1. Assessment in Key Stage 1 Changes at Our Lady’s

2. Why? Due to Government initiatives which felt that levels were becoming too competitive and did not show a true example of what children are capable of levels were removed and schools given the opportunity to find systems that would effectively assess pupil attainment and progress The school needs a way to ensure all pupils achieve to the best of their ability

3. What? Early Years – EYFS profile Year 1 – Phonics Screening check – June Year 2 – End of Key Stage tests – May Continuous teacher assessment

4. How? National Curriculum descriptors of expectations for end of Key Stage 1 (Year 2) and end of Key Stage 2 (Year 6) Reading, Writing, Mathematics – continual assessment by class teacher and reported 4 times each year Non-core subjects (including Speaking & Listening) – 3 times each year End of topic evaluations in Religious Education, Science and Creativity Religious Education – levels remain

5. What will it look like Teacher assessment will be based on new system In Year 1 children will work on Early Learning Goals and move into Milestone 1 In Year 2 children work within Milestone 1

6. Depth of learning Depth of learning index EYFS Emerging0.25 Expected0.5 Exceeding0.75 Milestone 1 Basic 11 Expected Y1Basic 22 Advancing 13 Advancing 24 Expected Y2Deep 15 Deep 26 Milestone 2 Basic 17 Expected Y3Basic 28 Advancing 19 Advancing 210 Expected Y4Deep 111 Deep 212 Milestone 3 Basic 113 Expected Y5Basic 214 Advancing 115 Expected Y6Advancing 216 Deep 117 Deep 218

7. Reading To read words accurately To understand texts

8. M1: Read words accurately Apply phonic knowledge and skills as the route to decode words. Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Read words containing taught GPCs and –s, –es, –ing, –ed, – er and –est endings. Read other words of more than one syllable that contain taught GPCs. Read words with contractions (for example, I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s). Read aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words. Re-read these books to build up fluency and confidence in word reading. Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. Read accurately words of two or more syllables that contain the same graphemes as above. Read words containing common suffixes. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. Re-read books to build up fluency and confidence in word reading.

9. Key Indicator: Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. BasicAdvancingDeep Begins to blend sounds in unfamiliar words (CVC, CVCC, CCVC, CCVCC, CVCe and CCVCe) containing GPCs that have been taught. Accurately blends sounds in unfamiliar words containing GPCs that have been taught. Independently blends sounds in unfamiliar words using taught GPCs.

10. Writing Write with a purpose Imaginative description Organisation Paragraphs Sentences Presentation Spelling Punctuation Analysis Present writing

11. M1: To use sentences appropriately Write so that other people can understand the meaning of sentences. Sequence sentences to form a short narrative. Convey ideas sentence by sentence. Join sentences with conjunctions and connectives. Vary the way sentences begin.

12. Key Indicator: Sequence sentences to form a clear narrative. BasicAdvancingDeep When help or structure is provided, writing includes a number of related sentences. When reminders are provided, writing includes a number of related sentences that flow and make sense as a short narrative. Writing is fluent and includes a series of well-constructed sentences that engage the reader.

13. Mathematics Numbers Add & subtract Multiply & divide Fractions Shapes Position, direction & movement Measures Statistics Algebra

14. M1: To add and subtract - methods Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: o One-digit and two-digit numbers to 20, including zero. o A two-digit number and ones. o A two-digit number and tens. o Two two-digit numbers. o Adding three one-digit numbers. Show that addition of two numbers can be done in any order and subtraction of one number from another cannot.

15. Key Indicator: Sequence sentences to form a clear narrative. BasicAdvancingDeep Work is recorded with objects, pictures or diagrams. With prompts, numbers of objects to 10 are added and subtracted. One-digit and two- digit numbers to 20 and a two-digit number and ones are added and subtracted (using concrete objects, pictorial representations and mentally) when help and support is provided. Generally, two-digit and one-digit numbers can be added and subtracted independently. A two- digit number and tens, two two-digit numbers and three one-digit numbers are added and subtracted (using concrete objects, pictorial representations and mentally) when reminders are provided. Using concrete objects, pictorial representations and mentally, the following are added and subtracted independently: - one-digit and two-digit numbers to 20, including zero - a two-digit number and ones - a two-digit number and tens - two two-digit numbers three one- digit numbers are added mentally.

16. End of year expectations Year 1 Reading - Accuracy Key objectiveBasic 2 – Widespread examples of: Apply phonic knowledge and skills as the route to decode words. Begins to apply phonic knowledge and skills from phases 2, 3 and 4 to decode words. Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. Responds speedily with the correct sound to graphemes (letters or groups of letters) for phase 2 and phase 3 phonemes. Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.Begins to blend sounds in unfamiliar words (CVC, CVCC, CCVC, CCVCC, CVCe and CCVCe) containing GPCs that have been taught. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Begins to read common words, noting unusual correspondences between spelling and sound and where these occur in the word. Read words containing taught GPCs and –s, –es, –ing, –ed, –er and – est endings.Begins to read words with known GPCs and noticing –s, –es, –ing, –ed, –er and – est endings. Read other words of more than one syllable that contain taught GPCs.With support reads phonically decodable words of more than one syllable. Read words with contractions (for example, I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s). Begins to read common contractions, for example, I’ll, I’m, we’ll. Begins to understand that the apostrophe represents the omitted letter. Reads aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words. With support of a teacher, reads aloud books that are consistent with phonic knowledge with at least 90% accuracy. Re-read these books to build up fluency and confidence in word reading.Begins to re-read books with some accuracy and fluency. Begins to read some phrases fluently. Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. Reads accurately by blending the sounds in words that contain the graphemes taught so far (up to phase 5). Begins to recognise alternative sounds for graphemes. Read accurately words of two or more syllables that contain the same graphemes as above.Reads accurately words of two or more syllables that contain graphemes taught so far (up to phase 5). Read words containing common suffixes.Reads words containing common suffixes; including –s, –es, –ing, –ed, –er and – est endings. Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. Reads common words, noting the unusual correspondence between spelling and sound and where these occur in a word. Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. Begins to read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. With support, reads aloud books that are closely matched to their improving phonic knowledge, with at least 90% accuracy. With support of a teacher, sounds out unfamiliar words accurately, automatically and without undue hesitation. Re-read books to build up fluency and confidence in word reading.With support, re-read books with some fluency, pace, phrasing and expression. Shows confidence in word reading.