The New National Curriculum and Assessment. Information for Parents 7.00pm 26 th November 2015

Transcription

1 The New National Curriculum and Assessment. Information for Parents 7.00pm 26 th November 2015

2 Change Just about the only certainty in education is that things change.

3 THE NATIONAL CONTEXT Why do we need to change what we do? New National Curriculum New Testing Regime Changes to Assessment

4 THE NATIONAL CONTEXT The New National Curriculum Revised National curriculum was introduced in schools in September 2014 and included all year groups from September The bar has been raised considerably in terms of content and there is a changed emphasis on how children need to learn. The national curriculum orders now refer explicitly to ensuring all pupils know, apply and understand the matters, skills and processes specified in the relevant programme of study.

5 THE NATIONAL CONTEXT The New National Curriculum» Talks more about fluency and confidence being a pre condition of success across the NC.» Greater focus on reasoning, understanding and appreciating the importance of mathematics.» Apply arithmetic fluently.» Greater focus on number and calculations.

6 THE NATIONAL CONTEXT The New National Curriculum Fluency is an essential foundation for success. Acquisition of knowledge Highly ambitious expectations for reading and writing Stamina and skills to write at length with accurate spelling and punctuation Build upon what they have been taught. Heavy emphasis on phonics and grammar with increased expectations for grammar Far greater emphasis on spelling

7 THE NATIONAL CONTEXT New End of Key Stage Tests

8 THE NATIONAL CONTEXT New End of Key Stage Tests The new versions will be used from summer 2016 SATs at KS1 and KS2 will continue, but will be more demanding and will test all that has been taught across the KS. There is greater emphasis on speed and accuracy. All children will sit the same papers no extension.

9 THE NATIONAL CONTEXT New End of Key Stage Tests New grammar & punctuation test 2 reading test papers, one of them having an extended text new grammar, punctuation and spelling test. ( including rainbow and peaceful ). New written arithmetic tests New paper entitled Reasoning Time plays a more significant factor

10 THE NATIONAL CONTEXT New End of Key Stage Tests No mental maths test anymore. New written arithmetic tests requiring use of discrete arithmetic skills ranging from basic addition and subtraction to calculations with fractions. There are no words, just calculations. Only the standard methods of long multiplication and division will be worthy of any credit if the final answer is incorrect; other methods will be ignored

11 THE NATIONAL CONTEXT New End of Key Stage Tests Calculators cannot be used with any of the papers. In reading pupils will have an hour to read several texts on different themes and topics, and respond to the given questions in a separate booklet Higher mark questions - supporting evidence drawn from the text a skill that wasn t much drawn upon in the old-style tests. A new grammar, punctuation and spelling test.

12 THE NATIONAL CONTEXT New End of Key Stage Tests More challenging set of words in the spelling test discover to drawer and possessions (words that frequently appear on lists that trip up adults!). Less-common prefixes, knowledge of terminology of all the main word classes, and being able to differentiate between different types of conjunction, or words used as conjunctions and prepositions.

13 THE NATIONAL CONTEXT New End of Key Stage Tests Results of Tests The results of the tests at both key stages will be as scaled scores, with children who reach the threshold score for the expected standard being given a scaled score of 100. There will be some indication of a higher standard (presumably simply marking those children who reach a certain higher score). None of the thresholds will be known until after the first round of tests in 2016

14 THE NATIONAL CONTEXT New End of Key Stage Tests Results We can t give full information about what the scale will look like yet. We need to wait until pupils have taken the tests and the tests have been marked before we can set the national standard and the rest of the scale. We can t set the scale in advance; this cohort is the first that has reached the end of key stage 2 having studied sufficient content from the new national curriculum. If we were to set the scale using data from pupils that had studied the old national curriculum, it is likely it would be incorrect. DFE July 15

15 THE NATIONAL CONTEXT Changes to Assessment. National Curriculum levels have been removed and will not be replaced. There will be no nationally prescribed system for ongoing assessment and reporting. Schools will need to create their own.

16 NATIONAL CONTEXT Changes to Assessment The Removal of Levels Depth and breadth of understanding were sometimes sacrificed in favour of pace. Levels also used a best fit model, which meant that a pupil could have serious gaps in their knowledge and understanding, but still be placed within the level.

17 Some examples.

18 Going Deeper, Going Broader Progress became synonymous with moving onto the next level but progress can involve developing deeper or wider understanding not just moving on to work of greater difficulty.

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21 Change takes time because Change is a process, not an event.

22 Going Forwards at Knightwood Consider a new emphasis in how we teach and how children will approach their learning. Consider how our curriculum can be re designed to meet the change in emphasis. Consider how we assess children s progress Consider how we share their learning outcomes and their progress across the year with them and their parents.

23 From Surface to Deep OVER TIME Has implications for delivery. Curriculum statements are visited 3-4 times across the year each time taking the children deeper. Ensuring that most children secure age related expectation, some with deeper understanding than others.

24 Phased Approach to delivering the curriculum Phase 1 Phase 1 statements sufficiently secured N O V E M B E R Phase 2 Phase 1 consolidated Phase 2 sufficiently secured F E B R U A R Y Phase 3 Phase 1 consolidated Phase 2 consolidated Phase 3 sufficiently secured A P R I L Phase 4 Phase 1, 2 and 3 objectives: Accuracy, versatility and resourcefulness demonstrated over time, in a range of contexts and with appropriate independence. J U N E

25 Milestones throughout the year At specific points in the year, we Stop and think to make a strategic assessment Do the children have sufficient grasp of key ideas? ( secure ) Anticipates deepening of ideas through combining aspects of skill, knowledge and understanding

26 Milestones Strategic assessments throughout the year to assess if children are on track to reach the End of Year Expectation Base Camp End of Year Expected Standard 3 Increasing levels of resilience 2 Increasing level of independence Base Camp End of Year Expected Standard 1 Increasing level of fluency

27 Going Forwards at Knightwood Reporting Progress to Parents The purpose is to provide parents with a broad picture of where their children s strengths and weaknesses lie and what they need to do to improve.

28 Going Forwards at Knightwood Reporting Progress to Parents

29 Report Format December 2015

30 Very important to remember. You will not be able to compare attainment outcomes on this report with any report from the past. They are based upon judgements on completely different things.

31 Questions Staff will stay behind to answer any questions you may have. This slideshow will be available on our website tomorrow. Further information will be sent to parents as it becomes available. Thank you for coming. Have a safe journey.