Curriculum Autumn 2016 Purpose of the meeting Parent report - - PowerPoint PPT Presentation
Assessment and the New Curriculum Autumn 2016 Purpose of the meeting Parent report comment feedback. Aid parents to support their children and talk about progress with teachers. Provide and understanding of the national changes to
Autumn 2016
Parent report comment feedback. Aid parents to support their children and talk about progress with teachers. Provide and understanding of the national changes to assessment. To explain the St Nicholas approach to assessment Understand the statutory assessments at EYFS, Year 1, Year 2 and Year 6.
New EYFS curriculum
Dawn of the new curriculum (for everyone instead of Year 2)
New curriculum for Year 2 to follow
Removal of levels in Years 1-6
New statutory assessments in Years 2 (interim) and 6 in 2016
Raised expectation
Nothing remained beyond the statutory end of KS assessments
Inconsistency
No common language
Moderation of assessments
Workload/reinventing the wheel
Ever moving goalposts/uncertainty/OFSTED
Last minute DFE input – tests leaked, tests scrapped, interim guidance given in Feb and April etc
Supporting parents with a mindshift linked to challenge and breadth
How do I know how my child is doing? I understood levels but I don’t understand the statutory assessment number
my child has been awarded.
My child is only 6, why do they have to do tests anyway?
South Staffordshire Assessment Partnership Multi-academy trust with Codsall Middle School Assessment Booklets Moderation Events (in school and outside of school) Transition Meetings Termly Assessment Reports
Baseline
An initial baseline assessment is carried out within the first 4/6 weeks of children starting Nursery and Reception. These are used to inform the child’s next steps and ensure planning is tailored to the children’s developmental needs.
Baselines are carried out through focused activities and child initiated learning. Activities and learning opportunities are set up in the classrooms and the outdoor space, children are then observed to see how they engage and interact with the
understanding.
A baseline judgement is made using the Development Matters Ages and Stages of
Matters-FINAL-PRINT-AMENDED.pdf
A child entering Reception will generally have a baseline judgement of 30-50a/40- 60c.
A child entering Nursery will generally have a baseline judgement of 22-36a/30- 50c.
Learning Journey
Each child has their own Learning Journey. This is a document that builds a picture
throughout their early education. Learning Journeys will show evidence of adult led activities, observations of child initiated learning and information from previous settings and from home.
Observations are made daily and recorded using the IPad using a programme called 2 Simple.
Photographs of ‘WOW’ moments are annotated and linked to the Development Matters Ages and Stages of Development.
Child initiated an adult led activities are used to inform next steps and planning
At the end of each term each child’s progressed is monitored to ensure each child is making progress that is inline with that child’s individual ability.
End of Year Assessment
At the end of Nursery assessments are made to inform how much progress each child has made from their baseline. A typical Nursery child will leave nursery working at 30-50a/40-60c.
At the end of Reception the information gathered within the child’s individual Learning Journey is used to make a final early years judgement. Children are assessed against the Early Learning Goals (ELG) as to whether they are ‘emerging’ into the ELG, working at ‘expected’ levels against the GLD or ‘exceeding’ the ELG.
This information is then sent to the local authority and compared to local and national schools.
Within the child’s final early years assessment, each child is judged on whether they have made a ‘Good Level of Development’ (GLD). As a school our GLD has been averaging at 80% with local authority being 70% and national being 66%.
Each child’s end of early years assessment is then used by Year 1 staff to plan for each child’s next steps.
Because of the way that schools are evaluated by Ofsted, levels in some schools led to children
being moved on at too fast a pace rather than developing depth and breadth of understanding.
The removal of national curriculum levels is an acknowledgement that they were not a
dependable way of defining achievement (according to the government).
The new world of ‘assessment without levels’ is intended to encourage a more professional,
intelligent assessment. There is a recognition that learning is neither neat nor linear. The simple attachment of a level could undermine learning as there could be gaps in specific areas of learning for a child.
Progression is more focused on understanding and developing greater depth in the national
curriculum than on mere progression to the next set of content.
All children should have a deep learning of key ideas/constructs and opportunities for even
deeper learning (growth mindset). For some learners they will be able to access even greater challenge to deepen their thinking further.
