1. Assessment Without Levels at Irlam Endowed Primary School.

2. Key Government Messages
Simplify assessment and methods. Far too complex assessment systems in the past.
Reduce admin for teachers.
Raising the attainment bar.
Develop mastery and depth of learning.
Concept of teaching to the top.
Focus more on progression seen in books/work.
Leaders to use assessment to improve quality of teaching.
Poverty and SEN no excuse.
Embedding good practice will help the AWL process.
c Focus Education 2014

3. NO MORE LEVELS
P LEVELS REMAIN

4. REPLACED WITH YEAR GROUP EXPECTATIONS (YGEs)
REPLACED WITH YEAR GROUP EXPECTATIONS (YGEs). EACH NEW YEAR THEY START AGAIN.
EXAMPLES…

5. 85% PUPILS WILL REACH THAT LEVEL.
PUPILS WITH SEND…
c Focus Education 2014

6. TESTING … RECEPTION YEAR 1 YEAR 2 YEAR 6 INTERIM IN-HOUSE

7. Will need new report card from September 2015.
Reports to parents must be very transparent in terms of where their child is against year group expectations.
Will need new report card from September 2015.
c Focus Education 2014

8. REPORTING BACK TO PARENTS.. WORKING TOWARDS/BELOW AGE RELATED
WORKING AT AGE RELATED
WORKING ABOVE AGE RELATED
SYSTEM WHICH SHOWS PROGRESS??? OUR PROPOSALS.
c Focus Education 2014

9. MASTERY AND DEPTH
AND EXCEEDING…

10. Secondly: Define ‘Mastery and Depth’
The statements that follow in Chapter 3 for ‘being at the National Standard’ have been carefully constructed by looking at the objectives for each subject in each year within the National Curriculum.
When it comes to considering the ‘mastery’ statements, many aspects have been brought together. They are not just drawn from the next year group’s ‘at the National Standard’ statements. In essence, there are four main considerations. These are outlined below:
A deeper level of reasoning
The ‘mastery’ 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.
Applying skills in the context of history, geography and science
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.
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.
Drawing from next year’s objectives
Some of the ‘mastery’ statements will touch upon the objectives in the next year group. Where this is happening it is where there is a natural link with the present year group’s objectives, for example, learning tables. More able pupils should find it interesting learning in the patterns associated with the 9x table in Year 3.
c Focus Education 2014

11. ANY QUESTIONS??
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12. c Focus Education 2014

13. Changes
Simplifying learning will play a big part. Efficient methods, understanding comes later.
Major focus on book/work scrutinies. Books will be key indicators of progress, not just data. Judgements as to whether on track for National expectations.
Focus developed end of term tests for all Yr groups.
Move away from L6, inflated grade, causes issues for KS3.
Boosting to take place annually. Boosting all to ARE. 85% floor targets, none for above – yet!!!
c Focus Education 2014

14. Focus on Expectations: Your first job is to get to know the expectations for each age group and for each subject: ie, reading, writing, spoken language, mathematics and science.
At the National Standard
Example:
Year 1 Number
Working towards the National Standard
Mastery
Year 1 Expectations: Number
Count reliably to 100
Meeting Expectations for Year 1
Mathematics (Number)
Count on and back in 1s, 2s, 5s, and 10s from any given number to 100
Write all numbers in words to 20
Say the number that is one more or one less than a number to 100
Recall all pairs of addition and subtraction number bonds to 20
Add and subtract 1-digit and 2-digit numbers to 20, including zero
Know the signs (+); (-) and (=)
Solve a missing number problem, such as: 5 = 8 - x
Solve a one-step problem involving an addition and subtraction, using concrete objects, pictorial representations and arrays
Solve a one-step problem involving a multiplication and division, using concrete objects, pictorial representations and arrays
If these are met then consider ‘mastery’ statements
If these are not met then they are ‘working towards the National Standard’
c Focus Education 2014