Primary national curriculum reform, assessment and accountability consultation
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Primary national Primary national curriculum reform, curriculum reform, assessment and assessment and accountability accountability consultationconsultationA briefing for primary school leadersSept/Oct 2013
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Aims of the session Aims of the session Summarise DfE responseShare revised timescale/key datesOutline changes to subject contentShare the updated progression tool
for the core subjectsShare models for formative
assessmentReview proposed changes to
assessment/accountabilityExplore strategic and curricular
planning for a smooth transition
Key dates:Key dates:June ’12 – Primary core subject drafts shared Feb ’13 – NC Framework released for
consultation 16 April ’13 - Public consultation closesSummer ‘13 – consultation reportSept ‘13 – final NC Framework publishedSept ’13 – Disapplication allowed for Y3/4,
Foundation Subjects in other yearsSept ’14 – Statutory adoption except for..Sept ‘15 - Y2/6 Eng/Ma/SciSept ’15 – PoS for core subjects at KS4 to be
introducedSummer ‘16 – Statutory Assessment of new
NC
The impact of the The impact of the consultation: consultation: the government responsethe government response
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Consultation: government Consultation: government responseresponseOverarching and subject aims retainedSpoken language programme of study (Y1-
6)Improved D&T structured according to the
process: Design/Make/Evaluate/Technical knowledge incl. separate section for cooking/nutrition
KS2 history reduced, better matched to aims
Removal of levels confirmedSchools to devise own formative
assessment5
Consultation: government Consultation: government responseresponseComputing replaces ICTP scales should be reviewedClarity of core subjects and the
removal of levels will help parents understand
Disapplication (2013) remains for Y3/4, Foundation Subjects only for other years
All adopted in Sept 2014 except for Y2 and Y6 En/Ma/Sci 2015
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Transition issuesTransition issuesYear 3 and 4, and foundation
subjects – current situation re disapplication
Assessment and tracking 2013 – 2016 (retaining current systems as new systems are introduced)
Need for detailed assessment information to identify any gaps in knowledge/skills on transition
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Formative assessment and Formative assessment and trackingtrackingERYC models (examples):
ØAttainment targets for each year: emerging, expected, exceeding
ØClass list + attainment targets, Yes or No
ØAPP styleØShort term planning with
assessmentØRoos Primary School models
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Transition issuesTransition issues
Planning for the new expectationsØEnglishØMathematicsØScience
What has changed since 1999?
Consider the impact of delaying implementation for Y2 & Y6 until
Sept 2015.9
Consultation: government Consultation: government responseresponseHeadteachers/teachers to decide what
they need to support implementationHigher expectations will be reinforced
through accountability systemsUse existing INSET days Use teaching schools/peer to peer
learningDfE are working with publishers and
suppliers
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Consultation: government Consultation: government fundingfunding
Science Learning CentresNational Centre for Excellence in the
Teaching of Mathematics (plus £300,00 to develop training to teach fractions at KS3)
Match funding for phonics extended Oct 13
Ring fenced funding for sport in schools£2 million for computing teachers£2 million for teaching schools/national
support schools11
Additional Consultation: Additional Consultation: launched 8launched 8thth July – closed 8 July – closed 8thth AugustAugustSought general comments re. the
draft Order and each subjectFramework document shared
unexpectedly in July had the following filename
NC_framework_document_-_FINAL
The final curriculum - 11th Sept
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Summary of changes July Summary of changes July - Sept- SeptDrama expectation All history content now non
statutory guidanceSome additional content and
guidance notesRephrasing for clarificationReduction of content in KS1
science
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National curriculum National curriculum framework September framework September 2013:2013:changes made as a result changes made as a result of informal and formal of informal and formal consultationsconsultations
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National Curriculum 2014National Curriculum 2014
Key Stage 1 2 3 4
En/Ma/Sc Y Y Y Y
Art & design
Y Y Y
Citizenship Y Y
Computing Y Y Y Y
Design & technology
Y Y Y
Geography Y Y Y
History Y Y Y
Languages Y Y(MFL)
Music Y Y Y
PE Y Y Y Y
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Subject changes - EnglishSubject changes - English
Attainment target added for spoken language (same for Y1-6 – no progression)
PLUS a few small changes to terminology and content (see handout – review of changes February to Sept)
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Mathematics and Mathematics and differentiationdifferentiation
…the majority of pupils will move through the programmes of study at broadly the same pace. …decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
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Subject changes - Subject changes - mathematicsmathematics
Measures becomes MEASUREMENT Data becomes STATISTICS Efficient changed back to FORMAL
written methodsFractions decimals percentages
combined PLUS a number of changes to
terminology and content (see handout – review of changes February to Sept)
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Subject changes - scienceSubject changes - science
Working scientifically – recognising different ways of finding answers to their questions (throughout)
PLUS a number of changes to terminology, content and organisation (see handout – review of changes Feb to Sept)
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Subject changes - historySubject changes - history…chronological BUT not sequential…to be taught through overview and depth studies…programme ends 1066 not 1707 (Union of the Parliaments) BUT…not LESS history - there are 9 themes or studies to fit into the Key Stage 2 curriculum BUT…all content is now non-statutory
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Subject changes - historySubject changes - historyPurpose of study changes:Inspire pupils’ curiosityEquip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgementTo understand the complexity of people’s lives, the process of change, diversity of societies and relationships between groups, their own identity and the challenges of their time
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Subject changes - historySubject changes - history
Changes to the aims:Added how Britain has been influenced by the wider worldAdded characteristic features of past non-European societies
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Subject changes - historySubject changes - history
KS1 Subject Content:to ask/answer questions, show they know and understand key features and understand ways in which we learn about the pastchanges within living memory addedevents beyond living memory of local/global significance addedinternational as well as national achievementsMary Seacole/Florence Nightingale re-appear and Rosa Parks added as examples23
Subject changes - historySubject changes - history
Subject Content:KS2 – to develop chronologically secure knowledge and understanding of British, local and world history establishing clear narratives within and across periods they study.
