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Life after Levels A Perspective for Primary School Governors Hugh Lorimer RM Education November 2014.

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Presentation on theme: "Life after Levels A Perspective for Primary School Governors Hugh Lorimer RM Education November 2014."— Presentation transcript:

1 Life after Levels A Perspective for Primary School Governors Hugh Lorimer RM Education November 2014

2 Life after Levels A guide to the new National Curriculum and associated assessments for school governors. – A look at the new National Curriculum – Current statutory assessment system – New statutory assessment system – Performance Descriptors – Measuring progress in schools – Transition arrangements – Key discussion points

3 What does it look like? Covers Years 1-11 – In Primary Schools it covers years 1-6. – Divided into Key Stage 1 & 2 as at present. Primary Subjects – Core Subjects English, Maths & Science – Foundation Subjects Art & Design, Computing, Design & Technology, Languages (KS2 only), Geography, History, Music, Physical Education – Other Compulsory Subjects Religious Education Secondary Variations – Citizenship and Sex & RE compulsory in KS3 & 4 – Computing compulsory through to KS4. – All other Foundation subjects optional in KS4

4 Structure of National Curriculum Core Subjects are also subdivided with, generally, a separate definition for each National Curriculum Year Maths Science English SpellingReading & Writing Spoken Language Year 1    Year 2  Year 3   Year 4  Year 5   Year 6 

5 Core Subjects English is subdivided as follows: – Spoken Language ( a small section that covers Y1-6 ) – Reading Word Reading Comprehension – Writing Transcription Composition Writing, Grammar & Punctuation – Spelling

6 Core Subjects Maths is subdivided – varies by year – Number Number & Place Value Addition & Subtraction Multiplication & Division Fractions – Measurement – Geometry Properties of Shape Position & Direction – Statistics (from Year 2) – Ratio & Proportion (Year 6 only) – Algebra (Year 6 only)

7 Core Subjects Science is subdivided – varies by year – Year 1 Working Scientifically Plants Animals, including humans Everyday changes Seasonal Changes – Year 6 Living things and their habitats Animals including humans Evolution and inheritance Light Electricity

8 Core Subject Example Year 1 Maths – Number number and place value By the end of each year, pupils are expected to know, apply and understand the matters, skills and processes specified

9 Foundation Subject Example - Geography NB. Much smaller definitions that just cover the two key stages.

10 Introducing the New Curriculum From September 2015 – All Subjects in all years will be taught using the new curriculum English, Maths, Science and all foundation subjects – New Statutory Assessments in summer English and Maths

11 For 2014/15 only Year 2 – Teach the old curriculum for English, Maths and Science. – New curriculum compulsory for foundation subjects. – Assessment in 2015 at end of KS1 based on old curriculum. Year 6 – Teach the old curriculum for English, Maths and Science. – New curriculum optional for foundation subjects. – Assessment in 2015 at end of KS2 based on old curriculum. Years 1,3,4 & 5 – From Sept 2014 it has been compulsory to teach new NC to years 1,3,4 & 5.

12 Statutory Assessments Are taken at the end of Years 2 and 6 Apply from Summer 2016 Early Years assessments are important, though not part of the new National Curriculum. We will look at – Current Assessment System – New Statutory Assessments

13 Current Assessment System Early Years – Teacher Assessment at end of Reception Year to see if pupils have achieved a Good Level of Development in each of 17 aspects. Key Stage 1 – Teacher assessments in Reading, Writing, Speaking & Listening, Maths and Science. These are informed by internal tests. Key Stage 2 – Tests in Maths, Reading and GPS (grammar, punctuation and spelling) – Teacher Assessment for Writing – Science Tests in some schools – not reported.

14 Assessment and Progress Over next few years we will move towards a system that is based on: An assessment of pupils ability at start of Reception An assessment of pupils ability at end of Year 6 The progress made by pupils between start of Reception and end of Year 6 Whether pupils are at the national standard at the end of Year 6 (i.e. are ‘Secondary Ready’)

15 New Assessment System Reception Baseline A short assessment of pupils that will be a good predictor of KS1 and KS2 attainment. Principle use is for checking on progress at a school level Taken within pupil’s first few weeks at school (in Reception Year) From September 2015 schools will be able to choose an approved baseline assessment (available from suppliers) that will sit within the assessments that teachers make of children during reception. – Details awaited. – The Baseline Assessment is Optional Progress Measures for a School will rely entirely on the Baseline Data for pupils starting Reception in September 2016 and after. – So School Progress Measures in 2023 will depend on decisions taken in 2016

16 New Assessment System Early Years – From September 2016 the Early Years Foundation Stage Profile will no longer be compulsory. – The Early Years Foundation Stage will continue to be statutory. Phonics Test – The phonics check near the end of Year 1 is being retained – With the ability to retake in Year 2 if required.

