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In this exemplified unit we have identified the main assessment focuses (AFs) for reading and writing. However, it is important to remember that teachers should interpret and adapt the teaching sequence to meet the needs of particular classes, and this may affect the choice of AFs against which you wish to gather a range of evidence.
In order for a judgement to be made against writing AFs 1 and 2 it is important that children are given space and time to develop their own ideas and define their own purposes for writing. Opportunities to plan for this will arise throughout the literacy curriculum as well as through the application of skills across the curriculum.
The suggested outcome for this unit is to produce a non-fiction script which children can perform and evaluate against agreed criteria. The teaching of this unit should support the collection of evidence against reading AF6 (identify and comment on writers' purposes and viewpoints and the overall effect of the text on the reader), writing AF1 (write imaginative, interesting and thoughtful texts) and writing AF2 (produce texts which are appropriate to task, reader and purpose).
Evidence against a variety of AFs will be collected at many points during the teaching sequence. Independence and opportunities to make decisions are integral to children's development in reading and writing. Therefore, as well as using assessment opportunities within the structure of the unit (as exemplified below) it will also be important to collect evidence of achievement against the AFs from occasions where children can demonstrate independence and choice.
Suggestions for the collection of assessment information against a range of AFs are found below.
The following are examples selected from the teaching content for this unit of work that will support planning for effective assessment as an integrated part of the teaching and learning process. Evidence gathered during this ongoing work will contribute to the periodic assessment of children's progress.
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Learning outcomes |
Example of teaching content and assessment opportunities |
Evidence |
Approach to assessment |
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Children can recognise the use of a script in a range of broadcast material and can identify the broad purposes of that material. |
Children are given a range of radio or TV material presented as scripts. During independent time children work in small groups to discuss each example. They are able to watch extracts and explore the scripts, considering the audience and purpose for the broadcast. They also begin to note details of the format, style or language usage. During the plenary these responses are shared, discussed and collated. They are used by the teacher to form the beginnings of a working wall for use throughout the unit. |
Children's oral responses, discussions and notes (feedback collated on large pieces of paper for the working wall). |
Teacher questioning Teacher observation |
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