Key assessments are marked up to the date where continuous formal and summative assessments take place, which are criterion-based – linked to what a child can or cannot yet do in a particular subject at a given time, according to evidence in written work, observed practical work and assessments. Differentiation is a key part of teaching and learning. This means that teachers plan to meet the needs of various learners, of differing abilities and levels of motivation. At times, that will mean different groups of students will be doing different work, according to their abilities. Often it takes the form of additional, more challenging work, given to pupils after they have finished their main task in class. Teachers reserve the right to decide the optimal seating arrangement in different lessons. Learning and teaching is holistic and aimed at the “whole child”. Some lessons and activities may be centred around speaking and thinking/reasoning tasks (such as a class debate session, for example), or have a different creative outcome, such as a role play, organised and planned in groups, or posters designed and produced in pairs, to illustrate a particular learning objective or topic. Traditional exercises and worksheets are also used, but not at the exclusion of other, creative teaching methods.