1. Assessing Without Levels
Monday 29th February
6:00 pm
Ss Peter and Paul Yeadon

2. Key Government Messages
simplify assessment
raise the attainment bar
develop mastery and depth of learning
reduce administration for teachers
simplify methods
teach to the top
focus more on progress within books
leaders to use assessment to improve teaching

3. The government is clear that they have ‘raised the bar’ through the introduction of the 2014 National Curriculum. They have also talked about the need for ‘mastery and depth of learning’. Put simply…
Mastery and depth is about going out on the branches before going up the trunk. This involves application and evidencing learning in a range of contexts.
Acceleration is about going up the trunk to the next level.

4. How are things changing?
Old Arrangements
New Arrangements
National Curriculum set in with Level descriptors (Level 1 to Level 5)
National Curriculum set out as Year group expectations for maths and science and in 2-year groups for English and in key stages for all other subjects
Expectation that pupils attain Level 4, lately Level 4b (in reading and maths) by the end of Year 6
Expectations that 85% of pupils attain ‘National Expectations’ for English, maths and science by the end of KS2 – bar has been raised, Nationally Expected level for end Y6 looks more like a 4a/5c
Expectation that pupils attain Level 2b by the end of Year 2
Year group expectations to be met by the end of Year 2 - – bar has been raised, Nationally Expected level for end Y2 looks more like a 2a/3c
External tests at the end of KS2 for: maths; reading and SPAG; teacher assessments for writing
External tests at the end of KS2 for reading, maths and SPAG and a growing number of pupils tested in science, teacher assessment to remain in writing.
(Bringing in a computer based times table tests – but not this year)
Teacher assessments at the end of KS1 for reading, writing and maths
Teacher assessments remain in Key Stage 1 backed up by updated annual test – that must be completed

5. How are things changing?
Present Arrangements
New Arrangements
Most schools use levels to define progress through each stage
Use made of the sublevels to define expected progress through each year group
As a result of associating points to levels the notion of average point scores is used in most schools and also by RAISEonline
Schools asked to develop own tracking systems to ensure that pupils are making progress
Guidance available from a range of providers
How progress will be measured?
Value added defined as progress made between KS1 and KS2
Value added eventually to be defined as progress between entry to reception and KS2 results
No national assessment system for baseline but EYFS profile expected to be completed by the end of FS2.
New baseline assessment system to be introduced in 2016 (non statutory in 2015)

6. The positives … and some questions …
Hopefully less dependency on data driven materials – Children do not feel labelled or pigeon holed
More dependency on pupils’ attaining the ‘Nationally Expected’ standard in each Year Group (mostly evidenced through books and day to day learning)
Can we get away from a ‘ladder’ mentality?
How can we make progress in pupils’ books more visible?
Pupil books will figure more prominently during pupil progress meetings … progress needs to be demonstrated …

7. The Curriculum You can view the curriculum from Years 1 -6 on the BWCAT site. Curriculum You can view our calculation policy on Ss Peter and Paul’s website – now set out in Year groups T:\Subjects\Maths\Calculation Policy 2 columns clare1.pub Still using levels in Religious Education

8. The National Curriculum You can view the curriculum from Years 1 -6 on the BWCAT site. Curriculum 2014

9. Non-Negotiables by Year Group Punctuation ACCURACY
Year 1 Full stops and capital letters, question marks and explanation marks Year 2 Commas for lists, apostrophes for possession and contraction
Year 3 Inverted commas
Year 4 Dialogue punctuation, commas for fronted adverbials, apostrophes for plural possession
Year 5 Commas to clarify meaning. Commas, brackets and dashes for parenthesis.
Year 6 Hyphens, semi-colons, colons, ellipsis.

10. Non-Negotiables by Year Group Multiplication and Division QUICK RECALL
Year 1 Count in 2s, 5s and 10s Year 2 Multiplication and division facts x2,x5,x10
Count in 4s, 8s,
Year 3 Multiplication and division facts x3,x4,x8
Year 4 All multiplication facts up to 12 x 12
Year 5 Multiples, factors, primes, squares, square roots and cubes
Year 6 Know it all with quick recall!
Computerised Multiplication Test 2017?

