A Perspective for Primary School Governors Hugh Lorimer RM Education November 2014 Life after Levels A guide to the new National Curriculum and associated assessments for school g overnors A look at the new National Curriculum ID: 262273
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Slide1
Life after Levels
A Perspective for Primary School Governors
Hugh Lorimer
RM Education
November 2014Slide2
Life after Levels
A guide to the new National Curriculum and associated assessments for school governors.A look at the new National Curriculum Current statutory assessment systemNew statutory assessment system
Performance Descriptors
Measuring progress in schools
Transition arrangementsKey discussion pointsSlide3
What does it look like?
Covers Years 1-11In Primary Schools it covers years 1-6. Divided into Key Stage 1 & 2 as at present.
Primary Subjects
Core Subjects
English, Maths & Science
Foundation Subjects
Art & Design, Computing, Design & Technology, Languages (KS2 only), Geography, History, Music, Physical Education
Other Compulsory SubjectsReligious Education Secondary VariationsCitizenship and Sex & RE compulsory in KS3 & 4Computing compulsory through to KS4.All other Foundation subjects optional in KS4Slide4
Structure of National Curriculum
Core Subjects are also subdivided with, generally, a separate definition for each National Curriculum Year
Maths
Science
English
Spelling
Reading & Writing
Spoken Language
Year 1
P
P
P
P
P
Year 2
P
P
P
P
Year 3
P
P
P
P
Year 4
P
P
Year 5
P
P
P
P
Year 6
P
PSlide5
Core Subjects
English is subdivided as follows:Spoken Language (a small section that covers Y1-6)ReadingWord ReadingComprehension
Writing
Transcription
CompositionWriting, Grammar & PunctuationSpellingSlide6
Core Subjects
Maths is subdivided – varies by yearNumberNumber & Place ValueAddition & Subtraction
Multiplication & Division
Fractions
MeasurementGeometryProperties of Shape
Position & Direction
Statistics (from Year 2)
Ratio & Proportion (Year 6 only)Algebra (Year 6 only)Slide7
Core Subjects
Science is subdivided – varies by yearYear 1Working ScientificallyPlantsAnimals, including humans
Everyday changes
Seasonal Changes
Year 6Living things and their habitats
Animals including
humans
Evolution and inheritanceLightElectricitySlide8
Core Subject Example
Year 1 MathsNumber number and place value
By the end of each
year,
pupils are expected to know, apply and understand the matters, skills and processes specifiedSlide9
Foundation Subject Example - Geography
NB. Much smaller definitions that just cover the two key stages.Slide10
Introducing the New Curriculum
From September 2015All Subjects in all years will be taught using the new curriculum English,
Maths, Science and all foundation subjects
New Statutory Assessments in summer 2016.
English and MathsSlide11
For 2014/15 only
Year 2Teach the old curriculum for English, Maths and Science.
New
curriculum
compulsory
for foundation subjects.
Assessment
in 2015 at end of KS1 based on old curriculum.Year 6Teach the old curriculum for English, Maths and Science. New curriculum optional for foundation subjects. Assessment in 2015 at end of KS2 based on old curriculum.
Years 1,3,4 &
5
From
Sept 2014 it has been
compulsory to teach new NC
to
years 1,3,4 & 5
.Slide12
Statutory Assessments
Are taken at the end of Years 2 and 6Apply from Summer 2016Early Years assessments are important, though not part of the new National Curriculum.We will look atCurrent Assessment System New Statutory AssessmentsSlide13
Current Assessment System
Early YearsTeacher Assessment at end of Reception Year to see if pupils have achieved a Good Level of Development in each of 17 aspects.
Key Stage 1
Teacher assessments in Reading, Writing, Speaking & Listening, Maths and Science. These are informed by internal tests.
