Rated as a "GOOD SCHOOL" by KHDA
 
Star Consortium
 
Ryan Star-Sharjah
 
SIS Mirdif
 
SIS Ummsheif
 
 
 
 
 
 
 
 
 
 
ASSESSMENT
 
This is a brief overview of the assessment carried out by teachers in school. If you have any questions please do not hesitate to contact your child’s class teacher or our assessment coordinator Ms Ali.

Early Years Foundation Stage (EYFS)
The Early Years Foundation Stage (EYFS) is characterized by a ‘hands-on’ and ‘learning-through-play’ approach. The curriculum is developed using the Early Learning Goals and children are assessed using the Early Years Foundation Stage Profile.

The Foundation Stage Profile is a way of summing up each child’s development and learning achievements at the end of FS2. It is based on the teacher’s ongoing observation and assessments in all six areas of Learning and Development.

Ongoing assessment is an integral part of the learning and development process in the Foundation Stage. Our Teachers are constantly observing children and responding appropriately to help them make progress in the early learning goals. The teachers in the Foundation Stage ‘Look, Listen and Note’ as they see the children develop.

At the end of FS2, the Foundation Stage Profile summarises children’s achievement in the EYFS and is critical to establishing a sound foundation for learning across the curriculum as children move into Key Stage 1. It provides Year 1 teachers with information that enables them to clearly identify children’s strengths and areas for development and helps them plan relevant and challenging learning opportunities and experiences.

This then links closely to the beginning of the APP system- (Assessing Pupil’s Progress) which is used throughout the rest of the school. The principles and practices of the two approaches are similar and consistent. Both assessments focus on practitioners/teachers reviewing a range of evidence of children’s knowledge, skills and understanding in a variety of contexts.  

Teacher Assessment for Key Stages 1, 2 & 3
At Star International School teachers are using Assessing Pupils Progress materials (APP) which give clear statements of attainment for each level of the National Curriculum (NC). Pupils are assessed periodically against the statements of attainment and this enables teachers to make good judgements on the levels pupils are achieving. It also highlights areas of weakness which supports the teacher in planning next steps.

APP levels measure a child’s attainment and provide a guideline for planning a teaching programme, the table below indicates where pupils should be at any given time throughout their education.

Key stage Year group Age expected NC level
KS1 1-2 5-7 1-3
KS2 3-6 7-11 2-5
KS3 7-9 11-14 4-8
 
In primary and secondary school it is common to see each level broken down into three ‘steps’, which are:
• Low – some elements of that level achieved
• Secure – most elements of that level achieved
• High – level achieved and working in some elements of the next level
 
Minimum expectation for children’s attainment of APP levels 
End of Year 1 End of Year 2 End of Year 3 End of Year 4 End of Year 5 End of Year 6 End of Year 7 End of Year 8 End of Year 9
H1 S2 H2 S3 H3 S4 H4 S5 H5
 
The Benefits of APP
APP is a structured approach to in-school assessment which:
Enables teachers to make judgements about their pupils’ attainment and progress over time. provides information about the strengths and weaknesses of individual pupils and groups of pupils informs curriculum planning (lesson plans)
Helps teachers set targets that can be shared with pupils and parents (during the first parent teacher meeting and in targets which will be sent home termly) promotes teaching that’s matched to pupils’ needs.
APP allows teachers to support each child as an individual.