Assessment following the Introduction of the New National Curriculum Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Aims of this session: To inform parents/carers about changes to assessment following the introduction of the new National Curriculum To give parents the opportunity to ask questions about the new assessment procedures

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School The new National Curriculum has brought with it significant changes to assessment: Formative assessment – what we use to plan the next stages of learning Summative assessment – what we use to measure what a child knows at particular point and to be able compare child with child Assessment for bench marking – what external agencies use to compare school against school and particular groups with each other

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School There will be no more levels! Years 2 and will be the last. Good news or bad?

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School The New National Curriculum is based around what the Government and their experts think a child should be able to achieve for their age. Purely age related, not level related. Expectations have increased.

Nobody has done this before and so there are no experts. Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Some important changes: a baseline test will be introduced to use at the start of EYFS – these have not been agreed upon yet and companies are trialling at the moment, a scaled score will be introduced which will be based on a range of new test materials. This is what will be used by external agencies to compare schools, iTrack – the tracking software that we introduced following our OFSTED Inspection in 2012 – is working on the development of a system of ‘in school’ recording of assessment, Final performance indicators for assessment have not been published yet so school is using the NC key objectives for preliminary work.

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Formative assessment – what we use to plan the next stages of learning Derbyshire Local Authority consultants have prepared a draft set of guidelines for teachers to aid assessing progress and identifying next steps for learning. They have been based on the objectives for the new programmes of study for reading, writing and maths both for key stage one and key stage two, Parents/carers can see the objectives by clicking on the link to the new national curriculum on our website.

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Summative Assessment - what we use to measure what a child knows at particular point and produce a summary Children will be assessed on whether they are emerging, expected or exceeding what is expected for the year end. Children should only be moved to the next year’s expectations for the core subjects when sufficient breadth has been achieved. Think of a frame rather than ladder. Information regarding the above will be shared with parents/carers, as well as what they are working on. Eventually this will be recorded on iTrack.

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Yr1 emerging 1 Yr1 emerging 2Yr1 expected Yr1 exceedingYr1 advanced Yr2 emerging 1 Yr2 emerging 2Yr2 expected Yr2 exceedingYr2 advanced Yr3 emerging 1 Yr3 emerging 2Yr3 expected Yr3 exceedingYr3 advanced Yr4 emerging 1 Yr4 emerging 2Yr4 expected Yr4 exceedingYr4 advanced Yr5 emerging 1 Yr5 emerging 2Yr55 expected Yr5 exceedingYr5 advanced Yr6emerging 1 Yr6 emerging 2Yr6 expected Yr6 exceedingYr6 advanced How children will progress:

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School For Example: In year 1 Vocabulary, grammar and punctuation Pupils should be taught to: develop their understanding of the concepts set out in Appendix 2 by: leaving spaces between words joining words and joining sentences 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’ As well as the above, learning the following:

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Regular plural noun suffixes –s or –es (e.g. dog, dogs; wish, wishes), including the effects of these suffixes on the meaning of the noun Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper) How the prefix un– changes the meaning of verbs and adjectives (negation, e.g. unkind, or undoing, e.g. untie the boat) How words can combine to make sentences Sequencing sentences to form short narratives

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School For Example Year 5 Multiplication and Division Pupils should be taught to: identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers. solve problems involving multiplication and division where larger numbers are used by decomposing them into their factors know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers establish whether a number up to 100 is prime and recall prime numbers up to 19 multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers and ……..

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School multiply and divide numbers mentally drawing upon known facts divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 recognise and use square numbers and cube numbers, and the notation for squared ( 2 ) and cubed ( 3 ) solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign solve problems involving multiplication and division, including scaling by simple fractions.

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Interventions Some children in school are involved in small group interventions and a range of more formal tests will be used to measure the success of them.

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Assessment for bench marking – what external agencies use to compare school against school and particular groups with each other EYFS baseline and end of Key Stage Assessments will used to measure school against school The balance of formal and teacher assessment will remain Formal tests will be based on Key Performance Indicators and a scaled score will be produced The Phonics Screening Check for Year 1 children will remain

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Reporting to Parents Academic Year : Years 2 and 6 will retain the same system as previously Early Years/Reception will retain the same system as previously Years 1, 3, 4 and 5 will have parents’ evenings in January and April as previously when teachers will inform parents whether their child is ‘Emerging’ (working towards), ‘Expected’ (working within) and ‘Exceeding’ (working beyond) key aspects of Mathematics and English, Also for years 1, 3, 4 and 5 the end of year report to parents/carers will be reviewed and alterations made in line with the changes.

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School 2. Reporting to Parents Academic Year : Early Years/Reception will retain the same system as previously, however there will be a statutory baseline assessment Years 1, 2, 3, 4, 5 and 6 will follow the new National Curriculum and the changes relating to assessment. Teachers will inform parents whether their child is ‘Emerging’ (working towards), ‘Expected’ (working within) or ‘Exceeding’ (working beyond) key aspects of Mathematics, English and Science, Also for years 1, 2, 3, 4, 5 and 6 the end of year report to parents/carers will be reviewed and alterations made in line with the changes.

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Sept 14 – July 15Sept 15 – July 16Sept 16 EYFS2 year old progress check EYFS/YREYFS Profile assessment remains the sameFinal EYFS profile assessment: July 2016 (YR baseline schemes available Sept 2015) Reception baseline in first half term Y1Phonics Screening Check Y2Final year of tasks/tests based on old National Curriculum levels Teacher assessment at the end of KS1 in reading; writing and maths informed by pupils’ scores in externally set but internally marked tests (Writing partly informed by GPS test); teacher assessment of Speaking and Listening and Science Y3/Y4/Y5Ongoing formative teacher assessment/AfL (non-statutory) Periodic progress checks (non-statutory) Summative assessments against end of year outcomes (non-statutory) Y6Final year of tests based on old NC levelsNational tests at the end of KS2 in reading, GPS, maths teacher assessment of Writing and Science Timetable for introduction:

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Burbage Primary School Website On our website parents/carers can view: Our Assessment Policy Letters sent home about assessment as we add to them Learning Objectives relating to the New National Curriculum

Julie Ward______________________________________________________________________________ _____________________________________________________________________Burbage Primary School Our aim is make learning balanced, relevant and hopefully fun!