Key Stage 2Tests in Maths, Reading and GPS (grammar, punctuation and spelling)
Teacher Assessment for Writing
Science Tests in some schools – not reported.Slide14
Assessment and Progress
Over next few years we will move towards a system that is based on:An assessment of pupils ability at start of ReceptionAn assessment of pupils ability at end of Year 6The progress made by pupils between start of Reception and end of Year 6Whether pupils are at the national standard at the end of Year 6 (i.e. are ‘Secondary Ready’)Slide15
New Assessment System
Reception BaselineA short assessment of pupils that will be a good predictor of KS1 and KS2 attainment.Principle use is for checking on progress at a school levelTaken within pupil’s first few weeks at school (in Reception Year)From September 2015 schools will be able to choose an approved baseline assessment (available from suppliers) that will sit within the assessments that teachers make of
children
during
reception. Details awaited.The Baseline Assessment is OptionalProgress Measures for a School will rely entirely on the Baseline Data for pupils starting Reception in September 2016 and after.
So School Progress Measures in 2023 will depend on decisions taken in 2016Slide16
New Assessment System
Early YearsFrom September 2016 the Early Years Foundation Stage Profile will no longer be compulsory.
The Early Years Foundation Stage will continue to be statutory.
Phonics Test
The phonics check near the end of Year 1 is being retained With the ability to retake in Year 2 if required.Slide17
End of Key Stage Assessments
Assessment Methods and ReportingTests will be externally set and marked either internally or externally.At end of KS2 the results will be reported as a Scaled Score where meeting the standard is awarded a score of 100 or above.Teacher Assessments will be based on Performance Descriptors (PD). In some cases there is just one PD for a subject (‘meets national standard’) While in other cases there are 4 or 5 such as ‘Working Towards the National Standard’ and ‘Working at a Mastery Standard’Slide18
New Assessment System – KS1
Maths Test
Reading Test
GPS Test
Maths TA
Reading TA
Writing TA
Science TA
Speaking & Listening TA
Mastery Standard
National Standard
Working towards national standard
Below national standard
Mastery Standard
National Standard
Working towards national standard
Below national standard
Mastery Standard
National Standard
Working towards national standard
Below national standard
Working at the national standard
Externally set & marked
Externally set Internally marked
Performance Descriptors
Teacher AssessmentsSlide19
New Assessment System – KS2
Maths Test
Reading Test
GPS Test
Maths TA
Reading TA
Writing TA
Science TA
Mastery Standard
Above National Standard
National Standard
Working towards national standard
Below national standard
Working at the national standard
Externally set & marked
Performance Descriptors
Teacher Assessments
Working at the national standard
Working at the national standard
Scaled Score
Scaled Score
Scaled Score
100 = StandardSlide20
Performance Descriptors
To support teachers in making effective and consistent assessments of their pupils’ attainment, performance descriptors have been drafted for these subjects. (English, Maths & Science)These set out the performance of pupils at the end of key stages 1 and 2.
Where applicable
, teacher assessment will also be informed by the outcomes of the
statutory end of key stage tests.From the October 2014 DfE
Consultation DocumentSlide21
Performance Descriptors
e.g. KS1 Maths – Pupils working at national standardSlide22
Performance Descriptors
e.g.
Maths – Number and place value
Working below national standard
Pupils working towards national standard
Pupils working at national standard
Pupils working at mastery standardSlide23
How will schools be measured?
In Reading, Writing and Maths at end of KS2NB Student Expected Standard = requires both ofAchieve a scaled score of 100 plusTeacher Assessment as ‘
At National Standard
’ or above
Floor Standard
This is the standard that the
School
is expected to meet. School is deemed to meet this If:More than 85% of pupils achieve the new expected standardOr:Pupils make sufficient progress from their BaselineThere are rule variations for Junior, Middle and First schools.Slide24
Floor Standard before 2023
Prior to 2023 the following methods will be used to determine if a school meets its Floor StandardUntil Year 6 pupils can have a Baseline in place (2022 or 2023) the progress measure will be based on progress from KS1 assessments to KS2 assessments.From 2016 to 2019 this will be based on existing KS1 assessment systemfrom 2020 this will be based on new KS1 assessments.Slide25
How Can Schools Ensure Good Progress?
