Parents meeting: New Curriculum – Assessing Without Levels

1. Parents meeting:New Curriculum –Assessing Without Levels 5th October 2015

2. Aims: • An explanation of the key changes in light of the • New National Curriculum 2014 • An understanding of how expectations have risen within year • groups • Assessing without levels – implications for classroom practice • How assessments will be made in light of new curriculum

3. Back ground information • ‘Mastery learning’ is a specific approach in which learning is broken down into discrete units and presented in logical order. Pupils are required to demonstrate mastery of the learning from each unit before being allowed to move on to the next • Assessment is built into this process. Following high-quality teaching, pupils complete work that shows what they have learned well and what they still need to work on. Where appropriate they can deepen their learning through carefully planned alternative enrichment or extension activities • The new national curriculum is based on this understanding of mastery as something which every child can aspire to and every teacher should promote. It is about deep, secure learning for all, with extension of able students (more things on the same topic) rather than acceleration (rapidly moving on to new content). • In developing these new approaches to assessment, • we have the opportunity to make “mastery for all” a genuine goal.

4. Early Years Curriculum There are no changes: Children still have their learning planned from 7 areas where they are assessed according to the ‘best fit’ for different age bands e.g. 30 – 50 months; 40 - 60months and Early Learning Goals

5. Early Years Foundation Stage

6. National Age related expectations • Each year group have a set ‘bank’ of learning outcomes in which they are expected to achieve by the end of the year. • An example of these look like this (year 3 Maths) The bar has been raised! Some key changes in Year 3 • children are now expected to count in multiples of 4, 8, 50 and 100 • they are expected to mentally calculate with three-digit numbers • learning the eight-times table has been included • tenths are new to Year 3 • children now need to add and subtract fractions of the same denominator  • measuring perimeters of simple shapes was in Year 4 but now it is in Year 3 • children are expected to be able to tell 24-hour time - this previously appeared in Year 5 • they are also expected to be able to read the time on clocks with Roman numerals • children need to be able to identify perpendicular and parallel lines.

7. Hierarchy of Learning: Blooms Taxonomy "Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt to classify forms and levels of learning. It identifies “domains” of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered. “Progress became synonymous with moving on to the next level, but progress can involve developing deeper or wider understanding, not just moving on to work of greater difficulty. Sometimes progress is simply about consolidation.” Final report of the Commission on Assessment without Levels , September 2015

8. KS1

9. KS1 • Year 2 - Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. • Remember – addition makes numbers larger and subtraction makes them smaller • Understanding – addition facts to 10 and associated subtraction • Apply - using skill of 10 and relate to 20 • Analyzing – Recognising the patterns and demonstrating the skill of using partners of numbers to 10 to make 20. • Evaluating – Using knowledge against any 2 digit number to total 100. • Creating – Writing sums with missing numbers and as number stories

10. KS1 • Understanding - 1 + 9 = 10, 2 + 8 = 10 etc • 10 – 1 = 9, 10 – 2 = 8 etc • Apply – if 2 + 8 = 10 then 12 + 8 = 20 • Analyzing – 12 + 8 = 20 so 20 – 12 = 8 (Recognising influence of place value) • Evaluating – 8 always partners with 2 so 38 + 62 = 100 (place value knowledge used) • Creating – 54 +  = 100 or 100 – 54 = 

11. KS2

12. KS2

13. Targets I can statements into books Year 3 example Year 3 example maths

16. Key changes to national curriculum tests and assessments: • The national curriculum tests and teacher assessment at the end of key stages 1 and 2 were reported in levels for the last time in summer 2015, as pupils in Year 2 and Year 6 that year were not have been taught the new national curriculum. • The first new key stage 1 and key stage 2 tests in English, mathematics and science, based on the new national curriculum, will be sat by pupils for the first time in the summer of 2016. • From the academic year 2015-16, we will move from an absolute measure of progress (i.e. two levels of progress required between KS1 and KS2) to a relative measure. At the same time, KS2 test outcomes will be reported as a scaled score, where the expected score is 100. Pupil progress will be determined in relation to the average progress made by pupils. The exact methodology of how this will be reported is still to be determined, we are hoping to be informed in due course! • As usual, Mrs Spencer and Mrs Kinsella will hold parents information sessions about the year 2 and year 6 test arrangements nearer the time.