# ASSESSMENT WITHOUT LEVELS ASSESSMENT WITHOUT LEVELS.

## Presentation on theme: "ASSESSMENT WITHOUT LEVELS ASSESSMENT WITHOUT LEVELS."— Presentation transcript:

ASSESSMENT WITHOUT LEVELS ASSESSMENT WITHOUT LEVELS

Aims Summary of some of the key changes to the English and Mathematics curriculum Why the change is happening? What will replace the levels? How will teachers decide how my child is progressing? What information will parents receive about their child’s progress? What are the important things to remember?

NEW PRIMARY CURRICULUM FOR MATHEMATICS Aims: Fluency in the fundamentals Reason mathematically Solve problems

NEW PRIMARY CURRICULUM FOR MATHEMATICS What’s out? Informal written methods of calculation Calculators Separate strand for using and applying What’s there less of? Emphasis on estimation Less work on place value Less work on data handling (statistics) What’s there more of? 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)

ENGLISH IN KS1 (FASTER, FULLER, DEEPER!) Writing: Increased challenge, including developing “stamina” for writing Longer compositions and proof-reading of own writing; Increased focus on composition, structure and convention; 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.

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.

PREVIOUS EXPECTATIONS: LEVELS Year GroupNational ExpectationLikely Range of Levels 11-2 22b1-3 32-3 42-4 53-5 643-6

Knowing how each pupil is performing allows teachers to help individual children 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?

WHY REMOVE LEVELS?

DEPTH AND MASTERY Before moving on, children should be able to apply their learning in different and new contexts – deepening their learning. Mastery – a child’s ability to apply their learning

GOODBYE LEVELS – HELLO FREEDOM ! The DFE announced last year that there would no longer be National Curriculum levels and that schools would have to set up their own way of assessing pupils to support attainment and progression.

WHAT ARE WE DOING AT ST. JOSEPH’S? EYFS STRIVING FOR A ‘GOOD LEVEL OF DEVELOPMENT’ At the end of Reception Emerging Expected Exceeding September 2015 new Reception Baseline introduced

FORMAL ASSESSMENT IN YEAR 1 Phonics screening in June Repeated in Year 2 if required

FORMAL ASSESSMENT IN YEAR 2 Teacher assessment Tests support teacher assessment (TA) Maths, reading and writing papers to inform TA Maths, reading, writing, speaking and listening and science are the areas that are teacher assessed and then reported Flexibility – during May and June

FORMAL ASSESSMENT IN YEAR 6 ASSESSED BY TESTS (May 9 th – 13 th ) MATHS READING PAPER A PAPER B Arithmetic ONE PAPER SPAG SPELLING GRAMMAR & PUNCTUATION No Calculator Paper CONTINUOUS TA WRITING No higher level paper for this year

PREVIOUS EXPECTATIONS: LEVELS Year GroupNational ExpectationLikely Range of Levels 11-2 22b1-3 32-3 42-4 53-5 643-6

Year GroupBand 11 22 33 44 55 66 MOVING FORWARD WITHOUT LEVELS

YEAR 2 2- below age related expectations (small number) 2= age related expectations (most children) 2+ above age related expectations 2M mastery level (Maths)

WHAT INFORMATION WILL PARENTS RECEIVE ABOUT THEIR CHILD? In reports and meetings we will tell you about your child’s attainment. How your child is progressing throughout the year. Their achievements and next steps so that parents understand what their child can do and what they need to learn next.

WHAT DO TEACHERS USE TO SUPPORT THEIR JUDGEMENT? Professionalism. Formative assessment from working with the children in the classroom; also feedback and marking. Summative assessments (tests where appropriate) Moderation (In school, across our Deanery Cluster of schools and Local Authority).

IMPORTANT THINGS TO REMEMBER The new curriculum is harder, age related expectations are more stretching so children may start lower down the scale. Information about your child’s progress will be shared at termly parents’ evenings.

ANY QUESTIONS?