Classroom teachers will be concerned to make sure that they:Teach the assigned curriculumKnow what their pupils can and cannot doPlan teaching to cover the things that their Pupils need to cover Classroom teachers will also be required to report on this to pupilsparents managementSlide26
Teacher’s Perspective
Formative Assessment – In the ClassroomAssessment in the classroom against a detailed list of objectives.Objectives generally based on National Curriculum and NAHT Objectives.Schools are able to devise their own system.Teachers can assess each objective at various levels: e.g. Beginning, Working Towards, MetSome systems also allow teacher to record if a pupil has ‘more than met’ each objective.
Some systems encourage teachers to record when each objective is achieved (e.g. Year 1 Spring Term) Slide27
Management Perspective
Summative AssessmentProvide an overview of each student and of groups of studentsTypically recording whether pupil is secure in the work for their Year Group.In order to record progress need to record one or more ‘steps’ prior to being secure.For pupils who are secure before the end of the year:
Record some steps beyond secure (e.g. ‘Excelling’, ‘Mastery Standard’ )
Or move on to the next year’ curriculumSlide28
Monitoring Progress – Within a Year
Progress can be monitored within a School YearTypically a pupil will start the Year at the first step for that year and by the end of the year will be at least secure for that Year.Some pupils will not be secure by the end of the yearSome pupils will be beyond secureExampleJohn starts Year 3 at first step for that year
During the year we need to check that John is making sufficient progress such that they will be secure in the work for Year 3 by the end of the year.
To do this teachers may do one or more of:
Regularly count up objectives that John is secure inRegularly assess a step or stage that John has reached in the subject (e.g. emerging, developing, secure, excelling) and plot this against John’s expected progress path.Slide29
Monitoring Progress – Between Years
Progress can be monitored from one School Year to the next:A pupil who is secure at end of one year may be expected to be secure at the end of the following year.A pupil who is excelling at the end of one year would be expected to be excelling at the end of the next year Schools can plot the progress of each pupil to detect pupils who are not making as much progress as their previous assessment data suggests.
For example if Jane was recorded as Exceptional at the end of Year 2, and Excelling at the end of Year 3 but is only Secure at the end of Year 4 the school would want to find out why
Slide30
What are Ofsted Looking For?
Inspectors will:spend more time looking at a range of pupils’ work in order to consider what progress they are making in different areas of the curriculum
talk to leaders about the school’s use of formative and summative assessment and how this improves teaching and raises achievement
evaluate how well pupils are doing against age-related expectations, as set out by the school and the National Curriculum (where this applies)
consider how the school uses assessment information to identify pupils who are falling behind in their learning or who need additional support to reach their full potential, including the most able
evaluate the way the school reports to parents on pupils’ progress and attainment. Inspectors will assess whether reports help parents to understand how their children are doing in relation to the standards expected
.
(extract from letter to schools from Ofsted – July 2014)ClarificationOfsted does not expect performance- and pupil-tracking data to be presented in a particular format. Such data should be provided to inspectors in the format that the school would ordinarily use to track and monitor the progress of pupils in that school.(Clarification from Ofsted October 2014 )Slide31
Key Discussion Points
To what extent and detail should teachers be recording achievement in the classroom?What scale should be used for recording detailed achievement?Should teachers record when pupils achieve each objective?How should Formative Assessment feed into Summative Assessment? Automatic? Termly?What scale (points,
steps,stages
) should be used to record pupil attainment each term (or half term)? E.g. Beginning Year N, Working Towards Year N, Secure at Year N, Exceeding, Exceptional
etcShould Pupils move on to curriculum for the Year ahead of their National Curriculum Year?Slide32
In Summary
There is a lot of work going on in schoolsThere is still a lot of confusionTeachers need time to put formative systems in placeSLT, Governors need to work with Teachers to put summative systems in place that will enable them to monitor progress – without overloading the teachers