A Curriculum for the future The new Secondary Curriculum

Meet the virtual students Hi I am Alex! My parents are really pleased with my progress in history. Hello I am Sam! I would like to know how to do better in history. Hi I am Rachel and I think I am doing really well in history.

Why do we assess? Rachel knows her level of attainment Sam wants to know how to improve Alex’s parents are informed of his progress To measure progress To set next steps for learning To inform others

How do we assess to meet all these aims? Assessment in the new curriculum What are the main characteristics of a pupil working at each level and what does their work look like?

Part 1 How do we assess to meet these aims?

A timeline of change Helping pupils get better at history New curriculum begins for year 7 1 st end of KS3 levels using new attainment target Progression and assessment of pupil progress

Changing the assessment system Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Using national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests/tasks from national sources What does this assessment look like? Periodic Day-to- day Transitional

Changing the assessment system Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Using national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests/tasks from national sources What many schools do well. Periodic Day-to- day Transitional

Changing the assessment system Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Using national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests/tasks from national sources The gap in the system Periodic Day-to- day Transitional

How do you make meaningful periodic assessment? A new tool is required to achieve this A framework to track pupil progress against clear criteria A tool in which assessment for learning is embedded This tool is called Assessing Pupils’ Progress Otherwise known as APP

What does ‘periodic review of evidence of pupil learning to form a judgement on their progress’ mean? Periodic - regular intervals probably twice a year Evidence – a fuller picture of the pupil using a range of evidence including for example: written outcomes observations film and sound-bites of the pupil Judgement – an informed decision about the overall level the pupil is working at

What is APP? Assessing Pupils’ Progress Making a periodic review of evidence of pupil learning to form a judgement on a pupil’s progress and next steps for learning Currently used in English, Science, ICT, Maths Coming to foundation subjects from 2010

A timeline of change New curriculum begins for year 7 Assessment pilots take place APP begins for foundation subjects 1 st end of KS3 levels using new attainment target Day to day periodic end of key stage

What else does APP do? Help identify next steps for pupil progress Allow teachers to reflect on planning, teaching and learning Make assessment integral to the curriculum Offer a secure basis for tracking

How does APP work? Assessment focuses – each subject has these with success criteria and are written to reflect the new curriculum Assessment guidelines – a grid of the success criteria to help the review process Standards files – currently being collated, these are collections of work to represent individual levels

…and in practice? Teachers collate a range of evidence of a pupil Using the assessment guidelines the teacher determines an appropriate level boundary Judgements are moderated with colleagues Data is used for tracking Review of work provides: basis for next step targets information for departmental planning

Part 2 What are the main characteristics of a pupil working at each level and what does their work look like?

The new curriculum and the AF’s KS3 History – Key Concepts Chronology Diversity Change and continuity Causation Significance Interpretations KS3 History – Key Processes Enquiry Evidence Communication KS3 History Assessment Focuses AF1 - Thinking Historically AF2 - Exploring Interpretations AF3 - Historical Enquiry

The virtual students Hi I am Alex! I am hoping to get level 7. Hello I am Sam! Most of my work is level 5. Hi I am Rachel and I got a level 3 at the end of last year. But what does their work look like and what are the main characteristics of a pupil working at these levels?

How do I get to level 7? What can I do that Rachel can’t? What does my level 3 work look like?

Removed slides Draft criteria removed for QCA confidentiality reasons Each AF has up to 3 criteria for each level Criteria indicate characteristic features of pupil work in each AF at each level This helps to judge where a pupil is at and will help teachers move their pupils towards the next level

Part 4 – What are the implications of this for ITT? ‘This is so helpful for understanding the levels’ PGCE trainee UEA

Implications of APP for ITT Greater emphasis on day to day tasks Greater emphasis on assessment for learning Opportunity for creative outcomes Understanding and application of NC concepts and processes

Implications of APP for ITT Planning for the new curriculum across the key stage Use of collections of evidence Role of ICT Understanding of NC ‘levelness’

And the virtual students… I know where I still need to try and improve. My teacher talked to me and mum about it at parents evening. I like my teacher showing me how to get better at history. I like my class work and homework being important!