Assessing Without Levels at Belmont Primary School Thursday 12 th November 2015 Mrs Aucott
In September 2014 a new National Curriculum was introduced to schools. From September the Government made a huge change in the way that children in schools are to be assessed, to tie in with the new National Curriculum.
In summary These are the main changes that have been made to the National Curriculum: English and Mathematics
English Knowledge-based programme of study Characterised by an increased emphasis on the technical aspects of language English is set out year by year in Key Stage 1 and two-yearly in Key Stage 2 Appendices give specific content to be covered in the areas of spelling and vocabulary, grammar and punctuation (SPaG)
Mathematics The main domains: Number, Measurement, Geometry, Statistics, Ratio & proportion and Algebra. Number and Geometry, further divided into subdomains. Every year group has a unique combination of domains and subdomains. Problem-solving objectives within each area of study. Content being brought down to earlier years.
So why did levels go? The Department for Education (DfE) want to avoid what has been termed The Level Race The old National Curriculum was sub-divided into levels, but these were not linked to their national curriculum year group. For example, a child in Year 4 could be a Level 3 or even a level 5.
Nationally speaking, children were achieving Level 5 and 6 at the end of Key Stage 2, but the DfE thought that a significant number were able to achieve a Level 5 or 6 in a test but were not secure at that level. DfE: the old national curriculum and the levels system failed to adequately ensure that children had a breadth and depth of knowledge at each national curriculum level.
The DfE said that levels are not very good with respect to helping parents to understand how far their child is improving.
What does this look like at Belmont? Schools to decide how they assess pupils. Focus now on raising the achievement of every pupil Belmont s governors, leaders and teachers have chosen a new way to measure pupil attainment and progress.
Assessing without Levels at Belmont STAT Sheffield We needed to ensure that our new assessment system: - Gives reliable information to parents about how their child, and their child s school is performing - Helps drive improvement for pupils and teachers - Makes sure the school is keeping up with external best practice and innovation.
Some comparison with Levels and Age Related Expectations (AREs) and the Step at which your child is working on/within.
End of Autumn Term End of Spring Term End of Summer Term Previous National Level expectations School Age Related Expectations Step Previous National Level expectations School Age Related Expectations Step Previous National Level expectations School Age Related Expectations Step Year 1 W Entering Year 1 16 1C Developing Year 1 17 1B Secure Year 1 18 Year 2 1A Entering Year 2 19 2C Developing Year 2 20 2B Secure Year 2 21 Year 3 2B Entering Year 3 22 2A Developing Year 3 23 2A Secure Year 3 24 Year 4 2A Entering Year 4 25 3B Developing Year 4 26 3B Secure Year 4 27 Year 5 3B Entering Year 5 28 3B/3A Developing Year 5 29 3A/4C Secure Year 5 30 Year 6 4C Entering Year 6 31 4B Developing Year 6 32 4B Secure Year 6 33
Levels and Age Related Expectations. Level 2B was considered to be nationally average at the end of Year 2. By using our new assessment system, if your child was working at this equivalent level they would be secure and achieved their age related expectations at the end of Year 2. They would be working at step 21.
Levels and Age Related Expectations. Level 4B was considered to be nationally average at the end of Year 6. By using our new assessment system, if your child was working at this equivalent level they would be secure and achieved their age related expectations at the end of Year 6. They would be working at step 33.
Progress made. If your child was a Level 2A at the end of Year 3, they would be expected to be secure at the end of Year 4 with their Age Related Expectations. They were on step 24 at the end of Year 3 and now are on step 27. Your child would have made 3 steps of progress, which is typical progress.
Progress made. If your child was a Level 1C at the end of Year 1, they would be expected to be secure at the end of Year 2 with their Age Related Expectations. They were on step 18 at the end of Year 1 and now are on step 21. Your child would have made 3 steps of progress, which is typical progress.
Progression: Emerging to Mastery Emerging Working below age-related expectations Working at age-related expectations Mastery Working beyond age-related expectations
Reporting to parents Parent s evening during the Spring Term. Annual Reports at the end of the year reporting on your child s progress and their achievement against age-related expectations. EYFSP will remain the same. Year 1 Phonics Screening Check will remain the same. SATs will remain the same.
Many thanks for giving us your time to listen to us this evening and we hope you have found the evening informative.