Life after Levels Parent Workshop

Assessment Children in reception are assessed against the Early Years Foundation Stage Profile Expected, Exceeded or Emerging in the 17 areas of learning. Baseline assessments. National Curriculum begins in Year 1.

No more levels From September 2014 all maintained schools were required to move to a new curriculum. At the same time the DfE decided that the old National Curriculum levels would be discontinued The expectations for the new curriculum are higher than the old national curriculum

Schools systems Levels e.g. Level 3, Level 4b etc. no longer exist To avoid confusion with old ‘Levels’ we have decided to use the terms Band and Step BAND – the are-related year group corresponding to the level currently being taught to a child So a child working at Year 2 for reading will now be Band 2 STEP – this will indicate how independent a child is with a specific area b, b+ beginning in the year band w, w+ working within the year band s, s+ secure within the year band

Maths Statement sorter Year 1 Year 2 Year 3 Year 4 Year 5 Year 6? *Clue* there are 3 statements from each year group

Raised Expectations It goes further than the previous curriculum. There's quite a lot of new content which, up until now, has been regarded as ‘secondary maths’. This includes long division at year 6, and an increasingly complex understanding of fractions and decimals. Some content has moved ‘down’ by one or two years, meaning children will be expected to master some things earlier than they have before. Practice is key! There is a renewed emphasis on number, calculating and problem solving with fractions and decimals and less on data handling (now called statistics). 80 – 90% of the Key Stage One Test is now number based 75 – 80% of the Key Stage Two test is now number based

Types of Assessment Formative: Continuous and ongoing on a day to day basis. Marking Self assessment – Traffic lights Questioning Word problems Reasoning Missing number sentences Target sheets Next steps Summative Rising stars half termly assessments

Target Sheets Two target sheets Maths – number Maths – All other You will find these in your child’s homework folder.

English Reading. Writing English Reading Writing Spelling, Grammar & Punctuation Statement sorter Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 ? Clue: There is one reading, one writing and one grammar target for each year group

Raised Expectations • Strong emphasis on phonics in years 1 and 2 - expectations are higher • Expectation that pupils will be reading frequently encountered words quickly and accurately without overt sounding out and blending in KS1 • Bigger emphasis on comprehension by year 3 as pupils should be confident decoders by end of KS1 • Focus on reading for pleasure, with the ability to learn and recite poetry • Statutory requirements include a focus on asking questions, speaking audibly in Standard English and taking part in performances, discussions and debates •Less of a focus on genre and more focus on quality writing: emphasis on the process of composition in which pupils should be taught to plan, draft and write and evaluate and edit • Clearer expectations regarding transcription - spelling and handwriting given increased emphasis in every year group • Required spelling & grammar objectives and wordlists for each year group

Types of Assessment Formative: Continuous and ongoing on a day to day basis. Marking Self assessment – Traffic lights Questioning Self assessment – marking ladders Target sheets Next steps Summative Rising Stars half-termly assessments for reading, spelling, punctuation & grammar Writing – through half-termly Big Writes (& teacher assessment across a range of writing)

Target Sheets Reading target sheets Can be found in the front of your child’s Reading Record book or homework folder Writing target sheets Can be found in the front of your child’s Free Writing homework book

RE RE remains to be assessed on Levels. The children are assessed at the end of each unit They have assessment sheets which are kept in their books at the beginning of each unit. Examples are on the table

Tracking progress Every child was assessed at the beginning of the year to give a starting point. Each term we hold Pupil Progress Meetings with the headteacher, senior leadership team, SENCo and the class teacher. At these we check every child’s progress and intervention is planned where necessary.

Reporting to Parents Autumn and Spring we will be sending home Termly Progress Reports