1. The Year of the Curriculum: Life Without Levels The programme consists of a bridging unit and five further units: © Curriculum Foundation1 Bridging Unit Coming to terms with the new National Curriculum Bridging Unit Coming to terms with the new National Curriculum Measuring what we value Making use of assessment What is the new National Curriculum asking for? The new National Curriculum in context The tools of the trade

2. © Curriculum Foundation Bridging Unit Coming to terms with the new National Curriculum Bridging Unit Coming to terms with the new National Curriculum This Bridging Unit is the link between the first on-line programme of six units that focused on curriculum design, and this programme that looks at assessment. If you have already done the first programme, then you could use this bridging unit to refresh your memory – or if you feel confident, you could skip it! If you did not do the first programme, then this unit will bring you up to speed. The picture of the Suspension Bridge may seem to serve no real purpose here – you were all probably already familiar with the concept of a bridge. So why is it there? Read on!

3. Bridging Unit Coming to terms with the new National Curriculum Bridging Unit Coming to terms with the new National Curriculum In the first on-line programme (that you might already have done), there were six units looking at different aspects of curriculum design. It is important to remember these (or think about them now for the first time) in order to understand how to handle the new National Curriculum – and in order to understand how we can assess without levels. So this bridging unit will look back over some key points from that first programme. In the first on-line programme (that you might already have done), there were six units looking at different aspects of curriculum design. It is important to remember these (or think about them now for the first time) in order to understand how to handle the new National Curriculum – and in order to understand how we can assess without levels. So this bridging unit will look back over some key points from that first programme. One of the units in that first programme (Unit 5) was about assessment anyway. We shall look briefly at that in this bridging unit – but then the next five units of this programme will be looking at assessment in much more detail – and will be relating it to the new National Curriculum. So let’s start with some questions that we hope to be able to answer by the end of this programme: One of the units in that first programme (Unit 5) was about assessment anyway. We shall look briefly at that in this bridging unit – but then the next five units of this programme will be looking at assessment in much more detail – and will be relating it to the new National Curriculum. So let’s start with some questions that we hope to be able to answer by the end of this programme:

4. Bridging Unit Coming to terms with the new National Curriculum Bridging Unit Coming to terms with the new National Curriculum What implications does the new National Curriculum have for assessment? How can we assess if we don’t have levels any more? Were the levels any use to us? Does the National Curriculum contain everything we need to assess? What are we trying to assess, anyway? What implications does the new National Curriculum have for assessment? How can we assess if we don’t have levels any more? Were the levels any use to us? Does the National Curriculum contain everything we need to assess? What are we trying to assess, anyway?

5. © Curriculum Foundation The answer to the last question is the easiest – so let’s start there. Brian Male* defined assessment as “finding out whether our pupils have learned the things we want them to learn.” First of all – what do you think we are trying to assess? Spend a couple of minutes summing up your thoughts. (You can consult a friend!) First of all – what do you think we are trying to assess? Spend a couple of minutes summing up your thoughts. (You can consult a friend!) What did you suggest? There are many definitions of assessment – as there are of “curriculum”. Unit 1 of the first programme listed many of these. There are more at the end of this unit. Have you done that? Here’s what someone else said: Have you done that? Here’s what someone else said:

6. © Curriculum Foundation6 Of course, Male’s definition only demands a further question : What are these “things” that we want them to learn? It may seem obvious, but we need to be very clear about it before we can start the process of assessment. That’s why we start by thinking about the curriculum. It is the curriculum that sets out all the things that we want our pupils to learn. Assessment finds out if they have learned them. So, how do we list all the things that they should learn? It may seem obvious, but we need to be very clear about it before we can start the process of assessment. That’s why we start by thinking about the curriculum. It is the curriculum that sets out all the things that we want our pupils to learn. Assessment finds out if they have learned them. So, how do we list all the things that they should learn?

