Handbook 2012 - Repton School Dubai

Termly Progress TestsThese tests look at the three non‐Arabic core subjects (English, Mathematics andScience). They allow us to monitor the progress of each child and the effectivenessof our teaching. The results of these tests will be shared with the parents andchildren. During the course of the year these tests will allow us to track accuratelythe academic progress of every individual. Regular assessments of a child’sperformance in Arabic and where applicable, Islamic Studies, will be conductedaccording to Ministry guidelines.Performance Indicators in Primary Schools (PIPS) and ASPECTS.These assignments, designed by the Curriculum, Evaluation and Management Centreat Durham University, are becoming increasingly popular amongst internationalschools and quality UK preparatory schools. They are designed to monitor a numberof aspects of schooling as students move through the Junior School.The assessments cover Reading and Mathematics and, for Year 6, Science, inaddition to measuring a student’s vocabulary and non‐verbal capabilities. Theresults are processed at Durham University and enable teachers to plot accuratelythe progress of an individual, and identify areas of strength and need, to which theycan respond accordingly.National Curriculum Key Stage TestsThe Standard Attainment Tests or (SATs) once a common feature of UK schooling,are in decline. At Repton Junior School, these tests are not administered. AtRepton our curriculum is not defined by them and the children will not spendcurriculum time preparing or practising for them. However, if SATs results arerequired for admission to other schools, these can be predicted by our staff usingthe PIPS (see above). Repton staff will also offer guidance and support when pupilsmove on to other schools.Common Entrance ExamPupils will be required to sit the Common Entrance examination to gain entry to ourSenior School from the Repton Prep Department. This examination is designed toevaluate whether the candidates have attained the required knowledge and skills tobe able to cope with the academic rigour of an independent Senior School. Theseexaminations are, in effect, summative in that they assess what has been learned inthe junior and prep years and, to an extent, formative in that they will indicate whatneeds to be built upon once they enter senior school education. Repton does notemploy the UK Key Stage SATs as a tool for judging suitability for entry into any part