How will we assess your child at Cuddington Primary School How will we assess your child at Cuddington Primary School? Wave Goodbye to levels!

How did we assess your child in the past? All teaching staff assessed your child against Levels. End of Year 1 1A End of Year 2 2B End of Year 3 3C End of Year 4 3B End of Year 5 4C End of Year 6 4B

The Rationale for the Removal of Levels Too often levels became viewed as thresholds and teaching became focused on getting pupils across the next threshold instead of ensuring they were secure in the knowledge and understanding defined in the programmes of study. Depth and breadth of understanding were sometimes sacrificed in favour of pace. Levels also used a ‘best fit’ model, which meant that a pupil could have serious gaps in their knowledge and understanding, but still be placed within the level. This meant it wasn’t always clear exactly which areas of the curriculum the child was secure in and where the gaps were.

There are three broad overarching forms of assessment, each with its own purposes Day-to-day in-school formative assessment, for example: Question and answer during class work, Marking of pupils’ work (verbally or written marking) Observational assessment Regular short re-cap plenaries. In-school summative assessment, for example: End of year tests Short end of topic or unit tests Reviews for pupils with SEN and disabilities Nationally standardised summative assessment, for example: National Curriculum tests at the end of Key Stage 2 National Curriculum teacher assessments at the end of Key Stage 1 Statutory Phonics Screening check at the End of Year 1.

Formative Assessment Formative assessment will be how Cuddington teachers will understand what your child CAN do and what their next steps need to be based on the year group they are in and the subject area they are learning. The National Curriculum (September 2014) lays out very clear objectives that need to be taught (and learned) dependent on year group.

Statutory Curriculum taught to your Child Pupils should be taught to: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication.

Example of Year 1 Reading (phonics) apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes read accurately by blending sounds in unfamiliar words containing GPCs that have been taught read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings read other words of more than one syllable that contain taught GPCs read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words re-read these books to build up their fluency and confidence in word reading.

Year 1 Understanding of what they are Reading develop pleasure in reading, motivation to read, vocabulary and understanding by: understand both the books they can already read accurately and fluently and those they listen to by predicting what might happen next. participate in discussion about what is read to them, taking turns and listening to what others say and explain clearly their understanding of what is read to them. All critical parts of children developing into age appropriate readers – please listen to and read with your child at home.

Year 2 Reading develop pleasure in reading, motivation to read, vocabulary and understanding by: understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher. By checking that the text makes sense to them as they read and correcting inaccurate reading By making inferences on the basis of what is being said and done At this stage it is still so important to continue to hear your child read and to read to them.

Examples of Year 1 and 2 Spelling spell: words containing each of the 40+ phonemes already taught, common exception words, (eg, where, when, some, the ) the days of the week. Year 2; learning the possessive apostrophe (singular), for example, the girl’s book. Distinguishing between homophones and near-homophones. Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly Handwriting Start using some of the diagonal and horizontal strokes needed to join letters To leave spaces between words

Examples of Grammar in Years 1 and 2 leaving spaces between words joining words and joining clauses using and beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ Year 2 sentences with different forms: statement, question, exclamation, command expanded noun phrases to describe and specify (for example, the blue butterfly) the present and past tenses correctly and consistently including the progressive form subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

Year 1 and Year 2 Vocabulary Words your child needs to know and understand! letter, capital letter word, singular, plural sentence punctuation, full stop, question mark, exclamation mark (Year 1) noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma (Year 2)

Maths at Year 1 and Year 2 Examples of end of year expectations for Year 1 count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens given a number, identify one more and one less identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least read and write numbers from 1 to 20 in numerals and words. read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-digit numbers to 20, including zero solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9.

Examples of the end of year expectations for Year 2. count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward recognise the place value of each digit in a two-digit number (tens, ones) identify, represent and estimate numbers using different representations, including the number line compare and order numbers from 0 up to 100; use and = signs read and write numbers to at least 100 in numerals and in words use place value and number facts to solve problems. solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 add and subtract numbers using concrete objects, pictorial representations, and mentally, including: - a two-digit number and ones , a two-digit number and tens, two two-digit numbers, adding three one-digit numbers show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

School Pupil Tracker Staff at Cuddington are working towards assessing your child using this online tracking system which allows them to make immediate judgements about your child to support future planning linked to the statutory objectives which have just been shared with you. This system builds up an accurate picture of individuals and supports your child’s class teacher in building on their current knowledge and filling in any gaps. Depth of Learning – This refers to how your child is able to apply objectives taught to them across all aspects of their learning. They don’t just apply it on the day they are taught it, but even a few days and a few weeks later – For exampl if a child is taught commas, then they apply this learning in their science writing without reminders.

Phonics Screening Check June 2016 – the pass mark for the last 3 years has been 32 out of 40 This screening check tests your child’s ability to decode familiar and unfamiliar words….. But remember this is just one aspect of your child’s reading Please support your child in completing their phonic homework

End of Keys Stage 1 Test (Statutory) These will take place in May and June of 2016 It is the first year that a Year 2 child has to take a Grammar and Punctuation Test (as well as a spelling test) There are 2 Maths tests; one tests your child’s ability to calculate accurately The other tests your child’s ability to solve problems There is 1 spelling and 1 Grammar and Punctuation test There are 2 Reading Tests Please see examples before you leave!

Any Questions?