Teaching, learning and assessment
At Bournville Village Primary School, we are very proud of our broad and balanced curriculum.
"The range of quality of subjects taught is outstanding. As well as supporting the development of literacy and mathematical skills exceptionally well, the school provides pupils with opportunities to apply these skills through a broad and rich range of other subjects. The ’Learning Journeys’ cleverly combine different subjects through interesting topics and themes. Plans cater very well for pupils’ different needs so all make excellent progress, equality of opportunity in learning is strong." Ofsted 2013
At Bournville Village Primary, we offer a broad, balanced and academically rigorous curriculum for all of our learners. Children in Reception are taught using the EYFS framework with an emphasis on developing key skills, knowledge and understanding through direct teaching and structured continuous provision.
We plan experiences and opportunities for learning that promote deep engagement and offer each child an irresistible invitation to join a learning adventure. We encourage our pupils to feel that anything is possible, to approach learning confidently and to seize every opportunity to have a go.
We see our curriculum as an ongoing or continuous journey of learning with its content structured over time. It is not just a sequence or a chronology, but more like a narrative where every bit of content has a function.
The National Curriculum outlines the statutory objectives for the knowledge and skills we teach at Bournville Village Primary School from Year 1 to Year 6.
At Bournville Village Primary School we believe that effective assessment is essential to quality teaching and learning. It provides a framework for setting educational objectives as well as monitoring and communicating children’s progress.
Assessment purposes and principles
Effective assessment is clearly tied to its purpose. Different forms of assessment may serve different purposes for different people and organisations, including pupils, parents, teachers and support staff, school leaders, school governors, the Government and external agencies. The assessment systems at Bournville Village Primary School aim to:
- Understand each pupils’ grasp of specific aspects of the curriculum.
Our pupils are not assigned generic levels of labels, but teachers can talk accurately about each pupils’ strengths and specific aspects that they may need more experience or practice of.
- Give reliable information to parents.
Feedback provided is meaningful and enables parents to support their child with specific aspects of the curriculum at home.
- Help to drive improvement for pupils and teachers.
There is a strong link between assessment and teaching which will further improve the quality of teaching whilst ensuring feedback to pupils improves learning and is focused on specific and tangible objectives.
There are three broad overarching forms of assessment, which must be separated out and the purposes of each considered:
1. In-school formative assessment
Many formative assessment strategies are regular, daily opportunities the teachers may plan for, including high quality questioning, providing meaningful feedback (both oral and written), observational assessments and discussions with pupils.
2. In-school summative assessment
Assessments including tests which take place periodically and give teachers indicators of how well specific knowledge/skills have been retained or overall indicators of attainment and progress.
3. Nationally standardised summative assessment
SATs tests provide information to pupils and parents regarding how individual pupils are performing in comparison to pupils nationally whilst helping teachers understand national expectations and assess their own performance in the broader national context. They also enable school leaders and governors to benchmark their schools performance against other schools and make judgments about the school’s effectiveness. The Government also use this information to hold providers of education to account and to measure the impact of educational policy making.