Curriculum content rich – the content has changed or been moved around and the existing system of levels and sublevels will not fit. Levels system had critics and some inappropriate practice developed over time but it did provide a common language for assessment and a consistent set of criteria (even more valuable in a highly mobile school) The new curriculum sets out what is to be taught in each year and has Performance Descriptors for what should be known at the end of each Key stage; it does not provide any system or structure for on-going assessment of pupil progress

 Agreed by all the John Colet Liaison group schools  Key performance indicators in each year enable progress to be measured  Easy to see if children are on track to meet expected standards in statutory tests  Curriculum 2014 sets out content in terms of year groups and phases  HfL assessment framework assesses in terms of phases and steps within phases

Phase A : relates to the typical expectations of children working in KS1 (Y1 &2) Phase B : relates to the typical expectations of children working in lower KS2 (Y3 & 4) Phase C : relates to the typical expectations of children working in upper KS2 (Y5 &6) Children may be working within a phase below their chronological age – this is especially likely in the early stages of the new curriculum which has higher expectations than the previous National Curriculum.

Key Stage 1 and lower key stage 2 Y1 enteringA0 Y1 developingA1 Y1 securingA2 Y1 mastering /Y2 enteringA3 Y2 developingA4 Y2 securingA5 Y2 mastering/ Y3 enteringA6 Y3 DevelopingB1 Y3 securingB2 Y3 mastering/Y4 enteringB3 Y4 developingB4 Y4 securingB5 Y4 mastering/Y5 enteringB6

UPPER KEY STAGE 2 Year 5 developingC1 Year 5 securingC2 Year 5 mastering/Y6 enteringC3 Y6 developingC4 Y6 securingC5 Y6 masteringC6

The expectation would be three steps progress in a year e.g. A2 – A5, A5 - B2 Assessment is in the form of criteria similar to the APP grids currently in use:  expectation of 60% mastery of objectives for secure  100% mastery for mastery of the age-related expectations

Pupils working below Phase A could be assessed using either: EYFS outcome statements e.g months P scales for SEND pupils Pupils working below their chronological phase can be assessed using the previous phase e.g. a child working in Y3 might be working at A5

Statements for annual reports will not differ greatly from comparative statements currently in use e.g.:  Your child is working well in the expected range for their age  Your child is working below the expected range for their age  Your child has a strong understanding of the concepts taught this year and has been working on extension activities BUT expectations are higher so children reported to be working ‘at age- related expectations’ this year may be reported as working below expectations next year as they move to the new assessment framework.

 There will be a new test for spelling, punctuation and grammar which will consist of three separate papers.  There will be two maths and two reading papers  Although the tests are set externally, they will be marked by teachers within the school.  Children will be given a standardised score – although this may not be communicated to parents. Teacher assessments will continue to be used to build up a picture of each child’s learning and achievements. In addition, children will receive an overall result saying whether they have achieved the required standard in the tests.  The Department for Education aims for 85 per cent of children to reach the required standard.

 Pupils will be given standardised scores.  Each pupil’s score, alongside the average for their school, the local area and nationally will be reported to parents.  There will also be a ‘performance descriptor’ of the expected standard for Key Stage 2 pupils. The Department for Education is aiming for 85 per cent of children to reach or exceed that standard.