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Assessment at Bucklesham and what will it look like for my child? 7 July 2015.

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Presentation on theme: "Assessment at Bucklesham and what will it look like for my child? 7 July 2015."— Presentation transcript:

1 Assessment at Bucklesham and what will it look like for my child? 7 July 2015

2 Effective Assessment Systems should; Give reliable information to parents about how their child, and their child’s school is performing Help drive improvement for pupils and teachers Make sure the school is keeping up with external best practice and innovation DfE Assessment principles

3 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?

4 TYPES OF ASSESSMENT Diagnostic Observational Formative Summative

5 FORMATIVE Day to day assessment Learning intention and success criteria

6 SUMMATIVE Pupil Progress Meetings (PPM) six times per year. KS1 SAT/KS2 SAT (2016)

7 Our assessment and reporting system includes Ongoing assessment by the class teacher throughout each lesson, through questioning, observation and dialogue. Learning ladders in class Children knowing what they are being asked to learn and more importantly, why. Success Criteria are discussed and agreed with or formulated by the children during each lesson, work is then assessed against the success criteria. Three way feedback, pupil, peer, teacher with clearly identified next steps – this can be written or verbal feedback. Regular pupils’ work scrutiny.

8 Assessment performance indicators These are end of year expectations which have been set by the government (PI) Each child will be assessed over the year using formative and summative assessments Progress towards the expectations will be recorded on our tracking sheet We will report to you at the end of every term with a numerical score (%) which will let you know how your child is performing against the PI

9 Year 3 maths (PI) Counts from 0 in multiples of 4, 8, 50 and 100 Can work out if a given number is > or < than 10 or 100 Recognises the place value of each digit in a 3 digit number (hundreds, tens and units) Solves number problems and practical problems involving these ideas

10 What will progress look like? Autumn term – about 1/3 of the PI Spring term - about 2/3 of the PI Summer term - all or most of the PI

11 Maths - PI Y1Y2Y3Y4Y5Y6 No of PIs1214161517

12 How will we work it out? Year 3 – there are 16 PI Each one has a value of 3 points 48 points Autumn term – Sue has scored 17 points = 35% Spring term – Sue has scored 34 points = 71% Summer term – Sue has scored 47 points = 98% At the end of year 3, Sue is working at EXPECTED level

13 Levels at the end of the year EMERGING - your child is beginning to access knowledge and understanding of end of year expectations EXPECTED - it is expected that most children will meet the end of year expectation EXCEEDING - accessing the year above

14 So what will assessment look like? 2015-2016Year 4 Maths Assessment Teacher:Pupils Number, place value and rounding count in multiples of 6, 7, 9, 25 and 1000 PI find 1000 more or less than a given number count backwards through zero to include negative numbers PI recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) order and compare numbers beyond 1000 PI identify, represent and estimate numbers using different representations round any number to the nearest 10, 100 or 1000 PI

15 To test or not to test? KS1 and KS2 SATs tests End of year assessment? Reading/maths? Writing is assessed as on going ie Big Writing

16 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)

17 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.

18 English in KS1 (Faster, Fuller, Deeper!) Writing: o Increased challenge, including developing “stamina” for writing o Longer compositions and proof-reading of own writing; o Increased focus on composition, structure and convention; o 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.

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