Assessment. Summative assessments in place EYFS Year 1 Phonics Year 2 – Reading, maths, SPAG, writing Year 6 – Reading, maths, SPAG, writing.

Assessment

Summative assessments in place EYFS Year 1 Phonics Year 2 – Reading, maths, SPAG, writing Year 6 – Reading, maths, SPAG, writing

Old assessmentLevels e.g. 2b, 4a etc

What has changed? In the new national curriculum, levels have been

abolished. The government have said they took this decision partly in response to concerns about the validity and reliability of levels and sub-levels, but also because they were deemed a driver of ‘undue pace through the curriculum, which has led to gaps in pupils’ knowledge.’ The DfE are therefore changing how test performance is reported and from 2015 they will use scaled scores to report national test outcomes (a method used in numerous other countries)

The new curriculum The curriculum has focussed on ‘higher expectations’ in

various subjects, and it is certainly the case that in some areas the content of the new primary curriculum is significantly more demanding than in the past.

For example, in mathematics there is now much greater focus on the skills of arithmetic and also on working with fractions. Year 4 – all tables. In Year 6 working with numbers to 10 million.

In science, a new unit of work on evolution is introduced for Year 6; work which would have previously been studied in secondary school.

In English lessons there will now be more attention paid to the study of grammar and spelling; an area which was far less notable in previous curricula.

Tracking progressThe DfE has been quite clear that it does not intend to replace levels, and that schools are free to devise their own tracking and assessment systems for other year groups. We also know that Ofsted have given guidance to Inspectors to accept data provided in any form, and to use books and other evidence of work to judge the accuracy of assessment in schools.

How do we track progress?Good formative assessment which informs next steps and is acted upon Teacher assessments using new curriculum

guidelines – APP. Evidence from books, observations, guided work, pupil responses

Assessment on a daily basis Test – maths, reading comprehension, writing

(Rising Stars) give an emerging, expected or exceeding judgement

Moderation between teachers and schools to ensure our judgements are correct

Every child will be targeted 6 steps each year

These steps will assessed by the class teachers 3 times each year. Your child’s progress will be discussed internally at 3 on track meetings and 3 pupil progress meetings each year with class teachers, SENCO and HT/ DHT.

Contd.. The aim is for children to reach

‘EXPECTED’ standards by the end of the year

Some children will reach ‘EXCEEDING’

Example of tracking for year 4

Below Emerging Y4 Expected at the end of Y4 Exceeding Y4

  16 17 18 19 20 21 22 23 24 25 26 27

Year 4             

Different abilities High achievers - rather than moving

on to the following year group’s work schools will encourage more in-depth and investigative work to allow a greater mastery and understanding of concepts and ideas.

Children working below emerging – differentiated curriculum and Personal Provision Plan for the lowest achievers

Parents meetingsYou will receive: Information on how your child is settling in A number which relates to the step your child is on at the

beginning of the year An end of year target All children will be emerging as they start a new year group

curriculum Ideas of how to support your child to make these steps Reception to Year 4 will continue to have a 10 minute

meeting – October and February Year 5 and Year 6 will have a meeting with their child,

class teacher and head teacher/ deputy for 10 minutes

Inspiring children to learn Growth mindset Learning partners Learning powers

Growth mindset http://

www.bbc.co.uk/cbeebies/grownups/help-your-child-try-new-things

Learning Powers

Learning powers – what are they? Be curious Have a go Concentrate Be cooperative Use your imagination Don’t give up Enjoy learning Keep improving

Why do we have learning powers? Key life skills that all children need to

develop Gives our children the vocabulary to talk

about their learning

How do we use learning powers? As part of a WALT e.g.WALT: - solve worded problems - have a go - be curious In the playground and around the school Assembly focus always linked to the learning

powers Children are encouraged to use the learning

powers as a way of talking about their learning

What do the children think?“Helps my brain get bigger”“Keep us focussed”“Helps me to remember to co-operate”“Inspire me to keep going”“They help me to learn”

Learning partners

What are learning partners? Partners for talking about learning Share ideas Solve problems Evaluate learning and progress

Why? Develop good communication skills We learn from each other Promoting learning powers

How do we use them? Change on a weekly basis Generally selected using a ‘randomiser’ Not used in every lesson Children are encouraged to evaluate

their partners participation at the end of each week