Foundation subject assessmentFoundation subjects are assessed by the class

teacher against the key objectives – these are on the curriculum map (website)

Assessment is formative – the teacher’s knowledge of the child, and is:

- 1: Emerging- 2: Expected- 3: Exceeding

Short Reports