11. Calculation Policy
You can view our calculation policy on Ss Peter and Paul’s website – now set out in Year groups as opposed to stages to reflect each year group expectation.
T:\Subjects\Maths\Calculation Policy 2 columns clare1.pub
Still using levels in Religious Education

12. What are we doing to support our children in meeting these higher standards? MATHS
CLICs
Learn Its
Maths Passports

13. What are we doing to support our children in meeting these higher standards? English
Daily handwriting - cursive
Daily phonics in Key Stage One
Daily SPAG activities in Key Stage Two

14. DIRT Time DESIGNATED IMPROVEMENT and REFLECTION TIME
Purple Polishing Pens
Edit against Steps to Success
Corrections
Edit before marking
DIRT Time

15. Pre-assessment and Pre-Teach
Pre-assessment tasks are done so that we are aware of those children who need support or of those children who already understand the objective prior to teaching.
Afternoon intervention for children who are finding an objective difficult before they are taught it in class.
Children who are ready to ‘master’ the objective are given different tasks.

16. Change of emphasis… Rather than asking…
‘What is the achievement like at the end of Reception?’,
The question which will now be asked is…
‘Are children ready for year 1?’

17. Age related expectations
Schools should expect that children who start school with achievement below, but not significantly below, that which is typical of their age, catch up quickly.
EMERGING
Significantly below
NATIONAL EXPECTATIONS
below to typical
EXCEEDING
typical to above

18. Making Progress (foundation subjects Geography, History etc)
Emerging
(EM)
National Expectations
(NE)
Exceeding
(EX)
< 100% of year group criteria met
100% of year group criteria met
> 100% of year group criteria met confidently, at a rapid pace and rare errors being made and some exceeding statements met.

19. Making Progress (Core Subjects)
Emerging 1
(EM1)
Emerging 2
(EM2)
Emerging 3
(EM3)
National Expectations 1 (NE1)
National Expectations 2 (NE2)
National Expectations 3 (NE3)
Exceeding 1
(EX1)
Exceeding 2
(EX2)
Exceeding 3
(EX3)
< 50% of year group criteria met
% of year group criteria met
75+% of year group criteria met
90% of year group criteria met with occasional errors being made
95% of year group criteria met with rare errors being made
95%+ of year group criteria met confidently, at a rapid pace and rare errors being made
< 50% of exceeding year group criteria met
%+ of exceeding year group criteria met
Can access some of the next year group expectations

20. Making Progress Emerging 1 (EM1) Emerging 2 (EM2) Emerging 3 (EM3)
National Expectations 1 (NE1)
National Expectations 2 (NE2)
National Expectations 3 (NE3)
Exceeding 1
(EX1)
Exceeding 2
(EX2)
Exceeding 3
(EX3)

21. Making Progress October February May Progress measures Emerging 1
National Expectations 1 (NE1)
National Expectations 2 (NE2)
National Expectations 3 (NE3)
Exceeding 1
(EX1)
Exceeding 2
(EX2)
Exceeding 3
(EX3)
October
February
May
Progress measures

23. Making Progress Year 1 Year 2 Year 3 Emerging 1 (EM1) Emerging 2 (EM2)
National Expectations 1 (NE1)
National Expectations 2 (NE2)
National Expectations 3 (NE3)
Exceeding 1
(EX1)
Exceeding 2
(EX2)
Exceeding 3
(EX3)
Year 1
Year 2
Year 3

24. Points for us to consider…
All children are capable of achieving high standards.
The vast majority of children can progress through the curriculum at the same pace.
Precise/high level questioning is paramount to accurate assessment, deepening learning, and identifying children who require intervention.
Practice and consolidation, within different contexts, improves fluency and deepens understanding.
National Centre for Excellence in Mathematics
‘Mastery approaches to mathematics and the new national curriculum’
October 2014

25. Lessons aimed to year end outcomes (SOME differentiation & HIGH EXPECTATION)
Rethink incremental learning journey for majority of children: got to get there.
Teaching Cycle

26. Pre-teaching check:
intervention, homework, vocabulary
Close the gap before the main lesson begins: rethink differentiation
Teaching Cycle

27. Teaching Cycle Marking and
Feedback:
actions, models,
fix-it
Crucial point in learning journey: a chance to redirect learning by the teacher’s decisions
Teaching Cycle

28. Fluency and Deeper Understanding
Planning and teaching should enable children to:
Relate existing knowledge to new knowledge
Use knowledge from different curriculum areas
Relate theoretical ideas to everyday experience
Create opportunities for problem solving and reasoning

29. Any Questions?