1. Assessing without levels Rothwell Victoria School 22 nd October 2015

2. Aims of the Meeting New National Curriculum – Sept 2015 Where are we now? Expectations of the new Curriculum Assessment without levels - how we are beginning to track & assess progress External tests – How will the Government assess pupils from 2016? Maths and English Workshops

3. Why did we need a new National Curriculum? Before 1988 there was no National Curriculum. Teachers decided what they taught and what children needed. Over the next 26 years the National Curriculum was introduced and developed into what we had got used to until August 2014.

4. What do we believe is important ? A large part of our curriculum is focussed on developing basic skills – to be literate, numerate, to tolerate and respect one another, to get on with each other and develop skills for the future in computing. We want children to have a wide range of different curriculum experiences, to enjoy learning and to have fun. We want them to discover the delight of learning something new.

9. New Primary Curriculum for Mathematics What’s out? Informal written methods of calculation Calculators Separate strand for using and applying Mental test 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) Arithmetic tests

13. Parent Guide

14. Changes to assessment? Present ArrangementsNew Arrangements National Curriculum set in out Level descriptors (Level 1 to Level 5) National Curriculum set out as Year group expectations for maths and science and in 2-year groups for English and in key stages for all other subjects Expectation that pupils attain Level 4, lately Level 4b (in reading and maths) by the end of Year 6 Expectation is that 85% of pupils need to achieve 90% of the end of year objectives for English, maths and science by the end of KS2 Expectation that pupils attain Level 2b by the end of Year 2 Year group expectations to be met by the end of Year 2 External tests at the end of KS2 for: maths; reading and SPAG; teacher assessments for writing External tests at the end of KS2 for reading, maths and SPAG and a growing number of pupils tested in science, teacher assessment to remain in writing Teacher assessments at the end of KS1 for reading, writing and maths Teacher assessments remain in Key Stage 1 but annual test available Most schools outlining sub levels to define each stage Use made of the sublevels to define expected progress through each year group As a result of associating points to levels the notion of average point scores is used in most schools and also by RAISEonline Schools ask to develop own tracking systems to ensure that pupils are making progress Guidance available from a range of providers Value added defined as progress made between KS1 and KS2 Value added eventually to be defined as progress between entry to reception and KS2 results No national assessment system for baseline but EYFS profile expected to be completed by the end of FS2. New baseline assessment system to be introduced in 2016 (non statutory in 2015) 14

17. How are we tracking the progress of our children?

18. Rising Stars Each year group is allocated a stage – ie Year 3 – Stage 3 Sets of statements for each subject set out the expectations for that year group (See Parent Guide) Each stage is then divided into steps- target, developing, secure, exceeding

20. The raised expectations mean that children need to have a very secure knowledge of the programme of study for their year group and depth of understanding and application. End of year expectation is now that children are ‘secure’ in their year group. They need to have ‘mastered’ relevant skills. This is where they need to be at the end of the year.

21. ‘Mastery learning’ is a specific approach in which learning is broken down into discrete units and presented in logical order. Pupils are required to demonstrate mastery of the learning from each unit before being allowed to move on to the next, with the assumption that all pupils will achieve this level of mastery if they are appropriately supported. Some may take longer and need more help, but all will get there in the end.

22. I can make connections and link my ideas together

23. We have focused on 6 main characteristics to look for, or to consider, when assessing for ‘mastery’. Independence Can apply the skill or knowledge without recall to the teacher. Fluency Can apply the skill and knowledge with a high level of confidence and show good resilience when the task seems demanding. Can explain their thinking Application Can apply the skill and knowledge to a range of different contexts, including other areas of the curriculum. Consistency Can consistently use their skills, knowledge and understanding. Synthesise Can organise ideas to make connections with other areas of learning and new areas. Can compare and contrast. Re-visit Can return to this aspect of learning after a break and still feel confident that they can work on the skill and knowledge without difficulty. In plain simple talk, we are suggesting that assessment of mastery should rely on evidence that pupils are working to the objectives independently, fluently and consistently. They should be able to apply their learning in different contexts, make decisions as to when to use specific aspects of their learning to solve problems and be able to revisit an area of learning after a break and not have to be re-taught it.

24. What mastery is not 24 Whilst mastery can at first glance, be tricky to define and understand, we can be clear what mastery is not. Mastery in mathematics is not practising the same concept with bigger numbers. Mastery in reading is not necessarily reading a more challenging text.

25. 25 What are we looking for if we are confident that a child is ‘exceeding’ the age appropriate expectations? Applying skills in the context of other subjects In this respect, we are looking for the pupils’ ability to apply their knowledge in their learning in other subjects, especially, but not exclusively, history, geography and science. For example, using pupils’ knowledge of negative numbers to work out the time difference between a BC and a AD date. A deeper level of reasoning The ‘exceeding’ statements require pupils to use their reasoning skills. This enables pupils to give reasons for opinions and actions, to draw inference and make deductions, to use precise language to explain their thinking and to make sound judgements and informed decisions. Using the objectives in context Pupils should be able to make use of their knowledge when applying it to their context. For example, considering the literacy or mathematics involved in their parents’ employment. If, for example, one parent was a postman, the mathematics required in Year 1 would be associated with ordering number, but in Year 2 it might be associated with different weights of parcels, etc.

26. It is really important for parents to understand that the expectations of the new Curriculum are much higher at the end of each year group. Pupils being judged on the expectations for the end of Year 5 for example, will still have gaps and may not reach the ‘expected outcomes for their year group’ as they have only complete one year of the new curriculum. There is also a focus on children being able to explore the curriculum in more depth and being able to apply their learning before moving on – the concept of ‘exceeding’. It is likely that not so many children will be ‘exceeding’ because of these raised expectations.

27. 2016 interim Frameworks

29. End

30. 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.

31. The Problems with Levels

32. Progress became synonymous with moving pupils onto the next level but progress can involve deepening or widening understanding. Sometimes progress is about consolidation

35. The changes to the new national curriculum now provide the basis for a different, more secure assessment based on deeper learning.

36. Purpose of assessment – to ensure all children grasp fundamental, necessary content Mastery – achieving a deeper understanding on fewer topics through problem solving, questioning and encouraging deep thinking