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Primary national curriculum reform, assessment and accountability consultation A briefing for primary school leaders Sept/Oct 2013 1.

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Presentation on theme: "Primary national curriculum reform, assessment and accountability consultation A briefing for primary school leaders Sept/Oct 2013 1."— Presentation transcript:

1 Primary national curriculum reform, assessment and accountability consultation A briefing for primary school leaders Sept/Oct

2 Aims of the session Summarise DfE response Share revised timescale/key dates Outline changes to subject content Share the updated progression tool for the core subjects Share models for formative assessment Review proposed changes to assessment/accountability Explore strategic and curricular planning for a smooth transition

3 Key dates: June ’12 – Primary core subject drafts shared Feb ’13 – NC Framework released for consultationNC Framework 16 April ’13 - Public consultation closesPublic consultation Summer ‘13 – consultation report Sept ‘13 – final NC Framework published Sept ’13 – Disapplication allowed for Y3/4, Foundation Subjects in other years Sept ’14 – Statutory adoption except for.. Sept ‘15 - Y2/6 Eng/Ma/Sci Sept ’15 – PoS for core subjects at KS4 to be introduced Summer ‘16 – Statutory Assessment of new NC

4 The impact of the consultation: the government response 4

5 Consultation: government response Overarching and subject aims retained Spoken language programme of study (Y1-6) Improved D&T structured according to the process: Design/Make/Evaluate/Technical knowledge incl. separate section for cooking/nutrition KS2 history reduced, better matched to aims Removal of levels confirmed Schools to devise own formative assessment 5

6 Consultation: government response Computing replaces ICT P scales should be reviewed Clarity of core subjects and the removal of levels will help parents understand Disapplication (2013) remains for Y3/4, Foundation Subjects only for other years All adopted in Sept 2014 except for Y2 and Y6 En/Ma/Sci

7 Transition issues Year 3 and 4, and foundation subjects – current situation re disapplication Assessment and tracking 2013 – 2016 (retaining current systems as new systems are introduced) Need for detailed assessment information to identify any gaps in knowledge/skills on transition 7

8 Formative assessment and tracking ERYC models (examples): ØAttainment targets for each year: emerging, expected, exceeding ØClass list + attainment targets, Yes or No ØAPP style ØShort term planning with assessment ØRoos Primary School models 8

9 Transition issues Planning for the new expectations ØEnglish ØMathematics ØScience What has changed since 1999? Consider the impact of delaying implementation for Y2 & Y6 until Sept

10 Consultation: government response Headteachers/teachers to decide what they need to support implementation Higher expectations will be reinforced through accountability systems Use existing INSET days Use teaching schools/peer to peer learning DfE are working with publishers and suppliers 10

11 Consultation: government funding Science Learning Centres National Centre for Excellence in the Teaching of Mathematics (plus £300,00 to develop training to teach fractions at KS3) Match funding for phonics extended Oct 13 Ring fenced funding for sport in schools £2 million for computing teachers £2 million for teaching schools/national support schools 11

12 Additional Consultation: launched 8 th July – closed 8 th August Sought general comments re. the draft Order and each subject Framework document shared unexpectedly in July had the following filename NC_framework_document_-_FINAL The final curriculum - 11th Sept 12

13 Summary of changes July - Sept Drama expectation All history content now non statutory guidance Some additional content and guidance notes Rephrasing for clarification Reduction of content in KS1 science 13

14 National curriculum framework September 2013: changes made as a result of informal and formal consultations 14

15 National Curriculum 2014 Key Stage1234 En/Ma/ScYYYY Art & designYYY CitizenshipYY ComputingYYYY Design & technology YYY GeographyYYY HistoryYYY LanguagesYY(MFL) MusicYYY PEYYYY 15

16 Subject changes - English Attainment target added for spoken language (same for Y1-6 – no progression) PLUS a few small changes to terminology and content (see handout – review of changes February to Sept) 16

17 Mathematics and differentiation …the majority of pupils will move through the programmes of study at broadly the same pace. …decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. 17

18 Subject changes - mathematics Measures becomes MEASUREMENT Data becomes STATISTICS Efficient changed back to FORMAL written methods Fractions decimals percentages combined PLUS a number of changes to terminology and content (see handout – review of changes February to Sept) 18

