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Ysgol Alun: Planning for Progression in Productive Skills

Synopsis:

This resource focuses on our summative assessments for year 7. We have designed the assessment criteria based on the CfW principles of progression and the progression steps. This PPT provides an insight into our thought process in designing opportunities for pupils to progress through the steps, an example of the grammatical ladder which we are introducing to support and challenge pupils in developing their range of language across all themes and finally, examples of pupil assessments.

Principles of Progression:

Increasing effectiveness as a learner
Increasing breadth and depth of knowledge
Deepening understanding of the ideas and disciplines within the Areas�Refinement and growing sophistication in the use and application of skills�Making connections and transferring learning into new contexts

Rationale:

Summative assessment plays a valuable role in assessing pupils for several reasons:

Evaluation of Overall Progress: Summative assessments offer a snapshot of a pupil's overall progress and achievement at a particular point in time. They allow teachers to gauge how well pupils have mastered the intended learning outcomes, which is essential for understanding the effectiveness of the curriculum design.

Feedback for pupils: Summative assessments can provide pupils with valuable feedback on their performance. This feedback helps pupils understand their strengths and areas for improvement, enabling them to reflect on their learning and set targets to realise their potential across all skills.

Data for Improvement: Summative assessment results can provide valuable data for improvement. They offer insights into areas where pupils may be struggling, and this information can inform curriculum adjustments and pedagogical strategies to meet the needs of students.

Quality Assurance: These assessments can help ensure that we are meeting the expected standards and outcomes across the AoLE.

It is also important to highlight that while summative assessments have their benefits, formative assessment and ongoing evaluation also play an intrinsic role throughout our SoWs, to support and enhance learning across all skills. Our CfW planning encourages a balanced approach to assessment, recognising that both summative and formative assessments have unique roles in understanding and supporting pupil learning and development.

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Perfect Tense

The perfect tense describes events which have already happened.

In the past tense you require the correct part of ‘haben’ and the past participle (ge-word) at the END of the sentence.

Ich habe im Internet gesurft.

Wir haben einen spannenden Film gesehen.

Some past particples do not begin with ge –

benutzt / besucht / recycelt / studiert / besichtigt

bleiben - geblieben (to stay remain) and the verbs of movement: fahren - gefahren / gehen - gegangen / fliegen – geflogen use ‘sein’ as the auxiliary verb.

Wir sind ins Kino gegangen.

Ich bin nach Deutschland geflogen.

Future Tense

In the future tense you require the correct part of ‘werden’ and the infinitive at the END of the sentence.

Ich werde Fuβball spielen. Es wird toll sein.

Sie / Er wird Erdkunde studieren.

Wir werden ins Kino gehen.

Subordinating Conjunctions

These conjunctions send the verb to the END:

weil – because daβ - that

obwohl – although wenn- when

Ich lerne gern Deutsch, weil es wirklich interessant ist.

Ich möchte Tennis spielen, obwohl es regnet.

Ich bin der Meinung, daß es eine Zeitverscwendung ist.

This is the ‘grammatical ladder’ tool for years 7,8 and 9 which demonstrates grammatical progression and can be used with all speaking and writing tasks and assessments. The grammatical explanations also form a grammatical knowledge organiser for pupils’ exercise books which increases in difficultly as pupils progress through the school. We intend to also use this format in the French and Cymraeg departments to promote ‘shared grammatical language’.

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Present Tense

Conjunctions

Intensifiers

Adverbs

Time Phrases

Perfect Tense

Subordinating Conjunctions

Future Tense

Conditional Tense

Imperfect Tense

Infinitive Constructions

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Conjunctions

Conjunctions link words, phrases and clauses.

but – aber because – denn

or – oder and – und

Present tense (Regular Verbs)

The present tense is happening now.

Regular Verbs:

Ich spiele Wir spielen

du spielst ihr spielt

er/sie /es spielt sie spielen

Sie spielen

Present tense (Irregular Verbs)

The present tense is happening now.

Irregular Verbs: du / er / sie / es

du fährst er/sie /es fährst

du siehst er/sie /es sieht

du liest er/sie /es liest

du hilfst er/sie /es hilft

du triffst er/sie /es trifft

Intensifiers

An adverb is used to add emphasis:

very – sehr; quite – ziemlich; zu – too; really – wirklich; total – totally.

Fußball ist wirklich spannend – football is really exciting.

Adverbs

Adverbs modify verbs or adjectives. They add detail:

He eats slowly - Er ißt langsam.

How does he eat? Slowly – slowly adds detail to the verb.