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Foundation subject changesFoundation subject changesArt & design
Purpose of study improved to include challenge, experimentation, invention, critical thinking……
Computing Few changes: concepts of computer science and abstraction added plus greater detail on e safety
D & T Aims and content organised to cover practical skills, design and make, evaluate and test and nutrition and cookery. Improved programme with good progression from KS1 to 2. More explicit for non-specialists.
Geography Few small changes of wording/lists of features plus better organisation of content under headings: Location knowledge, Place knowledge, Human and physical geography and Geographical skills and fieldwork.
Languages Any language, modern or ancient can be chosen and an appreciation of classical civilization has been added for those schools that select an ancient language
Music Few changes to content. Love, talent, self-confidence, creativity and achievement appear in the purpose of study as well as critical engagement. Appropriate use of technology added to aims.
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Progression ToolProgression ToolCore subjects FS – Y6Core subjects FS – Y6
This tool, shared at each round of Headteacher/subject leader briefings, has been revised in the light of the final framework.
It demonstrates ProgressionRaised expectations (RED)New material to the KS (BLUE)
..\En Ma Sci tool v6.2.xls
Primary assessment and Primary assessment and accountability under the accountability under the new national curriculumnew national curriculumConsultationLaunch date: 17 July 2013Closes: 11 Oct 2013
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The case for change The case for change Need to raise
performance/expectationsSecondary readiness essentialL4C – only 47% 5 x A-C incl E/ML4B/A – 72% achieve 5 x A-C incl E/M(2012 results)
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All pupils (except those with learning difficulties) should be secondary ready.
Key Principles Key Principles taken from The Bew Reporttaken from The Bew Report
Formative assessment - left to schoolsGovt. prescribes statutory end of KS
assessmentNeed for fairness – progress and
attainment to have equal weighting (Pupil Pr. £1,300)
Wide range of performance information should be published
TA and testing both important and should be published
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Proposals – Teacher Proposals – Teacher assessment and reporting assessment and reporting Levels/level descriptors WILL be
removedNo single system for ongoing
assessmentSchools decide on curriculum, how
to teach it/track progressFormative assessment to focus on
essential knowledge (and skills)Schools to decide on their method of
reporting suited to their curriculum
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Schools (expected to have) - Schools (expected to have) - Curriculum and assessment Curriculum and assessment framework, with these framework, with these principles:principles:Sets out steps to reach expectationsEnables trackingAllows diagnosis of gaps in learning and
recognition of exceptional perfromanceSupports planning for all pupilsEnables reporting to parentsProvides clear information about
strengths, weaknesses and progress on transition
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Question 1:Question 1: Will these principles Will these principles underpin an effective underpin an effective curriculum and curriculum and assessment system?assessment system?
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Assessment practiceAssessment practice
Schools free to devise own, some have already begun ( as have we)
Outstanding/teaching schools take a lead
Government will provide good examples and signpost a range of approaches
Schemes of work may have assessment built in
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Question 2:Question 2: What other good What other good examples of assessment examples of assessment practice can we share practice can we share more widely? Is there more widely? Is there additional support we can additional support we can provide for schools?provide for schools?
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Proposals - testingProposals - testing
To continue at KS 1 and 2First (more demanding) tests in
2016A single test – with range of
challengeTo ensure secondary readinessMust demonstrate how well a pupil
has met the standard to encourage high attainment for all pupils
STA responsible for development35
Proposals – testing (cont)Proposals – testing (cont)Scaled scores proposed based on
deciles/compared to national (no grades)Pupil progress measured by comparing
pupils’ performance with those with similar prior attainment
Raw test marks to be converted to scaled scores (number of marks will fluctuate as a result of variations in test difficulty)
Writing will continue to be teacher assessment
Phonics testing will continue
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Question 3:Question 3: Does a scaled score, Does a scaled score, decile ranking and value-decile ranking and value-added measure provide added measure provide useful information from useful information from national curriculum tests?national curriculum tests?
