Assessing Without Levels Leen Mills Primary School Mrs Goldson and Mrs Davies

DfE Guidelines As of September 2015, the Department for Education (DfE) have removed assessing with levels for children in primary schools. We have been encouraged to design our own non-levels based assessment system. Effective Assessment Systems should; Give reliable information to parents about how their child, and their child’s school is performing Help drive improvement for pupils and teachers Make sure the school is keeping up with external best practice and innovation (DfE Assessment Principles)

Early Years Foundation Stage Unit (EYFS) Children in the EYFS will continue to be assessed against the Early Years Foundation Stage Profile (EYFSP for short). At the end of Reception these are reported as Emerging, Expected or Exceeding the Early Learning Goals in each area. Evidence is gathered across the year to create ‘Learning Journeys’ for all children in EYFS. Assessment in EYFS is gathered through observations of learners, samples of learning, photographs and conversations which demonstrate the child’s understanding of a given concept. In addition to this, staff identify the learning behaviours of children and plan lessons and activities to develop a wide range of learning skills in preparation for the next stage in their education Key Stage 1 (Years 1 and 2). On Entry to the foundation unit the staff carry out The Early Excellence Baseline. As part of their everyday practice practitioners build their knowledge of each child through their observations, interactions and every day activities.

Key stage 1 and 2 (Years 1-6) From September this year, children in years 1, 2, 3, 4, 5 and 6 will no longer be assessed against the national curriculum levels that you have all will have been familiar with. All staff will be teaching from the New National Curriculum and covering all requirements for the specific year groups. These are called ‘Year End Expectations’

Year 2 I can read numbers up to 100 use + - = signs Write all numbers to 100 Order up to 100 Carry on a number pattern in ones and twos Partition numbers into tens and ones know by heart all the number bonds that make 10 Add two numbers together using a number line (by counting on) up to 100 subtract by counting back on a number line from 100 Know which is the largest or smallest number in any given group Recognise a half and find quarter of any shape Put/use information that I have collected into a block graph Work out where a line of symmetry is in a simple shape Tell the time using whole hours using a clock with hands Record my sorting into simple lists and tables with help Year 2

Read and write numbers to 1,000,000 Apply a quick method of multiplying by 10 or 100 Work out 10%, 25% or 50% of numbers and know their connections to fractions. Understand percentage as part of 100 add or subtract with thousands to 2 decimal places multiplication tables to 10 x 10 multiply two or three digit numbers by any two digit number use a calculator to check all multiplications and division operations work out number sequences Use estimation when trying to work out whether my calculation is likely to be correct Work out what needs to be added to a fraction to make it a whole one Use decimals to write tenths I can round a decimal to the nearest whole one classify triangles identify simple nets of some solid shapes measure the perimeter and area of rectangles and other simple shapes, using counting methods identify acute and obtuse angles. understand and use a protractor to measure in degrees use am and pm notation know the equivalent of ½ ¼ ¾ and 1/10 of 1km, 1m, 1kg, Collect discrete data and record it in a frequency table I can independently draw and interpret tally charts, bar charts and bar line graphs.

Key stage 1 and 2 (Years 1-6) We have decided to use a new assessment progression framework in line with the ‘End of Year Expectations’ developed by STAT Sheffield. Assessment in school will be tracked using the EAZ MAG system. Learners are assessed against the each area in terms of whether, at each stage, they are Beginning, Developing, Secure or Exceeding.

What are the teachers saying? In each Year group we teach the national curriculum for that year – therefore all children are learning the objectives for that Year Group and are initially classed as ‘beginning’. Once Secure, likely to be Spring or Summer depending where individuals are with their learning. Then children’s understanding is deepened through reasoning and problem solving and they are considered to be at the ‘exceeding’ stage

Types of Assessment Gathering evidence of learners progress and development will continue with a wide range of Formative Assessment Summative Assessment  Results from external national tests will be published in a new format in line with the new requirements

End of KS2 Assessments MATHS SPaG WRITING ASSESSED BY TESTS (May 9th – 13th) MATHS READING SPaG PAPER 1 – Arithmetic PAPERS 2-3 Reasoning SPELLING GRAMMAR & PUNCTUATION ONE PAPER WRITING CONTINUOUS ASSESSMENT

CONTINUOUS ASSESSMENT End of KS1 Assessment ASSESSED BY TESTS MATHS READING SPaG PAPER 1 – Arithmetic PAPER 2 - Reasoning Two Papers SPELLING GRAMMAR & PUNCTUATION WRITING CONTINUOUS ASSESSMENT