UNDERSTANDING ASSESSMENT FOR THE NEW CURRICULUM

AGENDA Changes in terminology and what it all means Uplift in expectations – some comparisons Structure of the National Curriculum – deeper and not further Process of assessment, the difficulties and what we are doing to get it right

Terminology - levels From levels to standards: Under the previous system, children were assessed using National Curriculum Levels. These started a level 1 and went up to a possible level 6 in Key Stage 2. Levels were progressive and children could be working at different levels within a single year group. Each level was broken down into sub levels from c to a to make tracking progress an easier process.

Terminology - standards From levels to standards: Under the new system children are assessed against a series of end of year expectations. These are organised into year groups and children only work towards their own year group expectations. At the end of each academic year a judgement is made about whether an individual child has achieved these expectations. If so they are deemed to be working at the National Standard. It is important to keep in mind that this is an end of year judgement. However, as a school we do not wait for the end of the year before beginning the assessment process. We approach our assessment progressively and assess different elements of a subject throughout the year.

Assessment Show Arbor assessment

What are the Standards we use? Working Outside Year Group Expectations This pupil is not working within the year group expectations, mostly because s/he may have cognitive delay (SEN/P scales) Below the National Standard This pupil is working within year group expectations but will require support. They will begin to show signs of understanding the objective Working towards the National Standard This pupil is not far off the standard but we cannot say with confidence that s/he meets this standard consistently At the National Standard This pupil has met this standard and does not require support. Above the National Standard This pupil shows understanding at greater depth and can apply skills independently across a range of contexts  

Uplift in Expectation Expectations are much higher. Children at the end of Year 4 are now expected to be working at a similar standard to the end of Year 5 under the previous curriculum. There is no direct correlation between the old system of levels and the new curriculum. However in approximate terms children in Year 6 who previously would be expected to be level 4b to be deemed average/secure, will now be expected to perform at almost the equivalent of an old level 5 to be secure at the National Standard. Expectations are higher in every year group.

Uplift in Expectation Levels End of Year 1 End of Year 2 End of Year 3 6   Exceptional Exceeding National Standard 5A 5B 5C At National Standard 4A 4B 4C Below National Standard 3A 3B 3C 2A 2B 2C 1A 1B 1C P levels Uplift in Expectation

What about those children who are working above or below the year group expectations? It was previously the case that the learning of children was supported or extended by teaching the objectives from other year groups, more inline with the level the child was working at. However, one major change with the disappearance of levels is that when challenging the more able learners, there is now an emphasis on breadth of learning and deepening learning by using and applying their knowledge and skills. The expectation is that these children will develop a deeper and fuller understanding of the curriculum at their year group expectation. What does this look like?

Deepening the Learning

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