Assessment and the New Curriculum Autumn 2016
Purpose of the meeting Parent report comment feedback. Aid parents to support their children and talk about progress with teachers. Provide and understanding of the national changes to assessment. To explain the St Nicholas approach to assessment Understand the statutory assessments at EYFS, Year 1, Year 2 and Year 6.
An Ever and Fast Changing Political Landscape New EYFS curriculum Dawn of the new curriculum (for everyone instead of Year 2) New curriculum for Year 2 to follow Removal of levels in Years 1-6 New statutory assessments in Years 2 (interim) and 6 in 2016 Raised expectation Nothing remained beyond the statutory end of KS assessments
Challenges for schools Inconsistency No common language Moderation of assessments Workload/reinventing the wheel Ever moving goalposts/uncertainty/OFSTED Last minute DFE input – tests leaked, tests scrapped, interim guidance given in Feb and April etc Supporting parents with a mindshift linked to challenge and breadth
Challenges for parents How do I know how my child is doing? I understood levels but I don’t understand the statutory assessment number my child has been awarded. My child is only 6, why do they have to do tests anyway?
What have we done at St Nicholas CE VC First School? South Staffordshire Assessment Partnership Multi-academy trust with Codsall Middle School Assessment Booklets Moderation Events (in school and outside of school) Transition Meetings Termly Assessment Reports
The St Nicholas Assessment Model Nursery and Reception Baseline An initial baseline assessment is carried out within the first 4/6 weeks of children starting N ursery and Reception. These are used to inform the child’s next steps and ensure planning is tailored to the children’s developmental needs. Baselines are carried out through focused activities and child initiated learning. Activities and learning opportunities are set up in the classrooms and the outdoor space, children are then observed to see how they engage and interact with the activity. Adults are there to facilitate the child’s learning and deepen the child’s understanding. A baseline judgement is made using the Development Matters Ages and Stages of Development. http://www.foundationyears.org.uk/files/2012/03/Development- Matters-FINAL-PRINT-AMENDED.pdf A child entering Reception will generally have a baseline judgement of 30-50a/40- 60c. A child entering Nursery will generally have a baseline judgement of 22-36a/30- 50c.
The St Nicholas Assessment Model Nursery and Reception Learning Journey Each child has their own Learning Journey. This is a document that builds a picture of each child throughout their time in the Early Years and will follow them throughout their early education. Learning Journeys will show evidence of adult led activities, observations of child initiated learning and information from previous settings and from home. Observations are made daily and recorded using the IPad using a programme called 2 Simple. Photographs of ‘WOW’ moments are annotated and linked to the Development Matters Ages and Stages of Development. Child initiated an adult led activities are used to inform next steps and planning on a daily basis. At the end of each term each child’s progressed is monitored to ensure each child is making progress that is inline with that child’s individual ability.
The St Nicholas Assessment Model Nursery and Reception End of Year Assessment At the end of Nursery assessments are made to inform how much progress each child has made from their baseline. A typical Nursery child will leave nursery working at 30-50a/40-60c. At the end of Reception the information gathered within the child’s individual Learning Journey is used to make a final early years judgement. Children are assessed against the Early Learning Goals (ELG) as to whether they are ‘emerging’ into the ELG, working at ‘expected’ levels against the GLD or ‘exceeding’ the ELG. This information is then sent to the local authority and compared to local and national schools. Within the child’s final early years assessment, each child is judged on whether they have made a ‘Good Level of Development’ (GLD). As a school our GLD has been averaging at 80% with local authority being 70% and national being 66%. Each child’s end of early years assessment is then used by Year 1 staff to plan for each child’s next steps.
The St Nicholas assessment model Y1-4 Why the new ‘Mastery’ curriculum? Because of the way that schools are evaluated by Ofsted, levels in some schools led to children being moved on at too fast a pace rather than developing depth and breadth of understanding. The removal of national curriculum levels is an acknowledgement that they were not a dependable way of defining achievement (according to the government). The new world of ‘assessment without levels’ is intended to encourage a more professional, intelligent assessment. There is a recognition that learning is neither neat nor linear. The simple attachment of a level could undermine learning as there could be gaps in specific areas of learning for a child. Progression is more focused on understanding and developing greater depth in the national curriculum than on mere progression to the next set of content. All children should have a deep learning of key ideas/constructs and opportunities for even deeper learning (growth mindset). For some learners they will be able to access even greater challenge to deepen their thinking further. Mastery learning is deep learning that sticks, and can be recalled over time.
What it is not: Secure and Mastering – not working on content from the next year group. Secure and Mastering in mathematics – not practising the same concept with bigger numbers. Secure and Mastering in reading – not necessarily reading a more challenging text.
What Skills are needed to be Secure or Mastering?
The St Nicholas Assessment Model Y1-4 Entering : Your child is beginning to work within the curriculum for their year group. Developing: Your child is working towards the curriculum expectation but may need some more time and support before becoming secure. Children who are developing are working slightly below the national expectation. Secure : Your child is working at the curriculum expectation for their year group. Children who are secure are working confidently at the national expectation. They can begin to apply their learning in different contexts. Mastering : Your child is showing they are very confident at working within the curriculum expectation for their year group. Children who are mastering are working above the national expectation and are able to use and apply the expected knowledge and skills independently in different contexts. They can explain their learning to others.
The St Nicholas Assessment Model Y1-4 English Learning Ladder for parents Target Booklet Three Assessments have been developed and moderated through collaboration taffordshire Assessment Partnership of the S outh S
Statutory Assessment End of Reception against the Early Learning Goals Year 1 Phonics Screen Year 2 SATs Year 6 SATS
Year 1 Phonic Screen Pass or fail model Pass rate has been 32 out of 40 since it’s inception but may rise this year. If children fail the screen in Year 1 they must re-do it in Year 2. Past phonic screens can be found for your interest here.
Year 2 SATs At the end of key stage 1 (KS1) teachers will use teacher assessment judgements to report on the progress of their pupils. These assessment judgements take into account a pupil’s performance in national curriculum tests (often referred to as SATs) in Mathematics, English reading and English grammar, punctuation and spelling. KS1 English reading test The reading test has a greater emphasis on the comprehension elements of the new curriculum. There are 2 reading papers, one with the texts and questions combined and one with more challenging texts with the questions in a separate booklet. Both papers must be administered to all pupils. Each paper will have a selection of unrelated texts of increasing difficulty. There will be a mixture of text genres. KS1 English grammar, punctuation and spelling test The new grammar, punctuation and spelling test has an emphasis on technical aspects of grammar. There are 2 papers, Paper 1: spelling and Paper 2: questions. The written task has been removed and writing will instead be assessed through teacher assessment. KS1 Mathematics test In Mathematics at KS1, an arithmetic test has been introduced. There are two papers, Paper 1: arithmetic and Paper 2: reasoning Sample and past paper can be found here https://www.gov.uk/government/collections/national-curriculum-assessments-practice-materials
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