7. © Curriculum Foundation7 We started the first programme by imagining what a pupil would be like if we were successful in our teaching. We wrote our ideas around a picture of the pupil. This portrait of the successful pupil will encapsulate what it is that they have to learn. Here’s the way we did it. Look at the next picture, and have a go yourself (or go back to your original if you have done this before). We started the first programme by imagining what a pupil would be like if we were successful in our teaching. We wrote our ideas around a picture of the pupil. This portrait of the successful pupil will encapsulate what it is that they have to learn. Here’s the way we did it. Look at the next picture, and have a go yourself (or go back to your original if you have done this before).

8. If we are successful what will our ideal pupil look like? Take 10 minutes to complete your description © Curriculum Foundation 8

9. creative makes connections questioning communicates well confident takes risks thirst for knowledge curious generates ideas flexible compassionate persevering listens and reflects critical self-editing skilled shaper literate willing to have a go thinks for themselves shows initiative gets on well with others makes a difference acts with integrity self-esteem respectful ‘can do’ attitude learns from mistakes independent What did you write? Did it look a bit like this: loves learning © Curriculum Foundation9

10. These are some of the things that have been written by others. Do you agree with these?

11. Interestingly, people around the world write the same sort of things. © Curriculum Foundation In which country did they write this?

12. And this? Of course, unless you can read Lithuanian (the previous slide) or Chinese, you will just have to accept that they are all saying the same things! © Curriculum Foundation

13. Did you notice the lines in the first slide? They are significant. If what was written was something to know a line was drawn to the head. If it was a skill the line went to the hand. If it was an attitude, quality, value or disposition, the line went to the heart. Where did most of your lines go? All around the world, most lines go to the heart. Yet most of the curriculum is about the head! © Curriculum Foundation

14. So, what is the point of all this in a unit about assessment? Well, if we really value our wider aspirations for our pupils, we should ask if these are reflected in our curriculums – and in our assessments. Are they in yours? What do your present assessment focus on? For many people, assessments are about predicted SAT scores or GCSE Grades. Are yours? So, what is the point of all this in a unit about assessment? Well, if we really value our wider aspirations for our pupils, we should ask if these are reflected in our curriculums – and in our assessments. Are they in yours? What do your present assessment focus on? For many people, assessments are about predicted SAT scores or GCSE Grades. Are yours?

15. © Curriculum Foundation The point is that if we have these wide aspirations, then our assessments should take some account of them. But how do we do this? All will be revealed - we shall be looking at this in Unit 1 (Measuring what we value). But there is a second implication for assessment that comes from the first on-line programme. This is what we shall look at in the rest of this unit. But first, some questions: The point is that if we have these wide aspirations, then our assessments should take some account of them. But how do we do this? All will be revealed - we shall be looking at this in Unit 1 (Measuring what we value). But there is a second implication for assessment that comes from the first on-line programme. This is what we shall look at in the rest of this unit. But first, some questions:

16. © Curriculum Foundation16 These are two images from the first programme. Whatever can they have to do with assessment? (Or is it just time to sit under a tree and drink coffee?) These are two images from the first programme. Whatever can they have to do with assessment? (Or is it just time to sit under a tree and drink coffee?) We also asked you to recognise some famous people. Here’s one of them:

17. “The school curriculum must prepare young people for an uncertain future.” No prizes for recognising him. But what did he say about the school curriculum? ? To do this, we need the traditional subjects, but we also need young people to develop the key competencies that will enable them to cope with life in the 21 st Century. © Curriculum Foundation

18. . Before we consider what these “competencies” might be, here are some of the other people we mentioned in the first programme? Do you recognise any of them? © Curriculum Foundation18 There were even more!

19. How many did you get? (You’ve seen one already in an earlier slide!) © Curriculum Foundation19 The answers are at the end. But don’t look yet! All will be revealed as you read on.

20. © Curriculum Foundation Oh – and there’s another one you might recognise: Sorry about that! But we are dealing with his legacy here.

21. © Curriculum Foundation Back to this man – what are these “key competencies” that will enable young people to cope with life in the 21 st Century? Back to this man – what are these “key competencies” that will enable young people to cope with life in the 21 st Century? Subjects (We know what these are – don’t we?) Subjects (We know what these are – don’t we?) Key Competencies (What are these?) Key Competencies (What are these?) And how are they different from the subjects of the curriculum? These hold the second implication