Learning Journeys

Learning Ladders
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LEARNING LADDERS

In order to give access to the learners and parents to track their child’s learning, the curriculum has been articulated into 'I can' statements. These 'I can' statements are used in lesson planning.
The learning journey is divided into steps. Each step is age related. For example, age related step for a 6 year old is step 6. It is OK for a child to be working on a step above or below as every child is different.
The GL data, progress in mathematics, science, english, NGRT ( reading ), CAT4, PASS and attitudes to learning enable us to identify the start points of the student. https://www.gl-assessment.co.uk. Parents will have copies of these for each student. A score of 100 SAS (Standard Age Score) is the most important piece of information derived from CAT4. The SAS is based on the student’s raw score which has been adjusted for age and is placed on a scale that makes a comparison with a nationally representative sample of students of the same age across the UK. The average score is 100. The SAS is key to benchmarking and tracking progress and is the fairest way to compare the performance of different students within a year group or across year groups.

The Cognitive Abilities Test Fourth Edition (CAT4) is a suite of tests which assess a student’s reasoning (thinking) abilities in key areas that support learning. Your child’s cognitive abilities are measured in the following areas;

  • Verbal Reasoning Battery – thinking with words
  • Quantitative (or Numerical) Reasoning Battery – thinking with numbers
  • Non-verbal Reasoning Battery – thinking with shapes
  • Spatial Ability Battery – thinking with shape and space

It is important to recognise that your child may learn in a different way to other children.

For example, if a child has an SAS of 100 they are expected to be working on an age related step and skill.

Teachers and students use a wide range of assessment strategies to collect information on each of the elements represented in the learning journeys, the understanding of concepts, the acquisition of knowledge, the mastering of skills, the development of positive attitudes and the ability to take responsible action. Our aim in the longer term will be to attach the evidence of learning on to the learning journeys.

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