1. 1 ‘Assessment Without Levels’ March 2016 Tell me and I forget. Teach me and I remember. Involve me and I learn. Benjamin Franklin

2. National Curriculum changes Assessment changes Government Policy 2

3. Commission on Assessment without Levels September 2015 3 The overriding principle of good assessment is that it should be clearly tied to its intended purpose. It should be used by teachers to evaluate pupils’ knowledge and understanding on a day-to-day basis and to tailor teaching accordingly as well as enabling schools to evaluate how much a pupil has learned at the end of a teaching period.

4. 4 In September 2014 the old systems of National Curriculum levels and end of Key Stage expectations were removed. Schools were free to devise a system for themselves that tracked progress and allowed proper assessment to be made. These are the principles behind assessment at Brampton: It should allow meaningful tracking of pupils towards end of Key Stage expectations in the new curriculum including regular feedback to parents. It should provide information which is transferable and easily understood and covers all forms of assessment. It should be able to differentiate attainment between pupils of different abilities, giving early recognition of pupils who are falling behind and those who are excelling. It should be reliable and provide information to celebrate successes as well as identifying next steps.

5. New National Curriculum Programmes Of Study English Spoken Language Reading- word reading, comprehension Writing- transcription (spelling), handwriting, composition, vocab, punctuation & grammar

6. English Curriculum 2014: Main changes Continued emphasis on systematic phonics, including a progression in teaching, which is already well established in our school. At all levels, there is emphasis on spelling, punctuation and grammar, as well as vocabulary development. There is a focus on reading for pleasure with all children encouraged to ‘read widely across both fiction and non-fiction …, to establish an appreciation and love of reading, and to gain knowledge across the curriculum’. This includes the school, setting ‘ambitious expectations for reading at home’. Spoken language is a huge focus in the English curriculum, with the inclusion of ‘talk for writing’, reciting poetry, debates etc. There is a single, discrete programme of study for spoken language for Years 1 – 6, which highlights the importance of vocabulary development.

7. 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)

8. The aims set out in the New National Curriculum for maths are fundamental to teaching and learning. NC 2014

9. Fluency is knowing facts for…

10. Reasoning is…

11. New National Curriculum Programmes Of Study Science Y1 Animals including humans Everyday materials Seasonal changes Science Y2 Living things and their habitats Plants Animals including humans Science Y3 Plants Animals including humans Rocks Light Forces & Magnets Science Y4 Living things and their habitats Animals including humans States of matter Sound Electricity

12. New National Curriculum Programmes Of Study Science Y5 Living things and their habitats Animals including humans Properties and changes of materials Earth & Space Forces Science Y46 Living things and their habitats Animals including humans Evolution & inheritance Light Electricity

13. Knowing how each pupil is performing allows teachers to 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?

14. Types Of Assessment Diagnostic Observational Formative Day to day assessment Learning intention and success criteria Summative Tests

15. Apparent Decline in Progress Made  Expectation of achievement in the New National Curriculum is now more rigorous.  Many learning objectives have now been put into lower year groups. Particularly in maths and English.  There will be some children who at the end of the last academic year had met their targets but as a result of the changes to curriculum content are currently ‘working towards national expectations’. Similarly some pupils under the old system had exceeded their targets but are now ‘ meeting expectations’.

16. EYFS Striving For A ‘Good Level Of Development ’ At the end of Foundation Emerging Expected Exceeding

17. New National Curriculum September 2014 Levels: 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c Age Related Standards Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

18. The expectation is that 85% of the cohort should meet 85% of the end of year statements for their year group. Mentoring meetings Mastery and working at ‘greater depth’ Pupils operating well below the expected level of the cohort will be assessed in the same way but with appropriately altered statements. 18

19. Target Tracker – Using Age Related Standards For each year group there will be steps children will need to achieve: 1.Beginning 2.Beginning (+) 3.Within 4.Within (+) 5.Secure 6.Secure (+) By the end of the year the expectation will be that the majority of pupils will achieve ‘Secure’ and a small number of pupils will exceed these steps.

21. Reporting Progress and Attainment 21 Your child is working slightly below the expected range (followed by examples of particular areas of success and current areas of focus). Your child is working well within the expected range for their age (followed by examples of particular areas of success and current areas of focus). Your child has a strong understanding of the concepts taught this year and has been working on extension activities to further develop their problem-solving skills (followed by examples of particular areas of success and current areas of focus). Behaviour and Attitudes Successes / concerns Next steps

22. Reporting Progress and Attainment 22

23. Key Stage Tests (SATs) Changes to both Year 2 and Year 6 SATs – information sessions for parents early next term. Scaled score / raw score No levels reported Working towards Working at Working at greater depth 23

24. 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. Any questions? Much of what is learnt is never fully assessed but used every bit as much.