Assessment Without Levels at Statham Primary Feb 2016.

Slides:



Advertisements
Similar presentations
KS1 English Parent Workshop January 2015
Advertisements

Focus Education Assessing Reading: Meeting Year 2 Expectations Year 2 Expectations: Word Reading Decode automatically and fluently Read accurately.
Presented by Mrs Hope St Alphege CE Infant School English KS1 Information Evening.
Wednesday 23rd September
Year 2 30 September  Introduction  Assessment without levels  Literacy  Numeracy  Topics  Organisation  How you can help.
End of Key Stage 1 Statutory Assessments Teacher Assessment End of KS1 assessment will be based on judgements made by teachers throughout the key.
Parent Workshop Year 1 and Year 2 Curriculum Key Stage 1 January 2016.
KS1 Statutory Assessment. KS1 SATs, how are they different to KS2 SATs? Flexibility about when to administer the tests within the month of May.
SPaG in Year 2 Welcome .
Scarcroft Primary School Curriculum Evening - January 2016 Changes in the English and Maths Curriculum.
1 st October  Clarify what the national curriculum tests are and what they involve  Explain the changes in the way they will be reported  Roles.
Assessment in Key Stage 1 Changes at Our Lady’s. Why? Due to Government initiatives which felt that levels were becoming too competitive and did not show.
Parents Information Evening Key Stage 1 Interim Assessments 2016.
A guide to the 2016 SATs Key Information. What are SATs? SATs are Standard Assessment Tests that are given in Year 2 (and at the end of Year 6). There.
Parents’ forum January 2016 Assessment & the future of the school.
Assessment without Levels Meeting with Parents Tuesday 22 nd September 2015.
Key Stage 1 SATs Willand School. Key Stage 1 SATs Changes In 2014/15 a new national curriculum framework was introduced by the government for Years 1,
The New National Curriculum and Assessment at the end of Key Stage 1 Meeting March 2016 EXCALIBUR PRIMARY SCHOOL.
January  Clarify what the national curriculum tests are and what they involve.  Explain the changes in the way they will be reported.  Roles.
Key Stage 1 National Curriculum Assessments Information and Guidance on the Changes and Expectations for 2015/16 Mrs Ferey, Mrs Zachariah & Mrs Matthams.
New Curriculum assessment at the end of KS1 Laura WilsonMatthew Biss.
Monday, 8 th February  Clarify what the national curriculum tests are and what they involve.  Explain the changes in the way they will be reported.
What the National Curriculum requires in reading at Y1 Word reading apply phonic knowledge and skills as the route to decode words respond speedily with.
Arrangements for teacher assessments and SATs at Gamlingay First School in 2016.
Key Stage 1 Grammar and phonics – Information for Parents 8 th February 2016.
Key stage 1 National Curriculum Assessments May 2016 Information and guidance for parents on the changes and expectations for 2015/16.
Changes and information for New Curriculum introduced New tests to reflect the changes.
Changes to the Curriculum
KS1 Assessment. Writing Writing is no longer assessed through a formal test. It is now based upon teacher assessment. Children are reported as being working.
End of Y2 Expectations 4 th October 2016 Emma Fitzpatrick.
Welcome to Alwyn Infant School Writing Afternoon.
Mission Sentences and Paragraphs
Assessment Without Levels- A guide for parents October 2015
Year 2 SATs Information Evening
NATIONAL curriculum ASSESSMENTS
Key stage 1 SAT meeting Wednesday 25th January.
End of Year 2 Expectations
Welcome to Year 2 A New Challenge.
Wednesday 13th September
End of Key Stage 1 Working Towards the expected Standard
KS1 Assessment Arrangements
Information for Parents March 2017
Parents’ Information Evening Key Stage 1 Interim Assessments 2017
KS1 SATs 15th February 2017.
Green Class Expectations
KS1 English at Tregolls.
Welcome to the Year 2 Briefing
Church Hill Infant School
Mrs Rudman, Miss Heeks and Mr Knight
Key Stage 1 English.
Year 2 SATS MEETING 2017.
Westerton Primary School
Year 2 Assessments th October 2017.
Key Stage 1 Assessment nd October 2017.
Year 2 Key: Programmes of Study in bold print.
Year 2 Objectives: Writing
National Curriculum End of Key Stage 1 Expectations
Standardised Assessment Tests Information
Key Stage One Spelling and Grammar.
National Curriculum End of Key Stage 1 Expectations
Key Stage 1 SATS Information.
Year 2 SATs Information Evening
Year 2 Tests and Teacher Assessment February 2019
Year 2 SATs Information Evening
Assessment and Expectations for Y2
Key Stage 1 national curriculum assessments November 2018
Mission Sentences and Paragraphs
2019 KEY STAGE 1 national curriculum teacher assessment FRAMEWORKS.
Year 2 SATs Information.
Welcome..
Presentation transcript:

