Assessment GREAT WALDINGFIELD CEVC PRIMARY SCHOOL

GWaldingfield

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The New National CurriculumSince September 2014 the new National Curriculum has been taught in English schools

The old level descriptors do not fit the new curriculum

Year Age related expectation (ARE)

Year 1 1b

Year 2 2b

Year 3 2a/3c

Year 4 3b

Year 5 3a/4c

Year 6 4b

Expected ProgressYear 1 – one whole level of progress

Year 2 – one whole level of progress

End of Year 2 to end of Y4 – one whole level of progress

End of Year 4 to end of Y6 – one whole level of progress

Early Years Foundation StageThere are no changes to the way children are assessed in EYFS

Introduction of a Baseline assessment – Statutory in September 2016 – Optional in schools 2015

EYFS Baseline Assessment to KS2 (end of Y6) SATS will be one measure of progress used by schools

Assessment at the end of EYFS is in relation to the 17 early learning goals (ELGs) and children are said to have reached a good level of development (GLD) at the end of the EYFS if they have achieved at least the expected level in these 17 aspects

GLD data is submitted to the DfE

Data submitted to the DfEYear 1 phonics screening

Year 2 phonics screening resits

Year 2 KS1 SATS

Year 6 KS2 SATS

Chris Quigley

Essentials CurriculumThree elements

Essential opportunities

Essential learning objectives

Essentials for progress

What will it look like?A progress sticker at the beginning of a new area of learning

Tickled pink and green for growth

Next steps marking

A B – basic A – advancing D – deep

Planning

Monday

Objective

Milestone Indicator(s)

Lesson outcome

Lesson commentary

LO: to use imaginative description

I can use adjectives to add detail.

Basic

With the support of a teacher, adjectives are used.

Define adjectives (we should know what they are already!) and then play adjective sorting game in threes. Can children add any more?

Go out into playground and play brain and eyes. One child is the brain and has to try and draw a setting. The other children are the eyes and they must go and see a picture of a setting and describe to the brain. Pictures to be in a place with matching textures for children to feel e.g. brickwork for city, leaves for forest.

Model write a paragraph describing Mr Incredible meeting Syndrome for a battle in the jungle. Can children find/ add adjectives? Leave this as a prompt to support writing. Children write their own set of sentences describing their super hero and super villain meeting.

Strong superheroes: teacher support to select adjectives and verbally rehearse sentences/ record them

Ice superheroes: LSA support to emphasise correct capital letter placement

Advancing

Adjectives are generally chosen well for effect.

Deep

Adjectives are imaginative and chosen well to give interest to the reader.

Points to rememberThe essential learning objectives will be revisited – they are used throughout Year 1 – 6

This is very much in its infancy