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Understanding Assessment Cheadle Primary School Monday 12 th October 2015 Understanding Assessment Cheadle Primary School Monday 12 th October 2015.

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Presentation on theme: "Understanding Assessment Cheadle Primary School Monday 12 th October 2015 Understanding Assessment Cheadle Primary School Monday 12 th October 2015."— Presentation transcript:

1 Understanding Assessment Cheadle Primary School Monday 12 th October 2015 Understanding Assessment Cheadle Primary School Monday 12 th October 2015

2 Reason for Assessment workshop The introduction of the new assessment framework in line with the new National Curriculum Purpose of Assessment Evening Help parents understand how their children are now assessed in school and why. Share the key curriculum changes in English and Maths

3 Knowing how each pupil is performing allows teachers to help individuals improve. Assessment plays a key role in helping schools to improve outcomes. This in turn promotes improvement at class level, then at school level. Why Assess?

4 EYFS STRIVING FOR A ‘GOOD LEVEL OF DEVELOPMENT ’ At the end of Foundation Emerging Expected Exceeding

5 Phonics Check Year 1 pupils will have their statutory phonics check during the week beginning 13 th June 2016 Year 2 pupils will have to retake the ‘check’ if they do not reach the required standard.

6 Sample Materials Phonic Check

7 Formal Assessment in Year 2 Teacher assessment Tests support teacher assessment Children will ‘sit’ maths, reading and grammar and spelling papers Maths, reading, writing, speaking and listening and science are the areas that are teacher assessed and then reported Less flexibility – during May- could be a set week

8 New KS1 Grammar Test What type of word is brave in the sentence below? The brave mouse marched up to the lion. Tick one. an adverb an adjective a verb a noun Circle the verbs in the sentence below. Yesterday was the school sports day and Jo wore her new running shoes.

9 New curriculum, new standards, new tests: KS2 Mental maths test will be replaced with an arithmetic test No level 6 tests All pupils will take just 1 set of tests Tests will include a small number of questions that will stretch the most able pupils

10 KS2 SATs 2016 Monday 9 th May - English reading test Tuesday 10 May - English grammar, punctuation and spelling Paper 1- spelling. English grammar, punctuation and spelling Paper 2- Grammar questions Wednesday 11 May - Mathematics Paper 1- Arithmetic. Mathematics Paper 2- reasoning Thursday 12 May - Mathematics Paper 3: reasoning

11 Scaled scores Used for reporting national curriculum test outcomes Schools not required to change preparation for, or administration of, tests Helps test results to be reported consistently and maintain meaning over time – 2 pupils achieving the same scaled score in different years will have demonstrated the same attainment National standard will be ‘100’

12 Raising of expectations Rewrite the sentence below so that it is written in the passive voice. Remember to punctuate your answer correctly. The pouring rain drenched us. Which modal verbs indicates certainty and which modal verbs indicates possibility It will be very cold tomorrow. John might have missed the train. Ann can speak six languages. You could finish your work by the end of the lesson.

13 Raising of Expectations- Maths 1,440 ÷ 12 = 54×23 95% of 240 = Lara chooses a number less than 100 She divides it by 3 and then subtracts 11 She then divides this result by 2 Her answer is 10.5What was the number she started with? One gram of gold costs £32.94 What is the cost of half a kilogram of gold?

14 2016 sample tests and frameworks Sample tests and frameworks already published on Key stage 1: - English reading - English grammar, punctuation and spelling - Mathematics Key stage 2: - English reading - English grammar, punctuation and spelling - Mathematics

15 New Primary Curriculum for Mathematics Aims: Fluency in the fundamentals Reason mathematically Solve problems

16 New Primary Curriculum for Mathematics What’s out? Informal written methods of calculation Calculators Separate strand for using and applying Less Emphasis on estimation Less work on place value Less work on data handling (statistics) More More challenging objectives, especially in number Formal written methods introduced earlier More work on fractions What’s in? Roman numerals Times tables up to 12 x 12 Equivalence between metric and imperial Long division and algebra (Y6)

17 English in KS1 (Faster, Fuller, Deeper) Writing: o Increased challenge, including developing “stamina” for writing o Longer compositions and proof-reading of own writing; o Increased focus on composition, structure and convention; o Deeper focus on learning grammar and punctuation;  Joined writing expected in Year 2. Reading:  Emphasis on reading widely for pleasure, re-reading books and reading aloud;  Increased focus on engaging with and interpreting texts;  Learning of poetry (including reciting poetry) introduced. Spelling:  Specific spellings, e.g. days of the week, prefixes & suffixes;  Pupils expected to write sentences dictated by the teacher.

18 English in KS2 (Faster, Fuller, Deeper) Writing:  Greatly increased expectations in grammar and punctuation;  Children have to identify and label complex grammatical concepts, punctuation and spelling rules;  Expectation that children expertly use and apply the grammar and punctuation concepts in independent writing to create specific effects; Reading:  Read for pleasure;  Word reading: pupils applying their knowledge to understand the meaning of new words;  Learning of classic & modern poetry (including reciting poetry) introduced. Spelling:  Statutory lists of words to be learnt in Years 3 - 6;  Specific spelling rules to be taught.

19 Assessment without levels All schools now have the freedom to use their own assessment systems and the old way of using a level and a, b or c level will no longer be used in any school

20 Cheadle Primary System One of the key principles of new assessment systems is that children must become fluent and confident in the learning for their year group and not be pushed on to the work for the following year. Cheadle Primary has developed a system of tracking progress that has been adopted by many other schools across Staffordshire.

21 Staffordshire Assessment Grids

22 Progress across year groups Developing, Expected, Embedded (2 points for each) Y1 2-6 Y2 8-12 Y3 14-18 Y4 20-24 Y5 26-30 Y6 32-36

23 Overall raised expectations New curriculum Higher expectations in tests National Standard is harder to achieve (KS1 and KS2) Government directive to stay within year group but working at greater depth.

24 Cheadle Primary School Assessment will still be at the heart of education here at Cheadle Primary School, helping pupils to recognise their weaker areas and develop to achieve their full potential. The school will still aim for the highest standards in English and Maths whilst developing the ‘whole’ child through sport and the creative arts.

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