1. Ponteland Middle School D.Brett
07/16/96
Curriculum and assessment
at Whitfield
Information for parents
6th January 2016 *

2. Welcome Introductions Format of presentation

3. Teaching staff Mrs Erica Carter – Acting Head Teacher
Miss Elizabeth Pearson – Senior teacher (Y2/3)
Ms Beverley Cavanagh – Y4/5/6 teacher
Mrs Amanda Hewitt– Rec/Y1 teacher

4. Previously… What level should children be at and how were they assessed?

5. Around 75%+ of children were at Level 4 by the end of Key Stage 2 (average being a 4b)
Some children were still at Level 3 and some children were achieving Level 5 or above (level 6 being exceptional)
A small percentage of children were not working at Level 3 (their needs being addressed)

6. How did the government and schools decide which level children should achieve?

7. The results from the End of Key Stage 1 tests provide an indicator.
‘Good progress’= 2 sub-levels per year
eg 2c, 2b, 2a, 3c, 3b, 3a, 4c, 4b, 4a, 5c, 5b, 5a
y y y y6
Ideally, level 3 at the end of Key Stage 1 should indicate a level 5 at Key Stage 2.

8. HOWEVER!

9. What does teacher assessment involve and is it different from testing?

10. Teacher assessment draws together everything the teacher or teachers know about a child, including observations, marked work and school assessments.
Teacher assessment is not a ‘snapshot’ like tests and is therefore more reliable.
There can be a difference between teacher assessment results and test levels.
Teacher assessment only, is used for children who (previously) worked below level 3 or (we imagine) a specified % of the new scaled scoring system.

11. “Assessment does not
sufficiently inform teaching
and learning.”

12. Assessment: ways of looking
Day-to-day
Close up
Standing back
Periodic
Public view
Transitional

13. Ways of looking : key features
Assessment for learning
Peer- and self-assessment
Pupil engagement and immediate feedback
Day-to-day
Broader view of progress for teacher and learner
Use of national standards in the classroom
Improvements to curriculum planning
Periodic
Formal recognition of achievement
Reported to parents/carers and next teacher/school
May use tests / tasks from national sources
Transitional

14. Ways of looking – for pupils
Close-up
immediate feedback in specific aspects
relevant next steps
reflection on learning as it is happening
Public view
formal recognition of achievement
influences future opportunities and next choices

15. Ways of looking –for teachers
Close-up
detailed interaction with learners
within particular contexts
changes in short-term planning
Public view
related to national standards – often externally
validated
for next teacher – limited impact on own teaching
used for teacher and school accountability
curriculum often narrowed to the form and criteria
of final assessment

16. What’s missing? For pupils For teachers
How well are my pupils achieving overall?
Can I see the wood as well as the trees?
Where are the gaps in learning?
How do national standards inform my teaching?
How am I doing in this subject/aspect as a whole?
What are the main areas where I need to improve?
Where do I show what I know and can do?

18. Each child will be assessed by their teachers using the new curriculum descriptors
This will enable everyone (staff / the child/ parents) to see what the child needs help with
Our school system:
Emerging
Developing
Secure
Mastered

19. How has the curriculum changed?

20. Maths New to Year 6 New to Year 5 Moved down from Year 6
Comparing numbers up to 10,000,000
Formal written methods for long multiplication and division
Adding and subtracting fractions with different denominators
Multiply proper fractions, giving answer in its simplest form
Divide proper fractions by whole numbers
Convert units of volume
Calculate volume of cubes and cuboids
Calculate area (and find angles) of parallelograms, quadrilaterals and regular polygons
Use co-ordinates in all 4 quadrants
Understand that shapes with the same areas can have different perimeters and vice-versa
Identify radius , circumference and now that diameter of a circle is twice radius
Construct pie charts
Find and use ratio (Starts in Year 6)
Use letters to represent unknowns (algebra)
find pairs of numbers that satisfy number sentences involving two unknowns
Enumerate all possibilities of combinations of 2 variables.
Generate and describe linear sequences
Find solutions to unknowns in problems
New to Year 5
Roman Numerals
Order and compare numbers to 1,000,000
Count forwards and backwards in steps of 10 to and from 1,000,000
Round whole numbers to nearest 10,100,1 000,10 000,
Formal written methods
Cubed numbers
Adding and subtracting fractions with same denominator
Multiplying proper fractions and mixed numbers by whole number
Estimate and compare volume and capacity
Solve problems converting units of time
Moved down from Year 6
Multi-step word problems
Prime numbers (recall up to 19) prime factors and composite numbers (non-prime)
Multiply 4 digit number by 2 digit
Compare and order fractions whose denominators are all multiples of the same number
Recognise and use thousandths and relate them to decimal equivalents
Order and compare numbers up to 3 decimal places
Understand equivalence between metric and imperial units: inches, pounds and pints
Estimate area of irregular shapes
Identify and measure reflex angles
Maths

21. Ponteland Middle School D.Brett
07/16/96
What’s no longer in Year 6/ required?
Knowledge of multiplication facts up to 12 x 12 (Y4)
Use co-ordinates in first quadrant (Y4)
Area and perimeter of squares and rectangles (Y4)
Rounding decimals to whole numbers (Y4)
Equivalent decimals to common fractions (Y4)
Factor pairs and primes to 20 (Y4)
 Detail of problem-solving processes no longer explicit
 Divisibility tests
 Median/Mode/Range no longer required
What’s moved to KS3?
 Calculator skills move to KS3 PoS
 Rotation and translation moves to KS3
 Probability moves to KS3 *

23. English What’s been added?  Preparing poetry for performance
 Learning poems by heart
 Formal presentations about reading
 Précising long passages of writing
 Greatly detailed grammar specifics
recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
using passive verbs to affect the presentation of information in a sentence
using the perfect form of verbs to mark relationships of time and cause
using expanded noun phrases to convey complicated information concisely
using modal verbs or adverbs to indicate degrees of possibility
using relative clauses beginning with who, which, where, when, whose, that or with an implied -ie omitted- relative pronoun)
continue to distinguish between homophones and other words which are often confused
Spell words with silent letters

24. ensuring the curriculum
How are we
ensuring the curriculum
coverage at Whitfield?

25. We have developed a rolling programme of topics for the
Foundation Subjects.
We also use “Abacus” for Mathematics and “Wordsmith” for English. Both schemes are supplemented by other resources.