assessment following the introduction of the new national curriculum julie...

Assessment following the Introduction of the New National

Curriculum

Julie Ward______________________________________________________________________________

_____________________________________________________________________Burbage Primary School

Julie Ward______________________________________________________________________________


Aims of this session:• To inform parents/carers about changes to

assessment following the introduction of the new National Curriculum• To give parents the opportunity to ask

questions about the new assessment procedures

Julie Ward______________________________________________________________________________


The new National Curriculum has brought with it significant changes to assessment:

• Formative assessment – what we use to plan the next stages of learning• Summative assessment – what we use to

measure what a child knows at particular point and to be able compare child with child • Assessment for bench marking – what

external agencies use to compare school against school and particular groups with each other

Julie Ward______________________________________________________________________________


There will be no more levels!

Years 2 and 6 2014-15 will be the last.

Good news or bad?

Julie Ward______________________________________________________________________________


The New National Curriculum is based around what the Government and their experts think a

child should be able to achieve for their age.

Purely age related, not level related.

Expectations have increased.

Nobody has done this before and so there

are no experts.

Julie Ward______________________________________________________________________________


Julie Ward______________________________________________________________________________


Some important changes: • a baseline test will be introduced to use at the start of EYFS –

these have not been agreed upon yet and companies are trialling at the moment,

• a scaled score will be introduced which will be based on a range of new test materials. This is what will be used by external agencies to compare schools,

• iTrack – the tracking software that we introduced following our OFSTED Inspection in 2012 – is working on the development of a system of ‘in school’ recording of assessment,

• Final performance indicators for assessment have not been published yet so school is using the NC key objectives for preliminary work.

Julie Ward______________________________________________________________________________


Formative assessment – what we use to plan the next stages of learning• Derbyshire Local Authority consultants have

prepared a draft set of guidelines for teachers to aid assessing progress and identifying next steps for learning. They have been based on the objectives for the new programmes of study for reading, writing and maths both for key stage one and key stage two,

• Parents/carers can see the objectives by clicking on the link to the new national curriculum on our website.

Julie Ward______________________________________________________________________________


Summative Assessment - what we use to measure what a child knows at particular point and produce a summary

• Children will be assessed on whether they are emerging, expected or exceeding what is expected for the year end.

• Children should only be moved to the next year’s expectations for the core subjects when sufficient breadth has been achieved. Think of a frame rather than ladder.

• Information regarding the above will be shared with parents/carers, as well as what they are working on.

• Eventually this will be recorded on iTrack.

Julie Ward______________________________________________________________________________


Yr1 emerging 1

Yr1 emerging 2 Yr1 expected Yr1 exceeding Yr1 advanced

Yr2 emerging 1


Yr3 emerging 1


Yr4 emerging 1


Yr5 emerging 1


Yr6emerging 1


How children will progress:

Julie Ward______________________________________________________________________________


For Example:In year 1 Vocabulary, grammar and punctuation Pupils should be taught to: • develop their understanding of the concepts set out in Appendix 2 by: • leaving spaces between words • joining words and joining sentences using and • beginning to punctuate sentences using a capital letter and a full stop,

question mark or exclamation mark• using a capital letter for names of people, places, the days of the week, and

the personal pronoun ‘I’ • As well as the above, learning the following:

Julie Ward______________________________________________________________________________


• Regular plural noun suffixes –s or –es (e.g. dog, dogs; wish, wishes), including the effects of these suffixes on the meaning of the noun

• Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)

• How the prefix un– changes the meaning of verbs and adjectives (negation, e.g. unkind, or undoing, e.g. untie the boat)

• How words can combine to make sentences • Sequencing sentences to form short narratives

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For Example Year 5 Multiplication and Division Pupils should be taught to: • identify multiples and factors, including finding all factor pairs of a

number, and common factors of two numbers. • solve problems involving multiplication and division where larger

numbers are used by decomposing them into their factors • know and use the vocabulary of prime numbers, prime factors and

composite (non-prime) numbers • establish whether a number up to 100 is prime and recall prime

numbers up to 19 • multiply numbers up to 4 digits by a one- or two-digit number using a

formal written method, including long multiplication for two-digit numbers and ……..

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• multiply and divide numbers mentally drawing upon known facts • divide numbers up to 4 digits by a one-digit number using the formal

written method of short division and interpret remainders appropriately for the context

• multiply and divide whole numbers and those involving decimals by 10, 100 and 1000

• recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3)

• solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign

• solve problems involving multiplication and division, including scaling by simple fractions.

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Interventions

Some children in school are involved in small group interventions and a range of more formal tests will be used to measure the success of them.

Julie Ward______________________________________________________________________________


Assessment for bench marking – what external agencies use to compare school against school and particular groups with each other

• EYFS baseline and end of Key Stage Assessments will used to measure school against school

• The balance of formal and teacher assessment will remain

• Formal tests will be based on Key Performance Indicators and a scaled score will be produced

• The Phonics Screening Check for Year 1 children will remain

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Reporting to Parents

Academic Year 2014-15:• Years 2 and 6 will retain the same system as previously• Early Years/Reception will retain the same system as previously• Years 1, 3, 4 and 5 will have parents’ evenings in January and

April as previously when teachers will inform parents whether their child is ‘Emerging’ (working towards), ‘Expected’ (working within) and ‘Exceeding’ (working beyond) key aspects of Mathematics and English,

• Also for years 1, 3, 4 and 5 the end of year report to parents/carers will be reviewed and alterations made in line with the changes.

Julie Ward______________________________________________________________________________


2. Reporting to Parents

Academic Year 2015-16:• Early Years/Reception will retain the same system as

previously, however there will be a statutory baseline assessment

• Years 1, 2, 3, 4, 5 and 6 will follow the new National Curriculum and the changes relating to assessment. Teachers will inform parents whether their child is ‘Emerging’ (working towards), ‘Expected’ (working within) or ‘Exceeding’ (working beyond) key aspects of Mathematics, English and Science,

• Also for years 1, 2, 3, 4, 5 and 6 the end of year report to parents/carers will be reviewed and alterations made in line with the changes.

Julie Ward______________________________________________________________________________


Sept 14 – July 15 Sept 15 – July 16 Sept 16

EYFS 2 year old progress check

EYFS/YR EYFS Profile assessment remains the same Final EYFS profile assessment: July 2016 (YR baseline schemes available Sept 2015)

Reception baseline in first half term

Y1 Phonics Screening Check

Y2 Final year of tasks/tests based on old National Curriculum levels

Teacher assessment at the end of KS1 in reading; writing and maths informed by pupils’ scores in externally set but internally marked tests (Writing partly informed by GPS test); teacher assessment of Speaking and Listening and Science

Y3/Y4/Y5 Ongoing formative teacher assessment/AfL (non-statutory)Periodic progress checks (non-statutory)Summative assessments against end of year outcomes (non-statutory)

Y6 Final year of tests based on old NC levels National tests at the end of KS2 in reading, GPS, maths teacher assessment of Writing and Science

Timetable for introduction:

Julie Ward______________________________________________________________________________


Burbage Primary School Website

On our website parents/carers can view:• Our Assessment Policy• Letters sent home about assessment as we add to them• Learning Objectives relating to the New National Curriculum

www.burbage.derbyshire.sch.uk

http://www.burbage.derbyshire.sch.uk/

Julie Ward______________________________________________________________________________


Our aim is make learning balanced, relevant and

hopefully fun!

assessment following the introduction of the new national curriculum julie...

Documents

primary school slide

school recording of

child assessment

able compare child

range of new test materials

significant changes

important changes

external agencies