Without Levels October 2015 Aims of the meeting New National - - PowerPoint PPT Presentation
Assessment Without Levels October 2015 Aims of the meeting New National Curriculum from September 2015. Where are we now? Expectations of the new Curriculum Assessment without levels outline how we are beginning to track and
October 2015
New National Curriculum – from September 2015. Where are we now? Expectations of the new Curriculum Assessment without levels – outline how we are beginning to track and assess progress at Lawn End of term reports –How they will change this year
The short answer – the Government decided that we needed one. Before 1988 there was no National Curriculum . Teachers decided what they taught and what children
Curriculum was introduced and developed into what we had go used to until August 2014.
From 1988 the National curriculum comprised of a range of knowledge and skills that were developed throughout each key stage. It was broken down into levels and expectations were set certain milestones along this journey. Year 2 expectation = level 2 Year 6 expectation = level 4
Assessment led learning
What do we want them to learn? Assessment – What do they know now? Delivery/Teaching Planning for each child to progress
The new NC has changed significantly with what children need to learn and as a result has changed how assessment needs to be managed.
IT IS IMPORTANT to take levels out of our minds as the new curriculum is broken into ‘programmes of study’ for each year group/phase.
Core Subjects Foundation Subjects Literacy – is now English Numeracy – is now Maths Science History Geography Design and Technology Art & Design Personal, Social, Health & Citizenship Education ICT –is now Computing Physical Education (P.E) Modern Foreign Languages – now statutory at Key Stage 2 Religious Education – RE Music
Lots of changes – the new curriculum is a lot more prescriptive in English and Maths, less prescriptive in the Foundation Subjects The expectations are much higher than ever before, with much of the curriculum being shifted down into lower year groups, particularly in Maths and English. For example some of the old Y5 expectations can now be found in the Y3, some Y7/8 in Y5/6.
The raised expectations mean that children need to have a very secure knowledge of the programme of study for their year group and depth of understanding and application. End of year expectation is now that children are ‘secure’ in their year group. This is where they NEED to be at the end of the year. We talk to the children about the changes in expectations
Levels:
Age Related Standards
The Government has decided that it is up to individual schools how to assess pupils within year groups. They will set benchmarks at the end of Key Stage 1 and at the end of Key Stage 2 – these will take the form of raw scores converted into scaled scores which then show if your child has met the required standard on the test There will be another meeting regarding SATs for Years 2 and 6 later in the year to discuss this further.
Age Related Standards
For each year group there will be steps children will need to achieve:
Developing Developing (+) Secure Secure (+) Exceeding Exceeding (+)
Children working below the National Curriculum for their year group will work towards developing in the current year group. By the end of the year the expectation will be that pupils will achieve ‘Secure’ and a number of pupils will exceed these steps.
Pupil learning is chiefly focussed on the criteria for the band. There may be minimal elements of the previous band still to gain complete confidence in. Confidence in all of the criteria for the band. There may be pupil learning still focussed on gaining thorough confidence in some minimal elements but the broad expectations for the band have been met. These children are working beyond the national expectations for their year
breadth will be applied to their knowledge.
N.B - Under the old levels system children who were beyond might have moved into the next level. The DfE now want children who are in the beyond bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the end of year expectations from the year above.
HOW ARE WE ASSESSING? PUT IN INFO ABOUT TESTS/TEACHER JUDGEMENTS/WORK SRUCTINY WITH SLT/PUPIL PROGRESS MEETINGS/DISCUSSION WITH CHILDREN/OBSERVATIONS
Maths
Pre Developing Developing + Secure Secure + Exceeding Exceeding +
Name Approx Year group curriculu m working within Aurmtumn Term 1 Autumn Term 2
This is an example of a tracking grid produced by our system.
Its is really important for parents to understand that the expectations of the new national curriculum are much higher at the end of each year group. Pupils being judged on the expectations for the end of Year 5,for example, will still have gaps and may not reach the ‘expected outcomes of their year group’ as they have
There is also a focus on children being able to explore the curriculum in more depth and being able to apply their learning before moving on – the concept of
‘exceeding’ because of these raised expectations.
The EYFS curriculum has not changed. It is still based on 7 areas of learning. Prime Areas – Personal, Social and Emotional Development, Communication and Language and Physical Development Specific Areas – English, Mathematics, Understanding the World and Expressive Arts and Design These areas are broken down into 17 strands
Alongside these areas of learning are the Characteristics of Effective Learning. Playing & exploring – engagement Active Learning – motivation Creating and thinking critically - thinking
Assessment in EYFS has not changed. ADD IN GRAPH OF 30-50 40-60 ELG New Baseline Assessment has been introduced by the Government and is statutory by September 2016, we will be using a baseline called Early Excellence. This baseline is based on classroom observations when pupils enter Foundation Stage.