NEW NATIONAL CURRICULUM ASSESSMENT WITHOUT LEVELS LIFE WITHOUT LEVELS. Miss Harsha Patel

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1 NEW NATIONAL CURRICULUM ASSESSMENT WITHOUT LEVELS LIFE WITHOUT LEVELS Miss Harsha Patel Aim New National Curriculum Sept 2015 Where are we now? Expectations of the new Curriculum Assessment without levels - outline how we are beginning to track & assess progress at Copenhagen Annual Reports How they will change this year. External tests How will the Government assess pupils from 2016? What will be involved in end of key stage assessments. 1

2 Why did we need a new National Curriculum? 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 needed. Over the next 26 years the National Curriculum was introduced and developed into what we had got used to until August What do we believe is important at Copenhagen A large part of our curriculum is focussed on developing basic skills to be literate, numerate, to tolerate and respect one another, to get on with each other and develop skills for the future in computing. We want children to have a wide range of different curriculum experiences, to enjoy learning and to have fun. We want them to discover the delight of learning something new. We feel that we do this through the way we teach our topics. 2

3 Old National Curriculum From 1988 the National curriculum comprised of a range of knowledge and skills that were developed throughout each key stage. It was then broken down into levels and expectations were set for certain milestones along this journey. Year 2 expectation = Level 2 Year 6 expectation = Level 4 How do we assess your child? DfE statutory assessments: Reception Baseline, EYFS profile Year 1 (and 2) - Phonics Check Year 2 and 6 - end of Key stage assessments Other assessments: Ongoing assessment N - Y6, Termly data check-points, all curriculum areas Y1 5 Termly progress tests (English and Maths) 3

4 Good teaching Assessment led learning we want them to learn? What do we want them to learn? Planning for each child to progress Assessment What do they know now? Delivery / Teaching The new NC has changed significantly what children need to learn and as a result has changed how assessment needs to be managed. Thematic Approach We still have thematic approach to teaching our core skills in the foundation subjects. (International Primary Curriculum) We have made some changes to ensure children have opportunities to meet age related expectations. 4

5 The New Curriculum The new National Curriculum still has all the subject areas that we had before: 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 Literacy is now English Numeracy is now Maths Science Foundation Subjects / Topic Learning History Geography Design & Technology Art & Design Personal, Social, Health & Citizenship Education Music ICT is now Computing Physical Education P.E Modern Foreign Language now statutory at Key Stage 2 Religious Education R.E What has changed? 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 group, particularly in English and Maths. For example some old Y5 expectations can now be found in Y3, some Y7 / 8 in Y5 / 6 5

6 Some examples Old Curriculum New Curriculum English Level 4 writing Vocab, Grammar & Punctuation Y 5/ 6 Questions marks, accurate use of speech punctuation. Commas in a list to occasionally mark clauses Using brackets, dashes or commas to indicate parenthesis Using commas to clarify meaning and avoid ambiguity Using hyphens to avoid ambiguity Using semi-colons, colons or dashes to mark boundaries between independent clauses Using colon to introduce a list Punctuate bullet points consistently We are used to teaching these skills for year olds but now this is an expectation for Y5/6 pupils. English - Some examples Old Curriculum Relate texts to their social cultural and historical contexts and literary traditions New Curriculum Y 3 4 Increasing their familiarity with a wide range of books including fairy stories, myths, legends and retelling some of these orally Y5 6 Increasing their familiarity with a wide range of books including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures Year 5 Term 2 To recognise and spell the suffix cian etc. Children must recognise all shun words and know how to choose the correct ending Spelling banks for Year 3 4 Words ending with the suffix tion Words ending with the suffix sion Words ending with the suffix ssion Words ending with the suffix cian 6

7 Mathematics Primary Advantage Old Curriculum Using and applying Mathematics Number and Algebra Shape, Space and Measure Data Handling New Curriculum Across all areas Number: Place Value, Addition & Subtraction, Multiplication and Division, Fractions, Decimals & Percentages Geometry: Properties of Shape, Position & Direction Statistics Measure Some examples Old Curriculum New Curriculum Fractions, Decimals & Level 3 used to be: Fractions, Decimals & Percentages in Y3 4 is now Use simple fractions that are several parts of a whole Recognise when two simple fractions are equivalent Begin to use decimal notation Recognise, write and find fractions of a discrete set of objects Recognise & use fractions as numbers Recognise & show equivalent fractions Add & subtract fractions with the same denominator Compare & order fractions with the same denominator Solve problems involving fractions of increasing difficulty (in Y4) Recognise and write decimal equivalents to simple fractions Count up & down in tenths & hundredths Compare decimals to 2 dp Round decimals to the nearest whole 7

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11 Testing Alongside the introduction of the new National Curriculum, levels were removed for all year groups except 2 and 6 in September 2014 No levels for any year group from September 2015 At the end of KS1 and KS2 pupils will be given a scaled score and a performance descriptor against the expected standard year groups Old National Curriculum Old levels Level 6 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Level 5a Level 5b Level 5c Level 4a Level 4b- Year 6 Level 4c Level 3a Level 3b Level 3c Level 2a Level 2b Year 2 Level 2c Level 1a Level 1b Level 1c 11

12 Expectations 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 do talk to the children about the changes in expectations. New Curriculum Assessment The Government have 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 the end of Key Stage 2 although they are still deciding what these will be! 12

13 Primary Target Tracker Each year group is allocated a band ie Year 3 Band 3 Sets of statements for each subject set out the expectations for that year group Each band is then divided into steps, working within, secure Example Aspect of the Programme of Study Assessment Criteria 13

14 Target Tracker Year 6 Band 6 Year 5 Band 5 Year 4 Band 4 Year 3 Band 3 Within Secure Within Within Within Within Within + Within + Within + Within + Secure Secure + Secure Secure + Secure Secure + Secure Secure + Year 2 Band 2 + Within Within + Secure Secure + Year 1 Band 1 + Within Within + Secure Secure + Summative assessment at the end of the year + 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 within with + Pupil learning is fully focussed on the criteria for the band. Secure Secure + 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. Secure in all/nearly all of the criteria up to 10% Applies criteria Rarely Up to 40-70% Applies criteria Sometimes 70-85% Applies criteria Often 85%+ & showing aspects of year above Applies criteria Always The final attainment for pupils at the end of each year is captured in the curriculum year group criteria. 14

15 Testing Alongside the introduction of the new National Curriculum, levels were removed for all year groups except 2 and 6 in September 2014 No levels for any year group from September 2015 At the end of KS1 and KS2 pupils will be given a scaled score and a performance descriptor against the expected standard year groups 15

16 Annual Reports Example here Next steps Continue to develop a whole school consistent approach to assessment. Be patient as we continue to embed our systems. Continue to standardise what beginning working within, secure looks like. Involve the children in the planning and target setting process. 16

17 Useful documents and websites Primary National Curriculum Tim Oates You tube Video Learning to learn 17

18 Feedback 18

19 Quote LEARNING TO LEARN Since we cannot know what knowledge will be needed in the future, it is senseless to try to teach it in advance. Instead our job must be to turn out young people who love learning so much, and who learn so well, that they will be able to learn whatever needs to be learned. John Holt 19