Policies

Assessment Policy

OUR BELIEFS ABOUT ASSESSMENT

At Abacus we believe assessment is integral to all teaching and learning; that assessment is continuous and that we should assess the process of inquiry as well as the products of inquiry.

The main aim of assessment at Abacus is to provide feedback on the learning process in order to support and improve teaching and learning. Assessment uses a range of tools and strategies that take into account the diversity of students’ learning to gather and analyse information about student performance. Assessments focus on all five essential areas of learning; the acquisition of knowledge, the understanding of concepts, the mastering of skills, the development of attitudes and how children take action.

We believe that effective assessment is dependent on a partnership between student, teachers and parents who should all understand and be actively involved in the assessment process.

The assessment component in the school’s curriculum can be subdivided into three areas.

• Assessing – how we discover what the students know and have learned
• Recording – how we choose to collect and analyse data
• Reporting – how we choose to communicate information about what students know, understand and can do.

ASSESSING

The assessment of students’ development and learning is an essential component of the curriculum and helps to inform continued development, learning and teaching.

At Abacus students are observed in a variety of situations and a wide range of formative and summative assessment strategies are employed, which allow students to demonstrate their achievements.

Assessment in the classroom includes:
• using samples of students’ work to provide information about student learning against our outcomes
• collecting evidence of students’ understanding and thinking through observation and discussion
• documenting the learning processes of groups and individuals
• engaging students in reflecting on their learning
• Students assessing work produced by themselves and by others

RECORDING

At Abacus we aim to use a range of methods and approaches to gather information about a students learning.
Teachers use a range of methods to document the evidence of student learning and understanding. This at times includes video, audio, photographs and graphic representations. Teachers also have written records of conversations, comments, explanations and hypotheses as well as annotated pieces of students’ work that form part of a student portfolio.

REPORTING

Reporting on assessment at Abacus includes communicating what students know, understand and can do. Reporting involves parents, students and teachers as partners.

Reporting to parents, students and teachers occurs through:

Conferences

• Parent-teacher conferences in term 1 and term 2
• Shared learning days

The purpose of these conferences is to share information about student progress and to set targets for further development. Mid year targets are set with students and shared with parents at the celebration of learning day.

Shared Learning Days

Shared learning days takes place in term 2 for K1 and term 3 for K2. This is an opportunity for students to share their learning with their parents in the regular learning environment.
The Shared Learning Day consists of;

  • Art exhibition day in K1
  • Story Sharing day in K2

The days are organised into six 60 minute sessions with 8 families at each session.

The Moodle E-Portfolio

The purpose of the e-portfolio is to show evidence of student learning and next steps. It is an integral part of the school’s reporting program and an effective means of three-way communication between parents, students and teachers.

Each student has his/her own Portfolio, which is shared with parents online.

The portfolio is:
• compiled by the teacher with input from the children
• accessible to families at all times
• updated regularly by teachers
• downloadable to be taken home at the end of the 2 years
• Are available on Moodle for parents to comment on and upload evidence to

Written reports

• Are shared with parents twice a year, in December and at the end of the school year.
• Report on understanding of each unit of inquiry including evidence of understanding of the central idea, development of skills, attitudes and attributes of the learner profile and evidence of action.
• Report on achievement in mathematics, English and Chinese
• Includes opportunities for parents to comment on their child’s progress
• Are available on Moodle for parents to comment on and download

The purpose of the report is to provide a summative record of progress for students, parents and the school and to document targets for further development.

Please find our assessment policy here.

Language Position statement

Philosophy Statement

At Abacus ESF kindergarten we believe that language is fundamental to learning, thinking and communicating and permeates the whole curriculum. We believe it is necessary not only to learn a language but also to learn about language and through language. We believe language learning should take place i

At Abacus ESF kindergarten we believe that language is fundamental to learning, thinking and communicating and permeates the whole curriculum.  

We understand learning involves learning language, learning about language and learning through language.  We recognise that every member of our teaching team is a language teacher.

The practices outlined in this position statement have been agreed upon collaboratively by all members of the teaching team and have included the perspectives of students and parents. 

  • We believe that language learning takes place most effectively in authentic, meaningful contexts in the children’s daily life at school. We believe language learning should be visible throughout the school in a wide range of contexts.
  • At Abacus we recognise that parents are children’s first language educators. We encourage parents to celebrate and maintain their home languages and to be actively involved in their children’s language development. Children come to school with many different languages, all of which are valued equally.
  • We recognise that a solid foundation in the home language strengthens the learning of a second language. We believe that home language development is crucial to maintaining cultural identity and emotional stability. 
  • Language does not operate in isolation and is integral in enabling children to make meaning of the world around them. We recognise that the most conducive environment to language learning is a positive and supportive one. 
  • We acknowledge that children are at different developmental stages and they have a variety of learning styles which we aim to cater for through a differentiated language curriculum. 
  • We aim for children to be thoughtful, reflective communicators who are able to share their ideas and grow in their understanding and appreciation of the world around them.
  • All children are encouraged to experiment with mark-making and their attempts are valued and praised.

Our Language position statement can be found here.

Learning Diversity Position statement

Abacus is an inclusive school, we endeavour to celebrate and cater for the diverse needs of the community through differentiation of our programme and appropriate placement of resources.

Our position statement on Learning Diversity can be found here. This is currently under review.