17 End of Key Stage Assessments Assessment Methods and Reporting Tests will be externally set and marked either internally or externally. At end of KS2 the results will be reported as a Scaled Score where meeting the standard is awarded a score of 100 or above. Teacher Assessments will be based on Performance Descriptors (PD). – In some cases there is just one PD for a subject (‘meets national standard’) – While in other cases there are 4 or 5 such as ‘Working Towards the National Standard’ and ‘Working at a Mastery Standard’

18 New Assessment System – KS1 Maths TestReading TestGPS Test Maths TAReading TAWriting TAScience TA Speaking & Listening TA Mastery Standard National Standard Working towards national standard Below national standard Mastery Standard National Standard Working towards national standard Below national standard Mastery Standard National Standard Working towards national standard Below national standard Mastery Standard National Standard Working towards national standard Below national standard Mastery Standard National Standard Working towards national standard Below national standard Mastery Standard National Standard Working towards national standard Below national standard Working at the national standard Externally set & marked Externally set Internally marked Performance Descriptors Teacher Assessments

19 New Assessment System – KS2 Maths TestReading TestGPS Test Maths TAReading TAWriting TAScience TA Mastery Standard Above National Standard National Standard Working towards national standard Below national standard Mastery Standard Above National Standard National Standard Working towards national standard Below national standard Working at the national standard Externally set & marked Performance Descriptors Teacher Assessments Working at the national standard Scaled Score 100 = Standard

20 Performance Descriptors To support teachers in making effective and consistent assessments of their pupils’ attainment, performance descriptors have been drafted for these subjects. (English, Maths & Science) These set out the performance of pupils at the end of key stages 1 and 2. Where applicable, teacher assessment will also be informed by the outcomes of the statutory end of key stage tests. From the October 2014 DfE Consultation Document

21 Performance Descriptors e.g. KS1 Maths – Pupils working at national standard

22 Performance Descriptors e.g. Maths – Number and place value Working below national standard Pupils working towards national standard Pupils working at national standard Pupils working at mastery standard

23 How will schools be measured? In Reading, Writing and Maths at end of KS2 – NB Student Expected Standard = requires both of Achieve a scaled score of 100 plus Teacher Assessment as ‘At National Standard’ or above Floor Standard – This is the standard that the School is expected to meet. School is deemed to meet this – If: More than 85% of pupils achieve the new expected standard – Or: Pupils make sufficient progress from their Baseline – There are rule variations for Junior, Middle and First schools.

24 Floor Standard before 2023 Prior to 2023 the following methods will be used to determine if a school meets its Floor Standard Until Year 6 pupils can have a Baseline in place (2022 or 2023) the progress measure will be based on progress from KS1 assessments to KS2 assessments. – From 2016 to 2019 this will be based on existing KS1 assessment system – from 2020 this will be based on new KS1 assessments.

25 How Can Schools Ensure Good Progress? Classroom teachers will be concerned to make sure that they: – Teach the assigned curriculum – Know what their pupils can and cannot do – Plan teaching to cover the things that their Pupils need to cover Classroom teachers will also be required to report on this to – pupils – parents – management

26 Teacher’s Perspective Formative Assessment – In the Classroom – Assessment in the classroom against a detailed list of objectives. – Objectives generally based on National Curriculum and NAHT Objectives. – Schools are able to devise their own system. – Teachers can assess each objective at various levels: e.g. Beginning, Working Towards, Met – Some systems also allow teacher to record if a pupil has ‘more than met’ each objective. – Some systems encourage teachers to record when each objective is achieved (e.g. Year 1 Spring Term)

27 Management Perspective Summative Assessment Provide an overview of each student and of groups of students Typically recording whether pupil is secure in the work for their Year Group. In order to record progress need to record one or more ‘steps’ prior to being secure. For pupils who are secure before the end of the year: – Record some steps beyond secure (e.g. ‘Excelling’, ‘Mastery Standard’ ) – Or move on to the next year’ curriculum

28 Monitoring Progress – Within a Year Progress can be monitored within a School Year – Typically a pupil will start the Year at the first step for that year and by the end of the year will be at least secure for that Year. Some pupils will not be secure by the end of the year Some pupils will be beyond secure Example – John starts Year 3 at first step for that year – During the year we need to check that John is making sufficient progress such that they will be secure in the work for Year 3 by the end of the year. – To do this teachers may do one or more of: Regularly count up objectives that John is secure in Regularly assess a step or stage that John has reached in the subject (e.g. emerging, developing, secure, excelling) and plot this against John’s expected progress path.

29 Monitoring Progress – Between Years Progress can be monitored from one School Year to the next: – A pupil who is secure at end of one year may be expected to be secure at the end of the following year. – A pupil who is excelling at the end of one year would be expected to be excelling at the end of the next year Schools can plot the progress of each pupil to detect pupils who are not making as much progress as their previous assessment data suggests. For example if Jane was recorded as Exceptional at the end of Year 2, and Excelling at the end of Year 3 but is only Secure at the end of Year 4 the school would want to find out why

30 What are Ofsted Looking For? Inspectors will: spend more time looking at a range of pupils’ work in order to consider what progress they are making in different areas of the curriculum talk to leaders about the school’s use of formative and summative assessment and how this improves teaching and raises achievement evaluate how well pupils are doing against age-related expectations, as set out by the school and the National Curriculum (where this applies) consider how the school uses assessment information to identify pupils who are falling behind in their learning or who need additional support to reach their full potential, including the most able evaluate the way the school reports to parents on pupils’ progress and attainment. Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected. (extract from letter to schools from Ofsted – July 2014) Clarification Ofsted does not expect performance- and pupil-tracking data to be presented in a particular format. Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school. (Clarification from Ofsted October 2014 )

31 Key Discussion Points To what extent and detail should teachers be recording achievement in the classroom? What scale should be used for recording detailed achievement? Should teachers record when pupils achieve each objective? How should Formative Assessment feed into Summative Assessment? Automatic? Termly? What scale (points, steps,stages) should be used to record pupil attainment each term (or half term)? E.g. Beginning Year N, Working Towards Year N, Secure at Year N, Exceeding, Exceptional etc Should Pupils move on to curriculum for the Year ahead of their National Curriculum Year?

32 In Summary There is a lot of work going on in schools There is still a lot of confusion Teachers need time to put formative systems in place SLT, Governors need to work with Teachers to put summative systems in place that will enable them to monitor progress – without overloading the teachers


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