New Curriculum, Assessment and Reports

Transcription

1 New Curriculum, Assessment and Reports Parent Information Session June 2016

2 Content End of EYFS Assessments Changes to Curriculum across the school Changes to Key Stage 1 & 2 assessment and reporting arrangements. Changes to Assessments in Years 1,3,4 & 5 Assessment of Children with SEN Report changes- comments Report changes- codes

3 End of Reception Children are assessed at the end of the Reception year against the Early Learning goals and records in the Early Years profile The assessment is based on a best fit criteria for each learning goal Assessment forms the basis of emerging, expected and exceeding This is reported to all parents in the end of year report format Success is measured each year with the Good Levels of Development (GLD s ) that are achieved-these are based around specific Early Learning Goals. We set targets each year after we have set our baseline assessment levels This year we are aiming for 85% GLD for the current year 2016 cohort

4 Writing- example Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

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6 Changes to the Curriculum ) In 2014/15 a new national curriculum framework was introduced by the government for Years 1, 3, 4 and 5 2.) However, Years 2 and 6 (due to statutory testing) continued to study the previous curriculum for one further year. 3.) In 2015/16 children in all years at Key Stage 1 and 2 are expected to now study the new national curriculum. 4.) KS1 (Year 2) and KS2 SATs (Year 6) reflected the new curriculum for the first time this year. 5.) Expectations in Maths and English greatly increased. Objectives have been moved lower down the school, e.g. year 2 objectives in year 1 and year 6 objectives in year 4. 6.) Massively increased focus on handwriting, spelling, punctuation and grammar knowledge (SPaG.)

7 Changes to the Curriculum 2014 Expected standard for writing in year 2

8 Changes to assessment in Years 1-6 As well as content changes in the new curriculum, there are changes to the methods schools use to assess pupils. In the past, we assessed pupils using levels. There were expectations regarding expected attainment but allocation was flexible. Most children are now assessed ONLY within their current year group objectives.

9 Changes to Assessment in Years 1-6

10 Assessment of Children with SEN P Levels- for children working below the expected level for Year 1. Working towards objectives from a lower year group Range of individual assessments e.g. Reading, spelling and comprehension ages, language assessments, maths assessment Observations in class, playground Behavioural profiles Pre-intervention and post-intervention assessments for programmess

11 Report Changes- comments The new report format looks is a 3 page document and as in previous reports, covers all areas of the curriculum.

12 The personal statement for each child is one of the most valuable pieces of information that you as a parent can receive about your child. In this section teachers write about your child s qualities not just in terms of academic success but personal and social successes too. Annual Report 2015 Child s Name Class Teacher/s Your name/s Support staff: Their name/s Year and class name Teacher comments: Child s attainment in core subjects It gives you a broader picture of what your child s teacher has evidenced in their learning throughout the year and it is often a boost for children to see these positive things written down about themselves from their teacher.

13 Comment boxes These written remarks are very much like the previous report as they elaborate on your child s strengths in these subjects, their progress and the effort they make.

14 The Wider Curriculum This section informs you how well your child is developing their skills in each of these subject areas. If your child is developing their skills well, you will see a tick in the GOOD section. There may be subject areas where your child has shown a particular strength and ability throughout the year, so they may receive a tick in the Excellent box, and the teacher may make a reference to this in the comments box.

15 Report Changes- codes There is less focus on moving children through levels and more on the individual child. This years reports will reflect this and the codes will enable teachers to be more specific. Support and extension is given to those who require it but children mainly work on the same objective. We make an assessment for every child in every lesson, for every objective and the code given is an overall, end of year judgement in that area of learning. The progression through the codes enables learning to build up into the short term, then long term. W = Working towards The child is working towards meeting current year group objectives. For example, if a child is not yet ready to learn their number bonds to 10, they may work on reading, writing and ordering digits 0-9 first. B = Beginning With support*, the child is able to grasp some concepts. B+ = Beginning + With little support*, the child is able to grasp some concepts. D = Developing The child is able to apply some of their learning. D+ = Developing + The child is able to apply their learning. E = Embedded The child has met all objectives and can apply the knowledge consistently and in a number of different ways. M = Mastered The child demonstrates a deep, long term and secure understanding of what they have learnt. They have the ability to reason and solve a variety of more complex problems. *support can be provided in a variety of ways; physical objects, visual aids, further experiences, working with peers, working with an adult etc.

16 SATs 2016 reporting to parents- KS1 The report for Year 1 children will include results of the June Phonics Screening Check. Teacher assessments for Year 2 will be provided for reading, writing and maths. These take into account any test results but more importantly, the learning children have demonstrated in class. This year we have been provided with a new set of more challenging national standards/ expectations.

17 SATs 2016 reporting to parents- KS2 In writing, teachers will assess the children using the work that has been produced throughout the year. In Maths, Reading and SPaG, as these have been tested, you will receive the outcome/ results of the tests. The school will be provided with the raw scores for each child in each test. i.e how many marks your child achieved.

18 SATs 2016 reporting to parents- KS2 Each raw score is converted into a Standard Assessment Score Based on the test, this will demonstrate if they are: Working at national expectations largely considered to be a score of 100 Working towards national expectations lower than 100 Working beyond national expectations higher than 100 What information is given to parents has yet to be confirmed by the borough

19 Feedback from Presentation The Positives: Informative and balanced Reassurance given regarding creativity remaining Useful to meet face-to-face Helpful to clarify how the report format will look Continue to help the children achieve their full potential Clear and concise Wider context given around reporting to parents regarding assessment Great to hear information first hand Thank you!

20 Questions and Answers End of year expectations can be found here by following class links ; How will KS2 results be reported to parents and will children know their scores? All schools await final confirmation from Haringey and DfE regarding the wording that will be required in terms of feedback to parents. MHPS does not give the Year 6 children their scores, these go directly to parents. How will we ensure challenge for children performing very well given the changes to assessment? The curriculum is more challenging now for all children. However, some will be expected to apply their knowledge and demonstrate a deeper understanding of the concepts they have already grasped. Please see the next slide for some Year 4 maths examples.

21 Year 4 examples of challenge

22 Questions and Answers Given the raise in expectation in the curriculum how will all children be supported to meet the expectations required? Teachers have been well-trained to teach the new curriculum and are aware of how to support all children within their quality first teaching. The list below is not exhaustive but as an example, support could be through use of: physical objects, visual aids, further experiences, working with peers, working with an adult.

23 Questions and Answers How will MHPS continue with our special ethos and creative approach to teaching and learning? We are not going to narrow our broad and balanced curriculum. We encourage creativity in a variety of ways to enable children to learn and develop as individuals. Examples: Our sharing assemblies have shown a love of learning despite changes to the curriculum in Recent learning weeks have enhanced our curriculum offer to pupils: Design Technology Week, Science Week and the Farm Visit are a few examples of this. Pastoral care remains our top priority. We dedicate a significant amount of curriculum time to Philosophy For Children, circle time and SEAL (Social and Emotional aspects of learning.) We pride ourselves on being a listening school, our pupils have a strong voice through channels such as the School Council; their voice is important to us. This will not change. Since the inception of the new curriculum in 2014 we have remained a creative school despite the changes.