Leaflet 29   10 September 2021
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CLASS 9 PRESENTS  A Midsummer Night's Dream

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  Assessment in the Primary School  
This concludes our series on Assessment in the Primary School.
(Notes on Classes 5 and 6 can be found in Leaflet 28)  
Class 1
A seven-year journey begins…Where do you come from, where will you go?
The Class 1 teacher receives the children with open arms. This first year of primary school is a very special year of getting to know the children and of forming a circle, a class community. The class teacher observes the children closely to get to know the children in this special time of meeting.
Areas of observation are:
     —  physical development – which includes the development of the lower senses:
           ability to cross the midline, balance, skip, spatial awareness, body geography etc.
     —  social-emotional well-being and play
     —  development of memory
     —  ability to engage literacy and numeracy
     —  ability to engage with artistic activities
The above areas are observed and noted by the class teacher on a daily basis. Daily oral work and bookwork are very much part of this. The children are not aware of any assessment process and can therefore joyfully engage with the learning. Through careful observation the class teacher becomes attuned with the various learning needs.
A mid-year verbal report meeting with the parents is part of the very important initial meeting of the child and a sharing and reflection on the observations gathered.
At the end of the year all observations and assessments come together in the End of Year Report for the parents. The children receive a picture in the form of a verse for the next year in which the child’s nature and a possible wish for the future lie hidden.

Class 2
The Class Two child stands with one foot still in Class One – in the world of wonder and awe and at one with the beauty of the universe, and the other foot stretching towards Class Three when he/she lands fully on the earth, ready to grapple with earthly tasks. This year sees a small step away from purely collective learning, as we gesture gently towards early individual learning. The emphasis is on developing skills and the confidence to work a little independently. Although everything is still couched pictorially in image, there are early steps towards more overt academic activity in literacy and numeracy.
Assessment is done through extensive observation of how skills are progressing. These skills cover many areas ranging from observing lower senses/movement work, body geography, crossing the midline and spatial orientation, to strengthening memory forces. The teacher reflects on the child’s confidence to participate actively in class, to engage in free play, to manage in a game, be part of a group, explore artistic work and to develop clear consistent handwriting. The unfolding social/emotional development and well-being of each child is carefully monitored.
The Class Two teacher’s task is to identify what skills need to be worked with, to remain aware of what needs more consolidation and of what can be done at the beginning of Class Three. We are lucky to be able to work in this way so that the teacher can meet the needs of his/her particular class.
Concerns around insufficient progress are identified, monitored and appropriate support put in place (anything from practising counting at home to getting help from a specialist).
Weekly independent writing, regular phonics and numeracy work as well as emergent reading skills are all scaffolded carefully and monitored regularly.
More formal assessment feedback is done through Extra Lesson Assessment, in-depth mid-year verbal report meetings and the annual end of year narrative report.

Class 3
Developmentally, the children start to experience a separation between themselves and the rest of the world. They now become more aware of their surroundings, and are able to view themselves and others more objectively. The approach to assessment now starts to move away from the ‘whole-class’/collective observation and starts to identify the specific needs of each individual child. Assessment is observed through careful monitoring of the children's progress in literacy and numeracy. Children also undergo a formal reading assessment to gauge where they are in relation to age norms. Careful observation of development of the child's senses, body coordination and laterality in the more physical realm. Monitoring the child's ability to concentrate, and overall classroom participation. Socially, we observe how the child interacts with his/her peers or teachers, and how they cope with their interpersonal relationships. All of the above is discussed in an in-depth verbal review in the middle of the year and then reviewed in a report at the end of the year. Lastly, we have the Federation Survey which gives the class teacher insight into how their class is progressing from an external perspective.
Class 4
A child in class 4 now begins a transition into the upper primary, with one foot that lingers in the lower. This year is a balancing act of awakening to a new sense of self.  As self-awareness begins to blossom, and children become more reliant and aware of their own abilities, skills, talents and struggles, assessment too follows suit.
The approach to assessment in Class 4 is rooted in an awareness of the unfolding of each child and the blossoming of seeds sown in the lower primary years.
Within the classroom, assessment continues through observation, structured classroom tasks in response to children’s process, and individual feedback.
The Class 4 teacher asks verbal questions and prompts discussion where children are able to show and express their understanding. Verbal assessment can be structured through project presentations and verses, or unstructured through guided questioning. Monitoring how tasks are managed with regards to time-management, concentration, level of interest, engagement, and of course a sense of achievement all form the spectrum of observation. Noting areas of challenge within class time, and responding with follow up tasks to address those challenges expand on the formative element of assessment.
Social interaction with peers and teachers, and how children cope with their interpersonal relationships are also held and monitored, addressing the continuous development of the child in his or her wholeness.
In Class 4, new learning areas are introduced more formally through specific Main Lessons such as Environment Studies and Local History allowing the developing child to explore and expand on their core skills developed over the foundation years. Working with ipsative assessment through the marking of books on a weekly basis, noting the areas of struggle or areas which need further input or improvement, having weekly reviews including a spelling quiz, language checks and numeracy checks all build up toward the end of year report where the sum of the teacher's observations and recording are shared in a written format.

