Assessment without Levels Changes April 2016
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- Dorthy Moore
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1 Assessment without Levels Changes April 2016
2 Aims The aim of this information is to provide some guidance about all the changes that are happening in education across the country and what it means for the children here at Aldborough Primary School. Assessment is at the heart of teaching and learning
3 Assessment without levels From September 2014, the Government introduced a New National Curriculum which we have been implementing since the beginning of this academic year. The familiar assessment levels are not applicable to the new curriculum. Therefore, we have been working to develop an assessment and tracking system which provides teachers, pupils and parents with information about how each child is progressing. Reporting progress will now look very different to how it has been for the past 20 years.
4 New National Curriculum It has been widely reported that the expectations within the new National Curriculum are higher than in the previous version. This results in pupils having to be taught the skills and knowledge that were not in the old curriculum before they can start to make progress within the new curriculum. The new curriculum has been written with the expectation that pupils will work within the curriculum for their year group. Those children who have grasped a key piece of knowledge or concept will deepen their understanding by using the knowledge in a range of contexts and through problem solving.
5 By removing levels we will allow teachers greater flexibility in the way that they plan and assess pupils learning. DfE
6 Nationally From September 2015: New Early Years baseline assessment All pupils in years 1-6 will be taught and assessed using the new National Curriculum New Spelling, Punctuation and Grammar (SPaG) assessment for KS1
7 Nationally New National Curriculum - more challenging Key Stage 1 & Key Stage 2 assessed against performance descriptors and reported as a scaled score New expectation that 85% reach expected standard - Secondary Ready (equivalent to a 4a/4b in ALL areas -current expectation 65% 4c in all areas) New language - about children being on track to reach age related expectation
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10 English OUT: Prescribed list of Authors Age 5/6:Read using phonics, recite poetry by heart in class, learn alphabet, ensure left-handed pupils get help Age 6/7:Write joined up words Age 7/9:Use dictionaries for meaning Age 7/11: Spell 200 complex words, including mischievous, privilege, yacht and use thesaurus to develop vocabulary
11 Maths - OUT: Using calculators at primary school in favour of mental arithmetic Age 5/6 Count to 100, use simple fractions, tell the time Age 6/7 Add and subtract three digit numbers Age 8/9 Master 12 times tables, convert decimals and fractions Age 10/11 Introduction to algebra
12 Key Stage 1 Assessment Tests that are externally set but internally marked continue as before but with new tests to reflect the new curriculum from summer The output of the tests will be scaled scores. A scaled score is defined as a score where 100 will represent the new expected standard for that stage. The scaled scores will inform teacher assessment. Little detail is given about scaled scores other than pupils with a score of 100 or above will have met the new standard and those with a score of less than 100 will not. It is not clear how the scaled score will relate to current measures for KS1.
13 M A S T U Key for Achievement: MAST Steps Mastering Your child is mastering end of year expectations. Age Expected Your child is working at end of year expectations. Strengthening Your child is working towards end of year expectations. Transferring Your child is building upon their previous learning. Unable to Your child is currently unable to access access the current year groups expectations.
14 Steps Assessment The Steps approach to assessment and progress tracking uses the end of year descriptors in the New National Curriculum and breaks up the skills and knowledge into Steps. This allows teachers and pupils to identify what has been achieved and identifies the next steps in learning. It took the education establishment 20 years to develop the levels system. This is a work in progress. We aim to create a system that is fair, inclusive, appropriate, consistent, meaningful and understandable.
15 Average level Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 1a 2b 2a/3c 3b 3a/4c 4b The new National Curriculum is a mastery curriculum. Mastery is the child s ability to apply their learning across the curriculum. This means, children must MASTER the objectives taught, rather than just be taught them. There has definitely been a shift in content of the new National Curriculum as well many objectives for English and Maths from the previous National Curriculum have moved down to the year group below. This means children are needing to master a more difficult curriculum.
16 Tracking progress Previous expectations were 3 sub-levels in each year of KS1 and 2 sub-levels per year of KS2. We have broken each step into a further 3 steps and labelled them c, b, a. Our current expectation is for children to move from a T to S then A and eventually M. We are also working to fill the gaps for pupils between the old and new curriculums.
17 Lower Attaining Pupils Pupils who are not able to access the relevant end of key stage test will continue to have their attainment assessed by teachers. Retain P-scales (unchanged) for reporting teacher judgements. Pupils working above P-scales but below the level of the test. DfE to provide information to enable teachers to assess attainment in the context of the new national curriculum Given the very diverse nature of this group of pupils, data needs to be seen in context to give a clear picture of school performance. Robust inspection of teacher assessment of low attaining pupils will show if P-scales are making appropriate progress. DfE will consider whether to move to external moderation of P- scale teacher assessment as part of the further work on moderating.
18 The DfE now want children who are in the mastery bracket to add more depth and breadth to their knowledge and have more opportunities to develop their using and applying skills rather than moving onto the next phase of acquiring knowledge as in the previous curriculum.
Assessment Without Levels
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