23/11/2016 | Page 1 Welcome

23/11/2016 | Page 2 Background In September 2014 the Government released a new National Curriculum for schools, outlining clear expectations as to what children should have achieved by the end of each Key Stage. In general this new curriculum has more content and the expectation of what children should achieve is higher.

23/11/2016 | Page 3 Why change? The Government were concerned that when assessing using levels there was a focus on moving through the levels too quickly, and often children did not consolidate their learning thoroughly enough before moving on. They were also concerned that just knowing what level a child is at did not show what the child can do and what they need to learn next.

23/11/2016 | Page 4 What’s new? The Government have said they would like all schools to develop their own systems to track the learning of their children against national expectations. This might involve choosing a commercial tracking system if the school feels this would meet their needs. Schools are no longer required to report the level each child is working at. They should instead be able to tell parents where their child is working in relation to the expectation for their age, and what their child needs to learn next to make progress.

23/11/2016 | Page 5 Target Tracker We are using a system called ‘Target Tracker’. The software allows teachers to efficiently record progress and attainment against the new National Curriculum requirements. It enables teachers to analyse the data for pupils, and plan next steps in learning.

23/11/2016 | Page 6 Year Group Bands Instead of moving through the National Curriculum levels, pupils work on the National Curriculum expectations for this year group These are called ‘Bands’, and correspond to Year groups, e.g. Band 1=Year 1. Government advice is that children do not access higher bands, but instead consolidate depth of learning within their year group band. This is termed ‘Mastery’.

23/11/2016 | Page 7 National Curriculum Statements, or ‘What’s in the Bands?’.

23/11/2016 | Page 8 Daily, ongoing assessment ‘Working towards’ is used when children are first experiencing a skill or concept. They might not be very confident and need support to apply it. ‘Achieved’ is used when children are confident and are able to apply the skill or concept on their own in similar activities. ‘Mastered’ is used when children have a really good understanding of a skill or concept. They can remember it even weeks after it was last taught and are able to use it in different subjects and situations. The vast majority are revisited two or three times across the school year. Having carried out this ‘formative assessment’ the teacher can easily see the gaps in learning for individuals and for the class or cohort which is then used to inform planning and feedback to children. They can also use the information to inform the termly or half-termly ‘summative assessment (tests)’ from which progress can be tracked.

23/11/2016 | Page 9 Steps through the Band Beginning (B) Beginning + (B+) Within (W) Within+ (W+) Secure (S) Secure+ (S+)-Mastery! However a small minority will access a band below their year group

23/11/2016 | Page 10 The Journey Through the Bands

23/11/2016 | Page 11 INTERIM REPORTS 2016 Progress will be shared with parents at parents evening These will show if pupils are below, at expected or above for this time of year It will look like this

23/11/2016 | Page 12 KEY STAGE 1 AND 2 STATUTORY REPORTING In the summer term of 2016, children in Year 2 and Year 6 will be the first to take the new SATs papers. These tests in English and maths will reflect the new national curriculum, and are intended to be more rigorous. There will also be a completely new marking scheme to replace the existing national curriculum levels. Something familiar: Writing judgements remain as Teacher Assessment for both Year 2 and Year 6 as the children will not sit a writing paper. Year 1 phonics screening remains

23/11/2016 | Page 13 End of Key Stages The previous national curriculum levels have been scrapped, and instead children will be given scaled scores. You will receive your child’s scaled score and whether they have reached the expected age related standard. (The raw score needed to reach the expected age related scaled score has yet to be announced). The expected age related standard scaled score will be Expected Working at age related expectations Working below age related expectations Working above age related expectations All year groups will receive Teacher Assessment judgements

23/11/2016 | Page 14 End of Key Stage 1 Key stage 1 tests The key stage 1 English grammar, punctuation and spelling test Paper 1: Spelling (15 minutes). Paper 2: Grammar, punctuation and vocabulary questions (20 minutes). The key stage 1 English grammar, punctuation and spelling test will be marked by teachers. The key stage 1 English reading test Paper 1: Integrated reading and answer booklet (30 minutes) Paper 2: Reading booklet with a separate answer booklet (40 minutes). The key stage 1 Mathematics test Paper 1: Arithmetic paper (20 minutes) Paper 2: A range of mathematical reasoning and problem solving questions (35 minutes) The tests are administered on paper. Teachers will need to use the provided conversion tables to translate pupils’ raw scores into scaled scores to see whether each pupil has met the national standard. Teachers will then use the scaled scores to inform their teacher assessment judgements.

23/11/2016 | Page 15 End of Key Stage 2 At the end of Year 6, children will sit tests in: Spelling, punctuation and grammar Reading Maths The key stage 2 English grammar, punctuation and spelling test Paper 1: Written questions (45 minutes) Paper 2: Spelling paper (15 minutes) The key stage 2 English reading test Paper 1: Reading booklet and responding to questions in a separate answer booklet. (60 minutes). The key stage 2 mathematics test Paper 1: Arithmetic paper (assesses pupils’ confidence with the range of mathematical operations) (30 minutes) Paper 2 and 3: Mathematical reasoning papers (mathematical fluency, solving mathematical problems and mathematical reasoning). There are no significant differences in format between the two papers. (40 minutes per paper)