Assessment at SPRINGFIELD PRIMARY SCHOOL Assessment at SPRINGFIELD PRIMARY SCHOOL

Reasons for this Assessment Presentation To introduce parents to the new assessment framework in line with the new curriculum Objectives 1.To help parents understand how their children are assessed at the end of each Key Stage and why. 2. To help parents across all years but especially Y2 and Y6 parents understand what the results mean. 3.To share the key curriculum changes in Literacy and Numeracy

Knowing how each pupil is performing allows teachers to plan and help individuals improve. Assessment plays a key role in helping schools to improve outcomes. This in turn promotes improvement at class level, then at school level. Why Assess?

TYPES OF ASSESSMENT Observational Formative Summative

OBSERVATIONAL

FORMATIVE Day to day assessment – assessment for learning Learning intention and success criteria Self and peer assessment

SUMMATIVE Pupil Progress Meetings (PPM) six times per year – head and teachers Progress tests – per term KS1 SAT/KS2 SAT (2016)

Previous sysytem Prior to this year children were allocated a level at the end of KS1 and KS2 to indicate how well they had achieved. Level 2B and Level 4B were average grades at the end of each of the Key Stages. The government changed this system in 2014 and removed levels as an indicator of achievement and progress.

Formal Assessment in Year 2 Teacher assessment is the focus Tests support teacher assessment Children will ‘sit’ maths, reading and grammar papers Maths, reading, writing, speaking and listening and science are the areas that are teacher assessed and then reported Flexibility – during May and June

Year 2 Children in Year 2 are expected to achieve all of the statements within the expected standard for each subject before they can be judged to have achieved that standard. They also have to have achieved all of the statements from the previous standard (working towards) Standards are working towards, expected and greater depth in writing. Maths and reading just expected or not. Previously teacher assessment was a best fit model.

KS1 tests English reading – 2 papers – words Grammar, punctuation and spelling Paper 1 – spelling Paper 2 – grammar questions Maths Paper 1 – arithmetic Paper 2 – Reasoning

Results KS1 Schools will be moderated where evidence for each objective will be scrutinised. Each pupil will receive (for each test) a raw score a scaled score Confirmation of whether they have achieved the expected standard. Average/ expected will be 100

Formal Assessment in Year 6 ASSESSED BY TESTS (May) MATHS READING PAPER 1 PAPER 2 PAPER 3 ONE PAPER SPaG SPELLING GRAMMAR & PUNCTUATION * No Calculator Paper CONTINUOUS ASSESSMENT WRITING

KS 2 tests English reading – 1800 – 2300 words English Grammar, punctuation and spelling Paper 1 – short answer questions Paper 2 – spelling Maths Paper 1 – arithmetic Paper 2 – reasoning Paper 3 – reasoning. All are non-calculator

Year 6 Scaled scores will be used to report national curriculum outcomes. For the KS2 tests a scaled scores of 100 will represent the expected standard Each pupil will receive a raw score, a scaled score and confirmation of whether or not they attained the expected standard.

New Primary Curriculum for Mathematics Aims: Fluency in the fundamentals Reason mathematically Solve problems

New Primary Curriculum for Mathematics What’s out? Informal written methods of calculation Calculators Separate strand for using and applying What’s there less of? Emphasis on estimation Less work on place value Less work on data handling (statistics) What’s there more of? More challenging objectives, especially in number Formal written methods introduced earlier More work on fractions What’s in? Roman numerals Times tables up to 12 x 12 Equivalence between metric and imperial Long division and algebra (Y6)

New Literacy Framework

Spelling, Punctuation and grammar

Your SPAG Answers... C A B D

English in KS1 Writing: o Increased challenge, including developing “stamina” for writing o Longer compositions and proof-reading of own writing; o Increased focus on composition, structure and convention; o Deeper focus on learning grammar and punctuation;  A cursive script for writing expected in Year 2. Reading:  Emphasis on reading widely for pleasure, re-reading books and reading aloud;  Increased focus on engaging with and interpreting texts;  Learning of poetry (including reciting poetry) introduced. Spelling:  Specific spellings, e.g. days of the week, prefixes & suffixes;  Pupils expected to write sentences dictated by the teacher.

English in KS2 Writing:  Greatly increased expectations in grammar and punctuation;  Children have to identify and label complex grammatical concepts, punctuation and spelling rules;  Expectation that children expertly use and apply the grammar and punctuation concepts in independent writing to create specific effects; Reading:  Read widely for pleasure;  Word reading: pupils applying their knowledge to understand the meaning of new words;  Learning of classic & modern poetry (including reciting poetry) introduced. Spelling:  Statutory lists of words to be learnt in Years 3 - 6;  Specific spelling rules to be taught.

Parent information Available today: Leaflets – information Rising Star information Revision guides to purchase Information will be put onto the school web site – Parents Information – New Curriculum

Assessment is not meant to be used as a measure of your child’s ability at school but as a means to improve their ability to learn; their knowledge, their understanding and their skills. SCHOOL ETHOS Much of what is learnt is never fully assessed but used every bit as much.