H+&+PE-Assessment

Assessment should be an ongoing process and should be both formal and informal. It can take both a verbal and a written format. Teachers need to ensure learning intentions and success criteria are communicated, accessible to and understood by the students. Teachers can use the students learning journals and the graduate profiles to assist with student’s reflection on their own achievement and performance. Learning intentions and subsequent assessment should take into account student’s skills and knowledge and adapted as necessary. Teachers will use both formative and summative methods. Health will be assessed along with the other major focus areas of the Broader Curriculum. When using the school inquiry model students’ work will be assessed in relation to learning intentions in the teacher’s plan. These learning intentions should be both inquiry skills based and knowledge and knowledge based. When an outside programme is being used (for example Life Education) learning intentions take into account work covered by the programme and should tie into the context for the term. All work done in Health must be assessed by the end of the term and stored in the teacher’s assessment file. Health should be taught and assessed for at least one term of the year. Physical Education will be assessed with regards to the learning intentions in the teacher’s plan. In addition, Physical Education assessment must be recorded in student’s learning journal, where entries need to be made in all the main PE focus areas as outlined in the Forrest Hill School Curriculum Delivery Policy. Each unit covered must be assessed by the end of the term and stored in the teacher’s assessment file.
 * Assessment **