We learn the adverbs gern, lieber and am liebsten.

Ich spiele gern Tennis, aber ich spiele lieber Rugby. Am liebsten schwimme ich. I like playing Tennis, but I prefer playing rugby. Most of all I love swimming.

Time Phrases

These phrases describe when activities take place:

Jedes Wochenende – every weekend; Jeden Tag – everyday; am Montag – on Monday; ab und zu- now and then; manchmal – sometimes.

In German, these are usually placed at the beginning of the sentence, therefore you have to move the verb to the second idea.

Ich spiele Tennis. Am Montag spiele ich Tennis.

Ich schwimme. Ab und zu schwimme ich.

Ich gehe ins Kino. Manchmal gehe ich ins Kino.

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Klasse 7	Ich und mein Leben zu Hause	Mein Alltag	Mein Zuhause
Listening	Understanding languages is key to understanding the world around us	Understanding languages is key to understanding the world around us	Understanding languages is key to understanding the world around us
Speaking	Expressing ourselves through languages is key to communication	Expressing ourselves through languages is key to communication	Expressing ourselves through languages is key to communication
Reading	Understanding languages is key to understanding the world around us
Writing	Expressing ourselves through languages is key to communication	Expressing ourselves through languages is key to communication
DCF	IRP		Group work Oral Presentation
Literature Fires the Imagination

Year 7 Summative Assessment Overview

Thema 1:

Meine Identität

This is our planned overview for assessment in year 7. We will evaluate the content and skills assessed after this academic year. All pupils have a profile booklet with all the assessments, mark sheets and evaluations. Through this booklet it is easy for pupils and teachers to gauge progress across all skill areas. We also have a centralised tracking system which feeds into whole school reporting.

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Expression through language is key	Meine Schule PROGRESSION	Expression through language is key
Progression Step 3	Progression Steps 3 ➡️ 4	Progression Step 4
I can communicate using familiar phrases and sentences.	Learners can draw upon prior learning and use vocabulary that they have previously learnt and transfer to new situations; e.g., adjectives and connectives.	I can convey meaning by using vocabulary and language patterns that I have learnt and can apply them to new situations.
I am beginning to reflect on my language use in order to improve the quality of my communication.	Learners are able to use success criteria as well as act upon effective feedback to improve the accuracy and quality of their work.	I can reflect on my language use and can apply familiar strategies to improve the quality of my spoken, written and visual communication.
I am beginning to interact with others, sharing information, feelings and opinions.	During the speaking activities in pairs / groups learners will have opportunities to give a range of opinions and reasons on school subjects. They will listen carefully to others’ opinions and consider different points of view.	I can express and justify my thoughts and ideas. I can interact with others, sharing my points of view with empathy and respect.
I can construct my own sentences using the vocabulary and patterns I have learnt.	Pupils use their KOs and dictionaries independently to construct their written responses.	I can adapt and manipulate language to build sentences, using increasingly varied vocabulary.

For each theme we have considered the skills, knowledge and experiences pupils gain which enable them to progress through the steps within each WMS. This feeds into the profile booklets. Here are some examples of the processes we have undertaken in our curriculum design planning:

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Literature fires the imagination and inspires creativity Die Bremer Stadtmusikanter	Die Bremer Stadtmusikanter - PROGRESSION	Literature fires the imagination and inspires creativity Die Bremer Stadtmusikanter
Progression Step 3	Progression Steps 3 ➡️ 4	Progression Step 4
I can join in with familiar songs, rhymes, stories and poems. I can respond creatively in my language of choice to literature in the international language.	Explore the story through a range of media, exploiting all four skills to reinforce pupils’ understanding and knowledge of the key language. Pupils will remember short excerpts and gain confidence in using the IL to relate the key points of a story. E.g. Es gibt einen Hund, eine Katze … sie sind musikalisch Pupils can use this SoW to explore Die Brüder Grimm works further.	I can listen to and remember short excerpts from literature in the international language and can retell in my language of choice what I have heard, read or seen using my imagination.
I can use familiar words and phrases and experiment with newly-learned vocabulary to create work in the international language.	Pupils can use the writing frames to create short stories based on animals. Pupils will be encouraged to experiment with the language independently through using dictionaries / glossaries to create their own literature.	I can use my imagination and experiment with language to create my own literature in the international language.
I can express my opinions in my language of choice supporting my views with examples from the literature I have heard, read or viewed in the international language.	Pupils will brainstorm opinions in the IL. Pupils will begin to ask questions using simple formations in the IL.	I can recognise the features of different genres responding in my language of choice to what I have heard, read, or viewed in the international language, asking and answering questions to gain an understanding.
I can show empathy when responding to literature and understand that others may have different views from my own.	During the speaking activities to encourage spontaneity, pupils will have opportunities to express their opinions on the themes and characters in the IL. They will listen carefully to the opinions of their peers and show empathy and consideration of different views.	I can express my opinions in my language of choice on what I have heard, read or viewed in the international language, showing empathy and consideration of others’ views.