19 Subject changes - science Working scientifically – recognising different ways of finding answers to their questions (throughout) PLUS a number of changes to terminology, content and organisation (see handout – review of changes Feb to Sept) 19

20 Subject changes - history …chronological BUT not sequential …to be taught through overview and depth studies …programme ends 1066 not 1707 (Union of the Parliaments) BUT …not LESS history - there are 9 themes or studies to fit into the Key Stage 2 curriculum BUT …all content is now non-statutory 20

21 Subject changes - history Purpose of study changes: Inspire pupils’ curiosity Equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement To understand the complexity of people’s lives, the process of change, diversity of societies and relationships between groups, their own identity and the challenges of their time 21

22 Subject changes - history Changes to the aims: Added how Britain has been influenced by the wider world Added characteristic features of past non- European societies 22

23 Subject changes - history KS1 Subject Content: to ask/answer questions, show they know and understand key features and understand ways in which we learn about the past changes within living memory added events beyond living memory of local/global significance added international as well as national achievements Mary Seacole/Florence Nightingale re-appear and Rosa Parks added as examples 23

24 Subject changes - history Subject Content: KS2 – to develop chronologically secure knowledge and understanding of British, local and world history establishing clear narratives within and across periods they study. 24

25 Foundation subject changes Art & designPurpose of study improved to include challenge, experimentation, invention, critical thinking…… ComputingFew changes: concepts of computer science and abstraction added plus greater detail on e safety D & TAims and content organised to cover practical skills, design and make, evaluate and test and nutrition and cookery. Improved programme with good progression from KS1 to 2. More explicit for non-specialists. GeographyFew small changes of wording/lists of features plus better organisation of content under headings: Location knowledge, Place knowledge, Human and physical geography and Geographical skills and fieldwork. LanguagesAny language, modern or ancient can be chosen and an appreciation of classical civilization has been added for those schools that select an ancient language MusicFew changes to content. Love, talent, self-confidence, creativity and achievement appear in the purpose of study as well as critical engagement. Appropriate use of technology added to aims. 25

26 Progression Tool Core subjects FS – Y6 This tool, shared at each round of Headteacher/subject leader briefings, has been revised in the light of the final framework. It demonstrates Progression Raised expectations (RED) New material to the KS (BLUE)..\En Ma Sci tool v6.2.xls

27 Primary assessment and accountability under the new national curriculum Consultation Launch date: 17 July 2013 Closes: 11 Oct

28 The case for change Need to raise performance/expectations Secondary readiness essential L4C – only 47% 5 x A-C incl E/M L4B/A – 72% achieve 5 x A-C incl E/M (2012 results) 28 All pupils (except those with learning difficulties) should be secondary ready.

29 Key Principles taken from The Bew Report Formative assessment - left to schools Govt. prescribes statutory end of KS assessment Need for fairness – progress and attainment to have equal weighting (Pupil Pr. £1,300) Wide range of performance information should be published TA and testing both important and should be published 29

30 Proposals – Teacher assessment and reporting Levels/level descriptors WILL be removed No single system for ongoing assessment Schools decide on curriculum, how to teach it/track progress Formative assessment to focus on essential knowledge (and skills) Schools to decide on their method of reporting suited to their curriculum 30

31 Schools (expected to have) - Curriculum and assessment framework, with these principles: Sets out steps to reach expectations Enables tracking Allows diagnosis of gaps in learning and recognition of exceptional perfromance Supports planning for all pupils Enables reporting to parents Provides clear information about strengths, weaknesses and progress on transition 31

32 Question 1: Will these principles underpin an effective curriculum and assessment system? 32

33 Assessment practice Schools free to devise own, some have already begun ( as have we) Outstanding/teaching schools take a lead Government will provide good examples and signpost a range of approaches Schemes of work may have assessment built in 33

34 Question 2: What other good examples of assessment practice can we share more widely? Is there additional support we can provide for schools? 34

35 Proposals - testing To continue at KS 1 and 2 First (more demanding) tests in 2016 A single test – with range of challenge To ensure secondary readiness Must demonstrate how well a pupil has met the standard to encourage high attainment for all pupils STA responsible for development 35

