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Assessment and New Curriculum Information Evening for Parents/Carers Wednesday 11 th February 2015

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Areas to be covered tonight Background Changes from FS to Year 6 Assessment The journey of a child Reporting to parents/carers Questions

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Background The government (Michael Gove) decided that the old National Curriculum needed reforming and was not fit for purpose. The National Curriculum was introduced in 1989 and remained pretty much the same for 21 years. Several reviews were held but as governments changed so did the nature of the reviews – a review called for and Programmes of Study were introduced in The finalised ‘New Curriculum’ was introduced into schools September 2014.

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The Changes The move to year group objectives and away from levels A more knowledge based curriculum, both in learning and application. Raising the bar – for example, objectives taught in Yr3 now to be taught in Yr 2. Higher expectations at an earlier age. Baseline testing for 5 year olds. History more chronological. Computing replaces ICT with an emphasis on coding. Yrs 2 & 6 to be taught the old curriculum and use levels this year! Link to NC website

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In Foundation Stage There have been no changes to Foundation Stage at the moment! We complete a Baseline assessment on entry based on our observations. We decide which age band best describes each child for every area of learning We assess continually to inform the children’s next steps At the end of Foundation year, we assess all children on each area of the Foundation Stage curriculum.

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Good Level of Development The Government requires us to submit data on what percentage of children reach a Good Level of Development (GLD) To achieve GLD, a child must reach the Early Learning Goals in Personal, Social and Emotional Development, Physical Development, Communication and Language, Literacy and Mathematics

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Changes in YT Maths data handling is largely removed higher expectations with coverage of concepts in Y1 and Y2 Y1 counting and writing numerals to 100, write numbers in words up to 20, number bonds secured to 20, use of vocabulary such as equal, more than, less than, fewer etc Y2 measuring temperature in °C, tell time to nearest 5 minutes, make comparisons using = symbols, recognise £ p symbols and solve simple money problems, simple equivalent fractions etc English higher expectations of vocabulary and grammar understanding and spelling ability at a younger age (next year, Y2 will have a grammar, punctuation and spelling test) ‘Learning by heart’ of poems and reciting Understanding handwriting families

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Changes in YT Science-a much reduced curriculum (forces, light and sound, electricity and other aspects of investigative science have now gone), addition of recording seasonal changes and hygiene Design and Technology-introduction of healthy cooking and nutrition Computing-more emphasis on coding and understanding algorithms Geography- more knowledge-based (name and locate oceans, continents etc). Environmental change and sustainability has gone

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Middle Team – New Curriculum English - Reading Once children are decoding, they will develop their vocabulary and breadth and depth of reading. More emphasis on reading aloud to develop intonation, an understanding of punctuation and sentence structure. Inferring and locating evidence within text.

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Middle Team – New Curriculum English – Writing Children taught how to develop as writers and the processes of writing; plan, draft, write and edit. Emphasis on sentence structure and developing a variety of vocabulary. Sentence dictation to practise words and punctuation.

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Middle Team – New Curriculum Maths ‘Raising of the bar’ in terms of expectations. By the end of Year 4, multiplication and division facts up to 12 x 12 to be learnt. Emphasis is on developing children’s fluency and understanding of number / place value. Four operations and number facts. Read Roman Numerals to 100 (Year 4).

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Middle Team – New Curriculum Other headlines History – emphasis on chronology of British history. Computing – emphasis on coding; writing programs by a sequence of commands. Computing – understanding of computer networks including the internet.

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Changes in OT Big change in expectations for maths – Y5 this year and Y6 next year Significantly more emphasis on number and recall of facts Next year’s SATs will be a noticeable step up (1 x arithmetic paper and 2 x written papers).

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Changes in OT English expectations have also increased SATs Reading comprehension texts more complex Increased challenge for SPAG Other changes eg. learning poems ‘by heart’ Reading and writing will be reported separately Geography and history – many new topics eg. this year already ‘Ancient Islamic Civilisation’ and ‘Shang Dynasty’.

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Assessment No guidance on what assessment should look like so each school will be creating their own Some companies are producing assessment systems Difficulty of moving from levels – change in the language we use Based on year group expectations – Developing, Meeting and Exceeding What will this look like for you as parents?

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How does this work? How do we show progress? Let’s look at three children of varying ability in maths and plot their learning journey throughout the year. Each child is in Year 3.

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Macey End of Autumn term 3D (points 28) End of Spring term 3D (points 47) End of Summer term 3M (points 70) Year 3 maths objectives: a) Recognise place value in a 3 digit number. b) Add/subtract mentally: o 3 digit number and ones. o 3 digit number and tens. o 3 digit number and hundreds.

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Macey End of Autumn term 3D (points 28) Is developing both the maths objectives below. End of Spring term 3D (points 47) Has met objective a) but is developing objective b) End of Summer term 3M (points 70) Has exceeded objective a) and has met objective b) Year 3 maths objectives: a) Recognise place value in a 3 digit number. b)Add/subtract mentally: o 3 digit number and ones. o 3 digit number and tens. o 3 digit number and hundreds.

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Joe End of Autumn term 2M (points 65) End of Spring term 3D (points 24) End of Summer term 3D (points 45) Year 3 maths objectives: a) Recognise place value in a 3 digit number. b) Add/subtract mentally: o 3 digit number and ones. o 3 digit number and tens. o 3 digit number and hundreds. Year 2 maths objectives: a) Recognise place value in a 2 digit number. b) Add/subtract mentally using pics and objects: o 2 digit number and ones. o 2 digit number and tens. o Two 2 digit numbers. o Add three 1 digit numbers.

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Joe End of Autumn term 2M (points 65) Has met both a) and b) Year 2 objectives. End of Spring term 3D (points 24) Is developing both Year 3 maths objectives. End of Summer term 3D (points 45) Has met Year 3 a) but is developing Year 3 b) Year 3 maths objectives: a) Recognise place value in a 3 digit number. b) Add/subtract mentally: o 3 digit number and ones. o 3 digit number and tens. o 3 digit number and hundreds. Year 2 maths objectives: a) Recognise place value in a 2 digit number. b) Add/subtract mentally using pics and objects: o 2 digit number and ones. o 2 digit number and tens. o Two 2 digit numbers. o Add three 1 digit numbers.

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Fred End of Autumn term 3D (points 31) End of Spring term 3M (points 63) End of Summer term 3E (points 94) Year 3 maths objectives: a) Recognise place value in a 3 digit number. b) Add/subtract mentally: o 3 digit number and ones. o 3 digit number and tens. o 3 digit number and hundreds.

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Fred End of Autumn term 3D (points 31) Is meeting Year 3 a) and developing Year 3 b) End of Spring term 3M (points 63) Has met both Year 3 objectives, exceeding a). End of Summer term 3E (points 94) Has exceeded both Year 3 objectives. Year 3 maths objectives: a) Recognise place value in a 3 digit number. b) Add/subtract mentally: o 3 digit number and ones. o 3 digit number and tens. o 3 digit number and hundreds. Year 4 maths objectives: a)Recognise place value in a 4 digit number.

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How do we ensure children with differing abilities all make progress? Differentiation Support / focus groups Support programmes Excellent teaching that enables children to be challenged whatever their ability.

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Reporting to parents/carers Parents Evenings Annual Reports

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Questions How are the gaps to meet the new objectives being met? Will there be a mid-year report? How will you address the learning needs of children who are exceeding the year objectives or not meeting the year group objectives? How will these changes impact on the way the curriculum is taught at The Colleton?

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