Assessing Without Levels

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1 Assessing Without Levels Sacred Heart Catholic Primary School Hindley Green Parents Workshop January 2015

2 Why Change? The Government decided to bring in a new rigorous curriculum to meet the demands (mainly of industry children s future employers) of the 21 st Century and to enable our children to find employment. Industry believes children from the UK do not perform as well as their peers from Europe and Asia, nor are they well prepared for the demands of working life and as such are loosing out on the top-jobs. Industry claimed that GCSE s and A Levels were too easy and not challenging enough.

3 WHAT HAPPENED? The Government decided to bring in a new curriculum (Curriculum 14) which was designed to address this issue curriculum first new assessment procedures second! September 14 New Curriculum Years 1, 3, 4 and 5 for Core Subjects. (Yrs 2 and ) September 14 New Curriculum Foundation Subjects - Years 1,2,3,4,5 and 6. December 14 Government released new assessment procedures Basically states: Up to You how you do it but it must show progress and be robust.

4 WHAT NEXT? Children in Years 1,3,4 and 5 to be assessed against Year Group Expectations. SATs for Y6 to stay 2016 there will be more changes to papers. EYFS Baseline assessments test 2015? TBC. Phonics Testing Year 1 to stay.

5 Governments Reforms are based on a clear set of principles: 1. On-going, teacher led assessment is a crucial part of effective teaching; 2. Schools should have the freedom to decide how to teach their curriculum and how to track the progress that the pupils make; 3. Both summative teacher assessment and external testing are important; 4. Accountability is key to a successful school system and therefore must be fair and transparent; 5. Measures of both progress and attainment are important for understanding school performance; and 6. A broad range of information should be published to help parents and the wider public know how well schools are performing.

6 Affect? Spring Summer Term 2015 Children in Years 1,3,4 and 5. From September 2015 (Autumn Term) Whole School Years 1, 2, 3, 4, 5 and 6. Reception s Assessment was reformed in academic year 2012/13.

7 OPTIONS? Initially, it was expected that schools would work on a 3 point scale, similar to EYFS Emerging, Expected or Exceeding However, in EYFS, if children are Emerging, they have their own set of Criteria Development Matters. Likewise, if they are Exceeding, they are deemed to be working in N.C levels, again with its own set of Criteria. A 3 point plan is not clear enough nor rigorous enough, nor is it Fair on the children.

8 Sacred Heart 2015 Assessments After discussions and analysing different options, we have decided to embrace Focus 7 point scale of assessment. Allows for progress a Year for all children Allows for progress Year to Year or Set Point to Set Point. Manable to use and provides clear information about class and individual standards.

9 Method 4: The 7 point system This method is different to the previous 3 as it acknowledges the process of working the expectations at three levels. This makes it easier to track progress a year. Below Met 90+ % of objectives Exceed Exceed+ WWC WWB WWA 25 % of objectives 50 % of objectives 75 % of objectives 9 9

10 Method 4: The 7 point system Below Met Exceed Exceed+ WWC WWB WWA Below This is the st that describes children working below the expectations. This would be used for children with cognitive / developmental delay. This st should only be used where children are not able to access expectations. Children in this st should have a sub descriptor which shows where they are actually working, e.g. 2WWC 10 10

11 Define Exceeding The statements that follow in Chapter 3 for meeting the expectations have been carefully constructed by looking at the objectives for each subject in each year the National Curriculum. When it comes to considering the exceeding statements, many aspects have been brought together. They are not just drawn from the next year group s meeting expectations. In essence, there are four main considerations. These are outlined below: A deeper level of reasoning Applying skills in the context of history, geography and science Using the objectives in context The exceeding statements require pupils to use their reasoning skills. This enables pupils to give reasons for opinions and actions, to draw inference and make deductions, to use precise langu to explain their thinking and to make sound judgements and informed decisions. In this respect, we are looking for the pupils ability to apply their knowledge in their learning in other subjects, especially, but not exclusively, history, geography and science. For example, using pupils knowledge of negative numbers to work out the time difference between a BC and a AD date. Pupils should be able to make use of their knowledge when applying it to their context. For example, considering the literacy or mathematics involved in their parents employment. If, for example, one parent was a postman, the mathematics required in Year 1 would be associated with ordering number but in Year 2 it might be associated with different weights of parcels, etc. Drawing from next year s objectives Some of the exceeding statements will touch upon the objectives in the next year group. Where this is happening it is where there is a natural link with the present year group s objectives, for example, learning tables. More able pupils should find it interesting learning in the patterns associated with the nine times table in Year 3. c Focus Education

12 Method 4: The 7 point system Below Met Exceed Exceed+ WWC WWB WWA Exceed This is the st that describes children that have exceeded the MET statements, i.e. they are working beyond expectations. This is the st where children will be evidencing breadth, depth and application (see Focus descriptors for exceeding). Those children who are working at above related expectations (E.G. Level 2a / 3c at Year 2, Level 3a / 4c at Year 4, Level 4a / 5c at Year 6) 12 12

13 Method 4: The 7 point system Below Met Exceed Exceed+ WWC WWB WWA Exceed + This is the st that describes children with attainment significantly beyond expectations. These will be children that are comfortably working and applying learning at a year group above their own. Those children who are working well above related expectations ((E.G. Level 3b at Year 2, Level 4b+ at Year 4, Level 5b+ at Year 6) 13 13

14

15 The 7 point scale is for Teachers to plot the children in a box it basically states where everyone is. This is used to track progress. Behind this staff have Year Group expectations and the children s names in a table On here they mark for each child against each objective: Box left blank no understanding or not been taught some knowledge or understanding of insecure ability to use accurately achieved objective securely demonstrates an understanding or ability to apply this skill.

16 WHAT S HAPPENING NOW? Staff are currently plotting your children against related expectations. At this point of the year, the majority of children should be working related expectations. Children working below the Year Group expectations will be plotted on the correct Year Group. Children working above the Year Group expectations will be plotted on the Exceeding Criteria for their Year Group. In time some children may be plotted in the next year Group.

17 Any Questions? Any Questions?

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