Procés de planificació i avaluació en una aula de P4 d'una escola pública de primària a Anglaterra

Abstract

The planning and assesment process of a reception class in an english state primary school. This article is based on the authors personal experience of seven years as an early years teacher in East London. The article explains how to work in these schools and in the English system in general, so that education can improve and adapt well to changes occurr- ing in our society by giving schools some mechanisms to promote excellence and higher quality education. In the English education system, there are two key factors to achieve this continuous educational improvement: planning (which goes from a very general and annual planning to very specific and daily planning) and assessment (which ranges from a general assessment made by the local authority to a very specific pupil assessment made daily by the teachers). It should also be noted that planning and assessment are performed in a natural way and are processes for reflection and not for giving a mark, in order to rectify any possible mistakes and improve certain detected shortcomings. All this takes place through a continuous and systematic process that assesses and reasses, and plans and re-plans to close a quality circle. This article sets out the steps and the various phases of planning and assessment, as well as the interrelationships between these two mechanisms so that schools can improve their quality of teaching.