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Proposals - BaselinesProposals - BaselinesRetain baseline at the end of KS1
using NC tests and publish them to reduce the incentive to under-report
Introduce a baseline check at the start of reception to give credit to the whole of primary schooling and enable EY provision to be evaluated, making the FSP non-statutory
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Questions 4, 5 & 6:Questions 4, 5 & 6: Should we continue to Should we continue to measure progress from the measure progress from the end of KS 1, using internally-end of KS 1, using internally-marked NC tests?marked NC tests? If end of KS1 NC test results If end of KS1 NC test results are used as a baseline to are used as a baseline to measure progress, should measure progress, should school-level results be school-level results be published?published? Should we introduce a Should we introduce a baseline check at the start of baseline check at the start of reception?reception? 39
Baseline checks – other Baseline checks – other optionsoptions
Schools could choose from a range of comparable baseline tests and report the results
Make the baseline optional for schools that would accept judgement on attainment measures only in tables and floor standards
NB All schools will have to track internally
and make that information available to Ofsted
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Baseline checks – other Baseline checks – other optionsoptionsWith a baseline at the start of reception:KS1 tests would only be statutory for infant schools, providing a baseline for junior schoolsKS1 tests would be non-statutory for through primary schools
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Would it be possible to use a reception baseline for junior schools
as well? What are the pros/cons?
Questions 7, 8 & 9:Questions 7, 8 & 9: Should we introduce a Should we introduce a baseline check at the start of baseline check at the start of reception?reception? Should we allow schools to Should we allow schools to choose from a range of choose from a range of commercially-available commercially-available assessments?assessments? If we take a baseline from If we take a baseline from the start of reception, should the start of reception, should end of KS1 NC tests become end of KS1 NC tests become non-statutory for all-through non-statutory for all-through primary schools?primary schools? 42
Proposals - AccountabilityProposals - AccountabilityFloor standards will focus on
threshold attainment and value added progress
Ofsted inspections to focus on schools just above the floor
Key threshold to be 85% secondary ready
Wide range of data to be published via a new data portal (2015)
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Proposals – floor standardProposals – floor standard85% - must reach the standard in
all measures including teacher assessed writing
85% - allows for some children being unable to meet the standard/not performing their best in the test
Good progress results will place schools above the floor even where they are below 85%
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Proposals – floor standardProposals – floor standardEvery pupils scaled score (compared
to similar pupils nationally) will be used to measure progress…….therefore
No perverse incentive to focus on borderline pupils
Precise ‘floor’ progress measure to be defined but expected to be between 98.5 and 99 (100 = average progress)
In time the progress ‘floor’ may be raised to 100
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Proposals – floor Proposals – floor standard/APSstandard/APSAny school missing the 85%
target and not on a fast upward trajectory likely to be inspected
An APS measure could be applied to schools who are above the 85% floor to prevent schools focusing on pupils close to the standard thus maximising the achievement of all their pupils
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Questions 10, & 11:Questions 10, & 11: Do you have any Do you have any comments about these comments about these proposals for the proposals for the department’s floor department’s floor standards?standards? Should we include an Should we include an average point score average point score measure in floor measure in floor standards?standards? 47
Proposals - published Proposals - published performance dataperformance dataNew portal or ‘data warehouse’
accessible to schools, governors & parents
Allow comparison of different schools/groups of pupils
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Proposed measures for inclusion
% meeting the secondary standard
Teacher assessments
Average scaled score /compared to national
3 year rolling averages (fairer for small schools)
Where the pupils fit into the national cohort and their rate of progress
Pupil premium - attainment and progress incl 3 year rolling averages
Proportion of pupils in the highest-attaining group nationally
Comparison with similar schools – links to ofsted judgements
Question 12:Question 12:Are there any other Are there any other measures we should measures we should prioritise in performance prioritise in performance tables?tables?
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Proposals – recognising Proposals – recognising attainment & progress of all attainment & progress of all pupilspupilsCurrent access arrangements continue
As far as possible all to benefit from full curriculum and have attainment and progress acknowledged
Most should be able to take the testsP-scales should be reviewed to align
with the revised national curriculumLow attainers progress will be
inspected /reported subject to protection of privacy
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Question 13:Question 13: What data could be What data could be published to hold schools published to hold schools (including special schools) (including special schools) accountable for the accountable for the attainment and progress attainment and progress of the lowest-attaining of the lowest-attaining pupils?pupils?
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ReferencesReferenceshttp://eastridingcurriculumforum.
wordpress.comhttps://www.gov.uk/government/
publications/national-curriculum-in-england-primary-curriculum
https://www.gov.uk/government/consultations/new-national-curriculum-primary-assessment-and-accountability
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