1. Content rich new curriculum – the content has changed or been moved around and the system of levels will not fit. Levels had system had critics and inappropriate practice developed over time but it did provide a common language for assessment and a consistent set of criteria (even more valuable in a highly mobile school) The new curriculum sets out what is to be taught in each year and has Performance descriptors for what should be known at the end of each Key stage but does not provide any system or structure for on going assessment of pupil progress

2.  Key performance indicators in this framework, to be used by all Liaison Group schools, enable progress to be measured  Easy to see if children are on track to meet expected standards in statutory tests  Curriculum sets out content in terms of year groups and phases  Assessment in terms of phases and steps within phases

3. Phase A : relates to the typical expectations of children working in KS1 (Y1 &2) Phase B : relates to the typical expectations of children working in lower KS2 (Y3 & 4) Phase C : relates to the typical expectations of children working in upper KS2 (Y5 &6) Children may be working within a phase below their chronological age – this is especially likely in the early stages of the new curriculum which has higher expectations than the previous NC. E.g. it is anticipated that children previously reported to be working above age-related expectations will be reported as ‘working at ARE’ as the system beds in. Progress will still be the key focus but the language if reported assessment will change.

4. Key Stage 1 and lower key stage 2 Y1 enteringA0 Y1 developingA1 Y1 securingA2 Y1 mastering /Y2 enteringA3 Y2 developingA4 Y2 securingA5 Y2 mastering/ Y3 enteringA6 Y3 DevelopingB1 Y3 securingB2 Y3 mastering/Y4 enteringB3 Y4 developingB4 Y4 securingB5 Y4 mastering/Y5 enteringB6

5. UPPER KEY STAGE 2 Year 5 developingC1 Year 5 securingC2 Year 5 mastering/Y6 enteringC3 Y6 developingC4 Y6 securingC5 Y6 masteringC6

6. The expectation would be three steps progress in a year e.g. A2 – A5, A5 - B2 Assessment is in the form of criteria similar to the APP grids currently in use:  expectation of 60% mastery of objectives for secure  100% mastery for mastery of the age-related expectations

7. Pupils working below Phase A could be assessed using either: EYFS outcome statements e.g. 40-60 months P scales for SEND pupils Pupils working below their chronological phase can be assessed using the previous phase e.g. a child working in Y3 might be working at A5

8. Possible statements for annual reports (these will not differ greatly from comparative statements currently in use:  Your child is working at age-related expectations  Your child is working below the expected range for their age  Your child has a strong understanding of the concepts taught this year and is working in depth on age-related expectations

9.  Sims will be able to produce reports showing progress KS1 (levels) to KS2 (new levels)  The new system will be allow the school to show progress, attainment, pupils on track etc.