Whole Human assessment
Gaining recognition and celebrating learning
We understand, from our own and external research, that assessment in a Whole Human context is derived from a combination of the human need for connection, recognition, and autonomy. We need to feel competent in ourselves and to have others notice our competence, trust in our abilities and knowledge, and see us as useful members of the community. This relational recognition enables and strengthens our students’ innate autonomous traits leading to a bright future. There are several truly human ways that we can do this in the context of our current world.
Certificates and portfolios
Qualifications, Awards, documented learning journeys
Whilst we prefer celebrating learning for the sake of increased skill, fun, exploration and understanding, we know the real world is out there and our students need to be prepared for it, and sometimes that means having “society sanctioned” proof. In the younger years we work on how to document learning with students and remove their fear of assessment and recognition. In the teen years we guide them to create their own learning pathway to create a portfolio proving their achievements, including qualifications and awards where these are useful and desirable.
Engaged feedback
Reflection, Mindfulness, self awareness, autonomy
The personal exploration area of the curriculum involves individual passion projects and group projects designed by the students with support from their mentors. We ask learners, what is something that I am curious about; that I want to getter better at; that I’d like to make or that is problematic in my community or the world that I’d like to tackle.
Relational recognition
Trusted adults and positive peer groups
The production area of the curriculum supports learners to express themselves. They will create content for live events, such as stop-frame animation, all types of film creation, a cultural identity fashion show or a documentary on migration. Learners research the topic, and skill areas, make all the content and then plan, budget and manage an event for parents and the local community. Noticing, appreciation, feedback, interest and support
Celebrations of work
Not everything needs to be assessed through a test or written work. There are many formats that work and learning can take and we believe firmly in our value of diversity here. Our students will gain a breadth of experience through their learning and in creating work product.
Production
Exhibition, performance, events
We assess some areas of the curriculum through production. They will create content for live events, such as theatre performances, stop-frame animation viewing, all types of film creation, a cultural identity fashion show or a documentary on migration. Learners research the topic, and skill areas, make all the content and then plan, budget and manage an event for their peers, parents and the local community. Evidence of these events can be added to a student’s portfolio.
Enterprise
Products, services, sales
Much of what we assess for, is the ability to be successful in real life and our students are often great problem solvers. By encouraging entrepreneurial and design thinking, our students create solutions in the form of products or business ventures, learning about company structures and finance. Evidence of these business activities and products created can be added to a student’s portfolio, proving that our students will add value in any industry.
Community
Building, serving, saving, growing
The personal exploration area of the curriculum involves individual passion projects and group projects designed by the students with support from their mentors. We ask learners, what is something that I am curious about; that I want to getter better at; that I’d like to make or that is problematic in my community or the world that I’d like to tackle.
The FOOD pathway investigates the journey of food from the ground to the plate and sustainable waste management. We grow and cook food, find out about the history of global food trade, nutrition and health. Projects include: designing a nutritious, ethical and sustainable menu; planting a permaculture garden; experimenting with fermentation and preservation and exploring the future of farming.
Narrative
Speaking, writing, informing, role play, gaming
In the narrative area of the curriculum students go on RPG (Role Playing Game) adventures into historical settings, such as Ancient China, the Indian Spice trade and Mansa Musa’s Malian empire. They design characters and compose their backstories, considering the beliefs, social structures, professions, etc. of the time they are in. We review the motivations behind the different types of games, learning about strategies, collaboration and game mechanics. All human experience is made of stories and so we can explore everything this way.
