1. ASSESSMENT AND CURRICULUM AT JFK
John F Kennedy Curriculum and Assessment
ASSESSMENT AND CURRICULUM AT JFK
Evidence of progression for our students

2. John F Kennedy Curriculum and Assessment
V:2 in draft

3. Assessment at JFK School
John F Kennedy Curriculum and Assessment
Assessment at JFK School
At JFK school our Curriculum is personalised. We use Curriculum and Assessment Pathways to ensure all students have an appropriately personalised and challenging curriculum.
Our approach is evidence based and informed by research.
Our Pathways are developed to meet the learning needs of students who are working at engagement through to application of skills.
Pre Formal
Semi Formal
Formal

4. John F Kennedy Curriculum and Assessment
Assessment and Curriculum at JFK At JFK we are making links between the curriculum pathways we deliver and the assessment arrangements. Whilst currently acknowledging P Scales we are beginning to develop a vocabulary for baseline and assessment linked to participation or learning profile.

5. Assessment – Plan, Do, Evaluate and Review
EHCP or Support Plan
Identify outcomes (co-produced)
Set personalised learning intentions (strengths, needs and aspirations)
Plan suitable learning opportunities (formal, semi formal, pre-formal or personalised timetable)
Deliver focussed sessions and record observations
Review and amend learning intentions

6. John F Kennedy Curriculum and Assessment
V:2 in draft

7. Basket of Assessments Please can you add in your slide
John F Kennedy Curriculum and Assessment
Basket of Assessments Please can you add in your slide
Range of Assessment tools to support the cycle . . .

8. Pre Formal Curriculum Target Setting
John F Kennedy Curriculum and Assessment
Pre Formal Curriculum Target Setting
Core Learning intentions:
Communication engagement
Creativity engagement
Cognition engagement
Physical Development
Independence/Autonomy

9. Semi Formal Explore Curriculum Target Setting
John F Kennedy Curriculum and Assessment
Semi Formal Explore Curriculum Target Setting
Core Learning Intentions
Communication Exploring
Creativity Exploring
Cognition and Learning
Physical Development
Structure and Routine
Independence/Social

10. Semi Formal Challenge Curriculum Target Setting
John F Kennedy Curriculum and Assessment
Semi Formal Challenge Curriculum Target Setting
Core Learning Intentions
Communication Social
Functional Skills independence
Cognition and Learning
Creativity
Physical Development

11. Formal Curriculum Target Setting
John F Kennedy Curriculum and Assessment
Formal Curriculum Target Setting
Core Learning Intentions
Communication Social
Functional Skills Literacy
Functional Skills Maths
Cognition and Learning
PE/Sports
Life Skills Vocational

12. Formal Curriculum Links Target Setting
John F Kennedy Curriculum and Assessment
Formal Curriculum Links Target Setting
Core Learning Intentions
Functional Skills Writing
Functional Skills Reading
Functional Skills Maths
Speaking and Listening
Cognition Science based
Cognition Humanities
PE/Sport
Social Skills/Independence

13. Why do our MAPPS look different
John F Kennedy Curriculum and Assessment
Why do our MAPPS look different
Our Assessment arrangements are directly aligned to our curriculum.
We make links to National Curriculum Content where appropriate but do not differentiate National Curriculum.
Our pupil groups require personalisation rather than differentiation.
This is how we do it
There are many ways to create a MAPP system
It can be as large of a small as you want
Ours is large/whole school and a central part of our assessment framework.
What OFSTED said
Highly effective assessments of pupils’ learning and progress is the cornerstone for outstanding teaching and learning. Baseline assessments and continuous measures and checks on learning enable teachers to plan with precision pupils’ next steps, securing a fast pace of learning.

14. The CSD Summative Record
John F Kennedy Curriculum and Assessment
The CSD Summative Record
5. COPY PLI INTO CDS SUMMATIVE RECORD
6. ENTER BASELINE ASSESSMENT
7. EMBED PLI INTO MEDIUM TERM PLANS – decide on the themes, experiences, activities, etc that will provide the learning opportunities – Teacher Led
8. RECORD OBSERVATIONS RELATED TO THE PLI’S - Formative assessment
9. TRANSLATE THESE OBSERVATIONS ONTO THE CDS – Summative (end of every ½ or Termly
10 . PRODUCE DATA

15. John F Kennedy Curriculum and Assessment
The Continuum of Skill Development (CSD) provides a matrix to assess the emergence and gradual development of new skills
5. N.B. Throughout this document the word ‘skill’ is used to cover any demonstration of skill, knowledge, understanding or attitude.
The Continuum of Skill Development (CSD) assesses the development of four aspects of skill on a four-point scale. The four aspects of the CSD are: prompting, fluency, maintenance and generalisation.
There are four descriptors for each aspect which represent progress from emergent behaviours to competence. A numerical rating scale facilitates analysis, comparisons and graphic representations of summative data. On the rating scale emboldened numbers (1, 4, 7, and 10) refer to the descriptor which is placed above them. A number immediately to the left of a bold number indicates that the descriptor partly fits the learner’s behaviour but is not yet fully achieved. A number immediately to the right of a bold number indicates that the learner has progressed beyond this point but has not yet begun to achieve at the next level.
HANDOUT – Definition of Terms