The New National Curriculum Assessment Meeting December 2015

Aims of the evening To understand the Government has introduced a new curriculum and that expectations are higher than previously expected, which has implications on baselines and attainment. Eg Expectations of the New curriculum Assessment without levels – how do we track and assess progress at Havannah Annual reports – how will they look? External test – How will the Government expect us to test your children from 2016? What will be involved in the end of Key Stage 1 and 2 tests

What we believe is important? Our curriculum is focussed on developing basic skills To be literate To be numerate To tolerate and respect one another To develop skills for the future We want children to have a wide range of experiences and enjoy learning We want then to discover their own learning. We want them to rise to a challenge and learn from their mistakes.

The Old National Curriculum Historically it was based on gaining a range of knowledge and skills which were developed through Key Stage 1 and Key Stage 2 It was broken into levels eg Average Year 2 was a level 2 (2b 15 pts) Average Year 4 was a level 3 Average Year 6 was a level 4 (4b 27pts) Pupils were tested at year 2 and year 6, levels were awarded based on their scores/attainment. 2b3b4b Year 2x Year 4x Year 6x

Changes We still have topic work but when planning we look for what skills are being covered This is how the curriculum has changed We need to focus on what is being covered rather than what level is achieved Core subjectsFoundation subjects Literacy – Now English Numeracy – Now Maths Science – remains science History Geography Design and Technology PSH and C Ed Music ICT (now computing) PE MFL RE

Changes The new National curriculum is more prescriptive in English and Maths Expectations are much higher eg some Y5 expectations are now found in Y3 Old curriculumNew curriculum English Level 4 writingVocab, Grammar & Punctuation Y5/6 Question marks, accurate use of speech punctuation. Commas in a list to ocassionally mark clauses Using brackets, dashes or commas to indicate parenthesis Using commas to clarify meaning and avoid ambiguity. Using hyphens to avoid ambiguity. Using semi-colons, colons or dashes to mark boundaries between independent clauses. Using colon to introduce lists. Punctuate bullet points consistently These skills are normally taught at year old but now expected at y5/6

Examples of changes in English Old curriculum New Curriculum Relate texts to their school cultural and historical contexts and literary traditions Y3-4 Increasing their familiarity with a wide range of books including fairy stories, myths, legends and retelling some of these orally. Y5-6 Increasingly their familiariltiy with a wide range of books including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures Year 5 – Term 2 To recognise and spell the suffix – cian etc Spelling banks for Year 3-4 Words ending with the suffix –tion Words ending with the suffix - sion Children most recognise all ‘shun’ words and know how to choose the correct ending Words ending with the suffix –ssion Words ending with the suffix -cian

Maths Old curriculum New Curriculum Using and applying mathsAcross all areas Number and algebraNumber: place value, addition and subtraction, multiplication and division, fractions, decimals and percentages. Shape, space and measureGeometry: properties of shape. Position and direction. Data HandlingStatistics Measure

Some examples Old curriculum New Curriculum Fractions, decimals & level 3 used to be: Fractions, decimals and percentages in Y3 – 4 is now Use simple fractions that are several parts of a whole. Recognise. Write and find fractions of a discrete set of objects Recognise when two simple fractions are equivalent Recognise and use fractions as numbers Begin to use decimal notationRecognise & show equivalent fractions Add & subtract fractions with the same denominator Compare & order fractions with the same denominator Solve problems involving fractions of increasingly difficultly (in Y4) Recognise and write decimal equivalents to simple fractions Count up and count down in tenth and hundredths Compare decimals to 2dp Round decimals to the nearest whole

Summarise old assessments LevelsSublevels Level 6 Level 5Level 5a Level 5b Level 5c Level 4Level 4a Level 4b Average Year 6 attainment (Tested) Level 4c Level 3Level 3a Level 3b Level 3c Level 2Level 2a Level 2b Average Year 2 Attainment (Tested) Level 2c Level 1Level 1a Level 1b Level 1c EYFS

Summarise new assessments The expected level has been given the Standard ‘100’ but precise boundaries will not be released until May A parent (Year 1, 2 and 6) presentation regarding formal assessment at Havannah is planned for the Spring Term. Stages DevelopingDeveloping+ExpectedExpected +Mastery Year 6 Stage 6 Year 5 Stage 5 Year 4 Stage 4 Year 3 Stage 3 Year 2 Stage 2 Year 1 Stage 1 Early Years FSP

Summarise new assessments The raised targets which means that children need to have a very secure knowledge of the programme of study for their year group and depth or understanding and application. End of year expectations is now that children are ‘secure’ in their year group, this is where they need to be at the end of the year. BeginningWorking below age related standards Beginning +Working towards age related standards ExpectedWorking within/at age related standards Expected +Working beyond age related standards MasteryShowing increased confidence and the ability to use and apply learning.

Increased expectations and breadth It is really important for parents to understand that the expectations of the new curriculum are much higher at the end of each year group. Pupils being judged on the expectations for the end of Year 5 for example, will still have gaps and may not reach the ‘expected outcomes for their year group’ as they have only complete one year of the new curriculum. There is also a focus on children being able to explore the curriculum in more depth and being able to apply their learning before moving on – the concept of MASTERY. So it is likely that not so many children will be ‘exceeding’ because of these raised expectations.

SubjectPerformance Descriptors National Curriculum Test ReadingNational standard (scale score of 100) Externally set, externally marked test Writing Master standard Above National standard National standard Working towards National standard Below national standard No writing test There is a separate English grammar, punctuation & spelling test MathsNational standard (scale score of 100) Externally set, externally marked test ScienceWorking at National standardTeacher assessment

How will this be communicated to parents?