Mastery learning is deep learning that sticks, and can be recalled over time.
Secure and Mastering – not working on content from the next year group. Secure and Mastering in mathematics – not practising the same concept with
bigger numbers.
Secure and Mastering in reading – not necessarily reading a more challenging
text.
Entering : Your child is beginning to work within the curriculum for their year
group.
Developing: Your child is working towards the curriculum expectation but
may need some more time and support before becoming secure. Children who are developing are working slightly below the national expectation.
Secure : Your child is working at the curriculum expectation for their year
Mastering : Your child is showing they are very confident at working within
the curriculum expectation for their year group. Children who are mastering are working above the national expectation and are able to use and apply the expected knowledge and skills independently in different contexts. They can explain their learning to others.
Learning Ladder for parents
Assessments have been developed and moderated through collaboration
taffordshire Assessment Partnership
Target Booklet Three
End of Reception against the Early Learning Goals Year 1 Phonics Screen Year 2 SATs Year 6 SATS
Pass or fail model Pass rate has been 32 out of 40 since it’s inception but
may rise this year.
If children fail the screen in Year 1 they must re-do it
in Year 2.
Past phonic screens can be found for your interest
here.
At the end of key stage 1 (KS1) teachers will use teacher assessment judgements to report
performance in national curriculum tests (often referred to as SATs) in Mathematics, English reading and English grammar, punctuation and spelling. KS1 English reading test The reading test has a greater emphasis on the comprehension elements of the new curriculum. There are 2 reading papers, one with the texts and questions combined and one with more challenging texts with the questions in a separate booklet. Both papers must be administered to all pupils. Each paper will have a selection of unrelated texts of increasing difficulty. There will be a mixture of text genres. KS1 English grammar, punctuation and spelling test The new grammar, punctuation and spelling test has an emphasis on technical aspects of grammar. There are 2 papers, Paper 1: spelling and Paper 2: questions. The written task has been removed and writing will instead be assessed through teacher assessment. KS1 Mathematics test In Mathematics at KS1, an arithmetic test has been introduced. There are two papers, Paper 1: arithmetic and Paper 2: reasoning
Sample and past paper can be found here https://www.gov.uk/government/collections/national-curriculum-assessments-practice-materials
Children will take the SATs test during the summer term. These are then marked and the children given a ‘raw score’ These raw scores are then converted into a ‘scaled score.’ What is a scaled score? A pupil’s scaled score is based on their raw score. The raw score is the total number of marks a pupil scores in a test, based on the number of questions they answered correctly. Tests are developed each year to the same specification, but because the questions must be different, the difficulty of tests may vary slightly each year. This means we need to convert the raw scores pupils get in the tests into a scaled score, to ensure we can make accurate comparisons of pupil performance over time.
A scaled score of 100 will always represent the expected standard on the test. Pupils scoring 100
the test.
Along with the SATs teachers will carry out teacher assessment. Teacher assessment (TA) is the main focus for end of KS1 assessment and reporting. It is carried out as part of teaching and learning. TA provides a judgement that is based on knowledge of how the pupil has performed over time and in a variety of contexts. This judgement is made by assessing pupils work again a bank of statements. They must base their TA judgement on a broad range of evidence from across the curriculum for each pupil and use their knowledge of a pupil’s work over time, taking into account the pupil’s
Children need to show they can achieve these statements on at least 3 occasions.
For example: These can be found at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/461547/Interim_teacher_assess ment_frameworks_at_the_end_of_key_stage_1_PDFA.pdf
Code Description BLW Below the standard of the interim pre-key stage (corresponds with P scales or NOTSEN) PKF Pre-key stage foundations for the expected standard HNM Has not met the expected standard (not defined standard, used for those that have not met the criteria for the standard) WTS Working towards the expected standard EXS Working at the expected standard GDS Working at a greater depth within the expected standard
At the end the school year as part of the report you will be give a print out of the teacher assessment for reading, SpaG and maths.
Developing children’s understanding and ownership of assessment.
Continuing to support parents in understanding assessment.
Ensuring children feel confident and unaffected by assessments.
Helping children meet the raised expectation.
Moderation and understanding of all staff of the Entering, Developing, Secure Judgements.
Continued engagement with SSAP schools to carry out moderation activities