36 Proposals – testing (cont) Scaled scores proposed based on deciles/compared to national (no grades) Pupil progress measured by comparing pupils’ performance with those with similar prior attainment Raw test marks to be converted to scaled scores (number of marks will fluctuate as a result of variations in test difficulty) Writing will continue to be teacher assessment Phonics testing will continue 36

37 Question 3: Does a scaled score, decile ranking and value-added measure provide useful information from national curriculum tests? 37

38 Proposals - Baselines Retain baseline at the end of KS1 using NC tests and publish them to reduce the incentive to under-report Introduce a baseline check at the start of reception to give credit to the whole of primary schooling and enable EY provision to be evaluated, making the FSP non-statutory 38

39 Questions 4, 5 & 6: Should we continue to measure progress from the end of KS 1, using internally-marked NC tests? If end of KS1 NC test results are used as a baseline to measure progress, should school-level results be published? Should we introduce a baseline check at the start of reception? 39

40 Baseline checks – other options Schools could choose from a range of comparable baseline tests and report the results Make the baseline optional for schools that would accept judgement on attainment measures only in tables and floor standards NB All schools will have to track internally and make that information available to Ofsted 40

41 Baseline checks – other options With a baseline at the start of reception: KS1 tests would only be statutory for infant schools, providing a baseline for junior schools KS1 tests would be non-statutory for through primary schools 41 Would it be possible to use a reception baseline for junior schools as well? What are the pros/cons?

42 Questions 7, 8 & 9: Should we introduce a baseline check at the start of reception? Should we allow schools to choose from a range of commercially- available assessments? If we take a baseline from the start of reception, should end of KS1 NC tests become non-statutory for all- through primary schools? 42

43 Proposals - Accountability Floor standards will focus on threshold attainment and value added progress Ofsted inspections to focus on schools just above the floor Key threshold to be 85% secondary ready Wide range of data to be published via a new data portal (2015) 43

44 Proposals – floor standard 85% - must reach the standard in all measures including teacher assessed writing 85% - allows for some children being unable to meet the standard/not performing their best in the test Good progress results will place schools above the floor even where they are below 85% 44

45 Proposals – floor standard Every pupils scaled score (compared to similar pupils nationally) will be used to measure progress…….therefore No perverse incentive to focus on borderline pupils Precise ‘floor’ progress measure to be defined but expected to be between 98.5 and 99 (100 = average progress) In time the progress ‘floor’ may be raised to

46 Proposals – floor standard/APS Any school missing the 85% target and not on a fast upward trajectory likely to be inspected An APS measure could be applied to schools who are above the 85% floor to prevent schools focusing on pupils close to the standard thus maximising the achievement of all their pupils 46

47 Questions 10, & 11: Do you have any comments about these proposals for the department’s floor standards? Should we include an average point score measure in floor standards? Questions 10, & 11: Do you have any comments about these proposals for the department’s floor standards? Should we include an average point score measure in floor standards? 47

48 Proposals - published performance data New portal or ‘data warehouse’ accessible to schools, governors & parents Allow comparison of different schools/groups of pupils 48 Proposed measures for inclusion % meeting the secondary standardTeacher assessments Average scaled score /compared to national 3 year rolling averages (fairer for small schools) Where the pupils fit into the national cohort and their rate of progress Pupil premium - attainment and progress incl 3 year rolling averages Proportion of pupils in the highest- attaining group nationally Comparison with similar schools – links to ofsted judgements

49 Question 12: Are there any other measures we should prioritise in performance tables? 49

50 Proposals – recognising attainment & progress of all pupils Current access arrangements continue As far as possible all to benefit from full curriculum and have attainment and progress acknowledged Most should be able to take the tests P-scales should be reviewed to align with the revised national curriculum Low attainers progress will be inspected /reported subject to protection of privacy 50

51 Question 13: What data could be published to hold schools (including special schools) accountable for the attainment and progress of the lowest-attaining pupils? 51

52 References ss.com ss.com https://www.gov.uk/government/publicatio ns/national-curriculum-in-england- primary-curriculum https://www.gov.uk/government/publicatio ns/national-curriculum-in-england- primary-curriculum https://www.gov.uk/government/consultati ons/new-national-curriculum-primary- assessment-and-accountability 52


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