ASSESSMENT WITHOUT LEVELS AT WYBURNS PRIMARY SCHOOL ASSESSMENT WITHOUT LEVELS AT WYBURNS PRIMARY SCHOOL.

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ASSESSMENT WITHOUT LEVELS AT WYBURNS PRIMARY SCHOOL ASSESSMENT WITHOUT LEVELS AT WYBURNS PRIMARY SCHOOL

Aims Summary of some of the key changes to the English and Mathematics curricula Overview of the changes to statutory assessment How Wyburns will be addressing the new requirements

NEW PRIMARY CURRICULUM FOR MATHEMATICS Aims: Fluency in the fundamentals Reason mathematically Solve problems

NEW PRIMARY CURRICULUM FOR MATHEMATICS What’s out? Informal written methods of calculation Calculators Separate strand for using and applying 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)

ENGLISH IN KS1 (FASTER, FULLER, DEEPER!) Writing: Increased challenge, including developing “stamina” for writing Longer compositions and proof-reading of own writing; Increased focus on composition, structure and convention; Deeper focus on learning grammar and punctuation; Joined writing expected in Year 2. Reading: Emphasis on reading wildly for pleasure, re-reading books and reading aloud; Increased focus on engaging with and interpreting texts; Learning of poetry (including reciting poetry) introduced. Spelling: Specific spellings, e.g. days of the week, prefixes & suffixes; Pupils expected to write sentences dictated by the teacher.

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.

PREVIOUS EXPECTATIONS: LEVELS Year GroupNational ExpectationLikely Range of Levels 11-2 22b1-3 32-3 42-4 53-5 643-6

Knowing how each pupil is performing allows teachers to help individuals improve. Assessment plays a key role in helping schools to improve outcomes. This in turn promotes improvement at class level, then at school level. Why Assess?

CORE ASSESSMENT PRINCIPLES - DFE give reliable information to parents about how their child, and their child’s school, is performing help drive improvement for pupils and teachers, and make sure the school is keeping up with external best practice and innovation.

TYPES OF ASSESSMENT Diagnostic Formative Summative

SUMMATIVE Pupil Progress Meetings (PPM) KS1 SAT/KS2 SATs Optional tests for other year groups

EYFS STRIVING FOR A ‘GOOD LEVEL OF DEVELOPMENT’ At the end of Class 1 Emerging Expected Exceeding September 2015 Reception Baseline

FORMAL ASSESSMENT IN YEAR 1 Phonics screening in June Repeated in Year 2 if required

FORMAL ASSESSMENT IN YEAR 2 Teacher assessment Tests support teacher assessment (TA) Maths, reading and writing papers to inform TA Maths, reading, writing, speaking and listening and science are the areas that are teacher assessed and then reported Flexibility – during May and June

FORMAL ASSESSMENT IN YEAR 6 ASSESSED BY TESTS (May 11 th – 15 th ) MATHS READING PAPER A PAPER B MENTAL MATHS ONE PAPER SPaG SPELLING GRAMMAR & PUNCTUATION * No Calculator Paper CONTINUOUS TA WRITING No higher level paper from next year

Year GroupBand 11 22 33 44 55 66 MOVING FORWARD WITHOUT LEVELS

HOW WYBURNS WILL REPORT CodeWorking.. BBelow age related expectation SBSlightly below age related expectation AtAt age related expectation SASlightly above age related expectation AAbove age related expectation EPupil shows exceptional attainment in subject

ANY QUESTIONS?

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