 Information Evening The New National Curriculum and Assessment System Poringland Primary School and Nursery Autumn 2015

The National Picture New SEND Code of Practice Changes around Free School Meals New National Curriculum New Assessment criteria – removal of levels Reception baseline assessment Phonics checks in Year 1

Overview of the new National Curriculum

Summary of the Reforms More challenging curriculum More challenging tests that will report a precise scaled score at the end of key stages rather than a level More detailed perfermance descriptors available to inform teacher assessment at the end of KS1 and 2. Linked directly to new curriculum. Improve the moderation regime to ensure that teacher assessments are more consistent 85% of pupils to be secondary ready (4b) across all three areas (looking ahead to 5 good GCSE passes) Progress floor standard Schools to publish info to parents on website

Challenges of the Reforms Greater freedoms in choice of curriculum content Choice to schools – how to assess Only need to report to parents against end of year expectations with limited guidance as to what they are (Age Related Expectations – ARE)

Overview of the New Curriculum English Changes Less of a focus on genre and more focus on quality writing New content or emphasis Year-by-year objectives for Y1 and Y2, then LKS2 and UKS2 Required spelling & grammar objectives & wordlists Priority for phonics in both key stages Focus on reading for pleasure Reciting poetry Clearer expectations regarding transcription

Overview of the New Curriculum Mathematics Changes Data handling is not included in Y1 There is no use of calculators except near the end of KS2 New content or emphasis Yearly objectives Larger numbers earlier Tables to 12x12 by end of Y4 Earlier introduction of formal written methods Earlier introduction of standard units of measurement Focus on fractions Roman numerals Binary in Y6

Overview of the New Curriculum Science Changes There is less content at KS1: Medicines, light, sound, electricity, and magnetism all shift to KS2 programmes of study Yearly objectives Continued emphasis on working scientifically at each key stage Evolution in Y6 ICT – Computing Changes The subject changes to “Computing” and computer science Largely based around the old Control elements, e.g. In KS1: “understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions” E-safety mentioned at every Key Stage

Our Tools – KPI’s

What it looks like for children Learning which skills are needed to be a great reader, writer and mathematician The rungs are the children’s targets The targets maybe the targets for that lesson, week or unit of work They can see very visually and clearer where they are and where they are heading. They know which key skills they have achieved, which they are working on and the ones which will follow. They are encouraged to reflect and self-assess When a teacher feels a child has achieved the target, they highlight it Children involved in setting own targets

What it looks like for teachers Opportunities to secure key concepts and focus on breadth Use every and varied opportunities to assess against targets Need to see evidence that children can achieve skill independently Target is usually the next rung up but not always Use professional judgment

What it looks like in the classroom Fractions We Are Learning To - WALT – reduce a fraction to its simplest form Which then links to a Learning Ladder statement

Our Requests Please be patient! Be prepared to see a ‘dip’ There is more on the NC than the rungs you see Trust us

What is left for us to do? Ongoing Professional Development on what is quality assessment Pupils involved more in target setting Work with local schools Standardisation Moderation – within school and externally Potential issues around self-esteem Reflect upon KPI’s highlighted Moderate with external NFER tests which use the New Curriculum Framework in February and June. Analyse NFER tests to assess strengths and areas to develop for pupils, and year groups.

Questions