Class 7
In class seven the children are carefully guided to assume responsibility for their own learning. Feedback is given by the class  teacher and peers either orally or in written form. Children form part of the assessment of their own work, they are encouraged to challenge criteria and results of evaluations, motivating their objections. The children have one-on-one meetings with the class teacher to reflect on their strengths and weaknesses and formulate their learning goals accordingly.
Parents and teachers are the two legs of a child’s education. The parents are regularly informed of their children’s work through comprehensive display of all books during class evenings and regular meetings or phone calls to parents where immediate intervention is needed.
Michael Oak Fair Craft website has launched!

We are thrilled to announce that, though the fair itself is cancelled, we will be selling our beloved hand-made craft online this year.
Sales will start in late October, date to be confirmed soon.
Take a look at our site
 to see some of the craft projects that are in progress in the various classes. We will be adding the craft as it gets completed. 
We have gone ahead with this portion of the fair, not only because our school’s craft is such a beautiful and distinctive part of our fair, but also because it can raise much needed funds in the absence of the large event, and of course it can be done in a Covid-friendly way.

The art wall is still needing some more volunteers from our artist parents,
so get in touch if you would like to add to this collection.

Thank you!
Class 6
Click on this screen snapshot:
As one of the many highlights in the Michael Oak calendar, this evening of student presentations of their year-long project is attended with excitement, gratitude and pride. It serves as the culmination of their entire Waldorf curriculum, and is the only occasion where the topic, direction, depth, and display is entirely in the hands of the students themselves. As in their life after school, they have a foretaste of adult learning processes that are entirely self-driven. For the second year running, we are unfortunately unable to accommodate all who would like to attend. We will however record the presentations and post these online.    Please note that the programme is subject to change.
CLASS 8  Art Recreations   (Part 3/3)

During the lockdowns of 2020, people all around the world got creative recreating famous artworks with whatever they could find at home. During online school this year, the Class 8s tried their hand at recreations of their own. The research and deep observation needed for this task finds fulfillment in their creative writing later in the term. Prizes for the funniest and the most accurate were awarded. 
Nicola Elliott

          Class 7  Perspective Drawing         



Class 1 children finished their chickens last week and proudly took them home on Friday.

This week, after hearing a Michaelmas story about courage they painted apple trees.
The Class 1 children created their own Michaelmas words to our song:

In the wood
There was a tree
The prettiest tree you ever did see
On the tree there was a branch
On the branch there was an apple
In the apple there was a star
In the star there was a light
In the light was the strength of Michael
And his power, courage and bravery too.
And the green grass grew all around around around and the green grass grew all around.

For the latest updates to the school calendar please check the website regularly HERE

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Hi, I am looking for someone  to share the premises with me where I work from at the moment. It is a beautiful room in a professional practice in the heart of Plumstead. I practice massage and a form of body work called B3 (Brain Body Balance). The room will be available from the end of October, although there is some flexibility.  If interested please Whatsapp Laura on 072 342 0233 or e-mail:  fernanlaura76@yahoo.es

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