Ponteland Middle School D.Brett 07/16/96 Curriculum and assessment at Whitfield Information for parents 6th January 2016 *

Welcome Introductions Format of presentation

Teaching staff Mrs Erica Carter – Acting Head Teacher Miss Elizabeth Pearson – Senior teacher (Y2/3) Ms Beverley Cavanagh – Y4/5/6 teacher Mrs Amanda Hewitt– Rec/Y1 teacher

Previously… What level should children be at and how were they assessed?

Around 75%+ of children were at Level 4 by the end of Key Stage 2 (average being a 4b) Some children were still at Level 3 and some children were achieving Level 5 or above (level 6 being exceptional) A small percentage of children were not working at Level 3 (their needs being addressed)

How did the government and schools decide which level children should achieve?

The results from the End of Key Stage 1 tests provide an indicator. ‘Good progress’= 2 sub-levels per year eg 2c, 2b, 2a, 3c, 3b, 3a, 4c, 4b, 4a, 5c, 5b, 5a y3 y4 y5 y6 Ideally, level 3 at the end of Key Stage 1 should indicate a level 5 at Key Stage 2.

HOWEVER!

What does teacher assessment involve and is it different from testing?

Teacher assessment draws together everything the teacher or teachers know about a child, including observations, marked work and school assessments. Teacher assessment is not a ‘snapshot’ like tests and is therefore more reliable. There can be a difference between teacher assessment results and test levels. Teacher assessment only, is used for children who (previously) worked below level 3 or (we imagine) a specified % of the new scaled scoring system.

“Assessment does not sufficiently inform teaching and learning.”

Assessment: ways of looking Day-to-day Close up Standing back Periodic Public view Transitional

Ways of looking : key features Assessment for learning Peer- and self-assessment Pupil engagement and immediate feedback Day-to-day Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Periodic Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests / tasks from national sources Transitional

Ways of looking – for pupils Close-up immediate feedback in specific aspects relevant next steps reflection on learning as it is happening Public view formal recognition of achievement influences future opportunities and next choices

Ways of looking –for teachers Close-up detailed interaction with learners within particular contexts changes in short-term planning Public view related to national standards – often externally validated for next teacher – limited impact on own teaching used for teacher and school accountability curriculum often narrowed to the form and criteria of final assessment

What’s missing? For pupils For teachers How well are my pupils achieving overall? Can I see the wood as well as the trees? Where are the gaps in learning? How do national standards inform my teaching? How am I doing in this subject/aspect as a whole? What are the main areas where I need to improve? Where do I show what I know and can do?

Each child will be assessed by their teachers using the new curriculum descriptors This will enable everyone (staff / the child/ parents) to see what the child needs help with Our school system: Emerging Developing Secure Mastered

How has the curriculum changed?

Maths New to Year 6 New to Year 5 Moved down from Year 6 Comparing numbers up to 10,000,000 Formal written methods for long multiplication and division Adding and subtracting fractions with different denominators Multiply proper fractions, giving answer in its simplest form Divide proper fractions by whole numbers Convert units of volume Calculate volume of cubes and cuboids Calculate area (and find angles) of parallelograms, quadrilaterals and regular polygons Use co-ordinates in all 4 quadrants Understand that shapes with the same areas can have different perimeters and vice-versa Identify radius , circumference and now that diameter of a circle is twice radius Construct pie charts Find and use ratio (Starts in Year 6) Use letters to represent unknowns (algebra) find pairs of numbers that satisfy number sentences involving two unknowns Enumerate all possibilities of combinations of 2 variables. Generate and describe linear sequences Find solutions to unknowns in problems New to Year 5 Roman Numerals Order and compare numbers to 1,000,000 Count forwards and backwards in steps of 10 to and from 1,000,000 Round whole numbers to nearest 10,100,1 000,10 000,100 000 Formal written methods Cubed numbers Adding and subtracting fractions with same denominator Multiplying proper fractions and mixed numbers by whole number Estimate and compare volume and capacity Solve problems converting units of time Moved down from Year 6 Multi-step word problems Prime numbers (recall up to 19) prime factors and composite numbers (non-prime) Multiply 4 digit number by 2 digit Compare and order fractions whose denominators are all multiples of the same number Recognise and use thousandths and relate them to decimal equivalents Order and compare numbers up to 3 decimal places Understand equivalence between metric and imperial units: inches, pounds and pints Estimate area of irregular shapes Identify and measure reflex angles Maths

Ponteland Middle School D.Brett 07/16/96 What’s no longer in Year 6/ required? Knowledge of multiplication facts up to 12 x 12 (Y4) Use co-ordinates in first quadrant (Y4) Area and perimeter of squares and rectangles (Y4) Rounding decimals to whole numbers (Y4) Equivalent decimals to common fractions (Y4) Factor pairs and primes to 20 (Y4)  Detail of problem-solving processes no longer explicit  Divisibility tests  Median/Mode/Range no longer required What’s moved to KS3?  Calculator skills move to KS3 PoS  Rotation and translation moves to KS3  Probability moves to KS3 *

English What’s been added?  Preparing poetry for performance  Learning poems by heart  Formal presentations about reading  Précising long passages of writing  Greatly detailed grammar specifics recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time and cause using expanded noun phrases to convey complicated information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, whose, that or with an implied -ie omitted- relative pronoun) continue to distinguish between homophones and other words which are often confused Spell words with silent letters

ensuring the curriculum How are we ensuring the curriculum coverage at Whitfield?

We have developed a rolling programme of topics for the Foundation Subjects. We also use “Abacus” for Mathematics and “Wordsmith” for English. Both schemes are supplemented by other resources.