New Primary Curriculum and Assessment Information for Parents February 2016

New Curriculum September 2014  Designed - so that each year group covers identified skills, concepts and knowledge.  Children are expected to start and finish each year. They are expected to deepen their knowledge, understanding and skills rather than push onto the next year’s curriculum.  Teachers assess children’s knowledge, skills and understanding  There is no national assessment system and each school has been required to design a system to match the curriculum.

Changes in the curriculum  New language and new mindset - challenge  Comparisons with siblings/friends in other schools who have already completed a year is no longer possible  Greater challenge for secondary schools – redoing tests in Year 7  Children transferring between schools should be more fluid

Changes in the Curriculum  Challenge is that children are now expected to achieve more by the end of Key Stage 1 and Key Stage 2. For example – tables by the end of Year 4 to 12x12.  Approximately 8 months above chronological age  These higher expectations were introduced last year. From 2015 all year groups are following the new curriculum.  Children in EYFS / Year 1 will be the first cohort to experience the whole of the curriculum. The rest of the year groups are on catch up.

So what has changed?  Writing  Before: final draft  Now: plan, draft and edit process  “perform” – read compositions aloud  New: precis writing in Y5/6  Grammar expectations from Y1 – Y6 greater focus on knowing and applying grammatical terminology  Dictation in the upper school  Greater emphasis on spelling and handwriting

Spoken language and reading  Greater emphasis on child’s ability to explain and discuss understanding  Focus on preparing plays/poems to perform  Debate  Greater focus on fictional texts and greater emphasis on the comprehension elements of the new curriculum.

Mathematics

Assessment without Levels  Previously Age Related Expectations  Previously Levels  Each level was subdivided into three e.g. Level 2c, 2b, 2a.  Now each Year group is now as a band which is divided into 3 steps e.g.  2 emerging  2 secure – end of year expectation  2 deeper understanding

Age related expectations under the new curriculum Autumn Term  Age related expectations for this term would be for a Year 3 pupil:  2 secure / emerging within the Year 3 curriculum  Spring Term  Age related expectations for this term would be for a Year 3 pupil:  3 Emerging / secure  Summer Term  Age related expectations for this term would be for a Year 3 pupil:  3 secure / deeper (small number of children)

Testing arrangements from 2016 Key Stage 1 SATs (Y2)  Grammar, punctuation and spelling test  Reading test  Maths test – no mathematical aids to help complete the test apart from a ruler.  Children need to achieve all objectives to be deemed to be at the expected standard Key Stage 2 SATS (Y6)  Mental Arithmetic replaced by Arithmetic Paper  Paper A and B replaced by two mathematical reasoning papers  No calculator paper  No Level 6 papers  Reading paper –up to 2300 words  Spelling, grammar and punctuation paper  Writing - Teacher Assessment

At Springfield  In every class there will be a wide range of abilities. More able children are expected to demonstrate a deep understanding of the skills and knowledge and be able to demonstrate application across the curriculum - mastery.  Children working below age related expectations continue to be supported – there are activities planned that enable them to make good progress.

In Springfield - Assessment  In the classroom the process for the children remains the same.  Children are given targets based on the new curriculum and the “I can” statements which they work to achieve during the course of each lesson.  Children are encouraged to discuss their learning and the progress they are making.  Formative assessment is the main driver in the process and this remains the same with next steps/marking ladders for the children to self/peer assess against.  We have a range of tests that children sit termly to help with teacher assessment  Activities are planned to allow children the opportunity to show they have mastered a concept or objective and work independently.

Robust Assessment Processes  Teachers assess attainment and progress  Data snap shot every half term  Whole school data analysis by SLT is reported to Governors  Pupil Progress Meetings  Identification of strategies  Monitor implementation and track progress  Moderation with other schools local and further afield to ensure robust judgements. This includes liaison with LHS.

Conversion of Levels to Steps  As the curriculum is different there is no correlation between the levels and the steps.  It is not possible to say Level 4b equates to 6S as children are required to demonstrate different skills and knowledge even though 4b was regarded as working at ARE in the old assessment system and 6S is the new ARE.

Reporting to parents Subject : Effort: A Toby has made good progress and is working within the curriculum expectations for Year 3. He has achieved full fluency in his reading …. Or Toby has benefitted from additional adult support and has made good progress. However he is not yet secure in his knowledge of the curriculum expectations for in maths in Year 3. He can … Or Toby has made good progress and has securely met the end of year expectations for year 3. He can write a…

Thank your for coming. Leaflets available for each year group. Additional information has been placed on the website under the Parent information /New Curriculum tag including this PowerPoint.