Assessment Without Levels at Statham Primary Feb 2016

 National Curriculum introduced 1988 for schools in England and Wales  Major curriculum review undertaken 2009  Assessment scales = Levels and Grades  Rising scale from W to L5 for children of primary age  First major overhaul to curriculum: September Y1,3,4,5  September all year groups  Assessment system thus void Quick History

 Curriculum for the 21 st century  Need to prepare children for a number of careers during working life  Promote diversity in curriculum delivery – less prescriptive  50% of 4B pupils at end of primary achieved fewer than 5 A*-C grades at end of secondary  To improve understanding of assessment systems in schools Rationale for Change

 Deliver new curriculum for all  Elements of curriculum far more challenging  Transition to new curriculum from previous objectives – pre teaching  Move away from best fit model to precise evidence  Design an assessment system to track and summarise progress  Ensure consistency in judgements  Inform parents Challenge for Schools

KS1ReadingWriting Below The pupil can: read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes* read accurately some words of two or more syllables that contain the same grapheme-phoneme correspondences (GPCs)* read many common exception words*. In a book closely matched to the GPCs as above, the pupil can: read aloud many words quickly and accurately without overt sounding and blending sound out many unfamiliar words accurately. In discussion with the teacher, the pupil can: answer questions and make inferences on the basis of what is being said and done in a familiar book that is read to them The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher demarcating some sentences with capital letters and full stops segmenting spoken words into phonemes and representing these by graphemes, spelling some common exception words* forming lower-case letters in the correct direction, starting and finishing in the right place forming lower-case letters of the correct size relative to one another in some of the writing using spacing between words. At Age Related Expectation pupil can: read accurately most words of two or more syllables read most words containing common suffixes* read most common exception words*. In age-appropriate books, the pupil can: read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute sound out most unfamiliar words accurately, without undue hesitation. In a familiar book that they can already read accurately and fluently, the pupil can: check it makes sense to them answer questions and make some inferences on the basis of what is being said and done The pupil can write a narrative about their own and others’ experiences (real and fictional), after discussion with the teacher: demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation marks using sentences with different forms in their writing (statements, questions, exclamations and commands) using some expanded noun phrases to describe and specify using present and past tense mostly correctly and consistently using co-ordination (or / and / but) and some subordination (when / if / that / because) segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly spelling many common exception words* spelling some words with contracted forms* adding suffixes to spell some words correctly in their writing e.g. –ment, –ness, –ful, –less, –ly* using the diagonal and horizontal strokes needed to join letters in some of their writing writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters using spacing between words that reflects the size of the letter Above The pupil can, in a book they are reading independently: make inferences on the basis of what is said and done predict what might happen on the basis of what has been read so far make links between the book they are reading and other books they have read. The pupil can write for different purposes, after discussion with the teacher: using the full range of punctuation taught at key stage 1 mostly correctly spelling most common exception words* spelling most words with contracted forms* adding suffixes to spell most words correctly in their writing, e.g. –ment, –ness, –ful, –less, –ly* using the diagonal and horizontal strokes needed to join letters in most of their writing

 Day to day business has not changed!  We still look for all children to make better than expected progress whilst recognising that they have different needs and talents and develop at different rates  Target setting – Age Related Expectations (ARE)  In year progress – Teacher assessment and formal tests  Summary attainment - Teacher assessment and summative formal tests  Quantifying attainment on a new scale Judging Progress

 Year groups = Bands  S ( Secure) = Age Related Expectations (ARE)  Steps are determined by number of statements achieved Bands and Steps Steps B Beginning B+ Beginning + W Working Within W+ Working Within + S Secure S+ Secure + Age related expectation at the end of Autumn 1 Age related expectation at the end of Autumn 2 Age related expectation at the end of Spring 1 Age related expectation at the end of Spring 2 Age related expectation at the end of Summer 2 Children who are ‘exceeding’ age related expectations

 Parent teacher meetings will refer to ARE and Steps  Summary reports will refer to ARE, Steps and levels of pupil engagement  Format of summary will be different Reporting to Parents

I want to know how my child is getting on compared to national expectations % I want to know how my child behaves.75.00% I want to know how my child forms relationships % I want to know how much effort and resilience my child displays % I want to be told how I can help my child at home % Parental Response