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Speaking Task – Meine Schule

Expressing ourselves through languages is key to communication

Prepare the questions below.

Use the mark scheme and checklist very carefully to ensure that you have included everything.
Use your exercise book and knowledge organisers to carefully plan and craft your answers.

Was lernst du gern in der Schule? Hast du ein Lieblingsfach? Was machst du nicht gern in der Schule? Was hast du gestern nach der Schule gemacht? Welches System findest du besser?

Bullet point	Vocabulary, key phrases, correct tense, opinions
1
2
3
4
5

An example of a speaking assessment preparation sheet – pupils have planning time to independently prepare their responses using a range of resources.

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Teacher Feedback:

Pupil Comment:

3: I am beginning to reflect on my language use in order to improve the quality of my communication.

4: I can reflect on my language use and can apply familiar strategies to improve the quality of my spoken communication.

Checklist:

✔️ My ideas are fully relevant to the question asked ☐

✔️ I have provided lots of information and answered each bullet point ☐

✔️ I have used a range of structures and vocabulary ☐

✔️I have added a variety of intensifiers and opinions ☐

✔️I have extended my sentences using connectives ☐

✔️I have used the correct tense ☐

✔️ I have carefully checked my work to ensure it is as accurate as possible ☐

✔️ I have practised my pronunciation ☐

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Band	Content (10)	Accuracy and range of language (10)	Interaction, pronunciation and intonation (5)
5	9-10: Your answers are always relevant. You can convey meaning by using vocabulary and language patterns that you have learned. You include a great range of ideas and opinions. You can express and justify your thoughts and opinions.	9-10: Although you may have minor errors, your verb formations are secure and your attempts to develop your answers are successful. You can adapt and manipulate language to build sentences, using increasingly varied structures and vocabulary. You produce more complex sentences.	5 You have excellent pronunciation and intonation. You can interact with others confidently, sharing your points of view with empathy and respect. Your answers flow well.
4	7-8: Your answers are mostly relevant, and you can convey a good level of information clearly by using vocabulary and language patterns that you have learned. You express ideas, try to develop them and give opinions. You know a good range of appropriate vocabulary and structures and your work is organised.	7-8: Your verb formations are mostly correct and your attempts to develop your answers are mostly successful. You can adapt and manipulate language to build sentences, using varied structures and vocabulary. You occasionally produce more complex sentences.	4: You have very good pronunciation and intonation. You can interact with others without hesitation, sharing your points of view with empathy and respect. The majority of your answers flow well.
3	5-6: You have produced some relevant answers and can convey information by using simple vocabulary and language patterns that you have learned. You attempt opinions. Your work shows some evidence of organisation.	5-6: Your common verb formations are sometimes correct. You can adapt language by adding different adjectives and nouns, using varied structures and vocabulary. You sometimes attempt some longer sentences using simple connectives.	3: You have pleasing pronunciation and intonation. You are beginning to interact with others, sharing information, feelings and opinions.
2	3-4: You can communicate using familiar, simple phrases and sentences. Your content needs to be developed. You can recognise basic vocabulary and structures required . Your work may not be organised coherently.	3-4: You can construct your own sentences using simple vocabulary and patterns you have learnt. You don’t attempt longer, more complex sentences.	2: You can pronounce some words accurately. You are beginning to gain confidence and interact with others, sharing information, feelings and opinions.
1	1-2: You can communicate a few familiar, simple phrases. You do not demonstrate a secure knowledge of the vocabulary and structures studied.	1-2: You can construct a few of your own sentences using simple vocabulary and patterns you have learnt. You require a much wider range and variety.	1:. Your pronunciation sometimes makes it difficult to understand. You are beginning to gain confidence to interact with others, sharing information and opinions.

An example of the assessment criterion.

The bold words define language from the progression steps.

Bands 4 and 5 = Progression Step 4

Bands 1-3 = Progression Step 3

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Beschreib deine Charaktere Wo sie wohnen Was sie gern und nicht gern machen

Bullet point	Vocabulary, key phrases, correct tense, opinions
1
2
3

Die Stadtmusikanter

Literature fires imagination and inspires creativity