Assessment Without Levels · Presentation for Parents and Carers September 2015. Assessment With...
Transcript of Assessment Without Levels · Presentation for Parents and Carers September 2015. Assessment With...
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Assessment Without LevelsPresentation for Parents and Carers
September 2015
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Assessment With Out Levels!
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New National Curriculum – Sept 2015 ‐Where are we now?
Expectations of the new Curriculum Assessment without levels – How will we track progress and achievement at Wyton Primary?
Reporting to parents– what to expect Ofsted
Aims of the evening
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Two Definitions
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The National Curriculum
The National Curriculum sets out the programmes of study for subjects in state‐maintained schools.
For each Key Stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the National Curriculum.
(ie The National Curriculum = what your children are supposed to learn and when)
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Before 1988 there was no National Curriculum. Teachers decided what they taught and what children needed. Over the next 26 years the National Curriculum was introduced and developed into what we had got used to until August 2014.
The National Curriculum
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Assessment for learning:
Assessment
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Can be formative – day to day marking and or observation
Can be summative – tests / other assessment activities such as ‘interviews’
Is crucial for planning for pupil progress
Assessment
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Assessment for accountability: KS1 SAT/KS2 SAT/Baseline (2015)
Ofsted
Assessment
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In 2012 Michael Gove invited schools to “shape their own curricula”
The DfE published the revised National Curriculum to be taught in all Local Authority maintained primary and secondary schools from September 2014.
The (New) National Curriculum
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Every state‐funded school must offer a curriculum which is balanced and broadly based and which: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society
Prepares pupils at the school for the opportunities, responsibilities and experiences of later life
Aims of The (New) National Curriculum
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Core Values• IndependenceAspirationEqualityRespectIndividualityCreativity
Mission StatementAt Wyton on the Hill Primary School our mission is to inspire a lifetime love of learning amongst our students, whilst always nurturing their individuality and empowering them to become responsible, well-rounded and confident individuals.
Our Aims
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Core AimsAt Wyton on the Hill we aim to encourage and enable all pupils to raise their levels of aspiration and achievement and to ensure that they are equipped with the knowledge, skills, values and attitudes to be the best they can be.
We will do this by:
Ensuring that parents, carers and families are supported to be active members of the community.
Promoting a caring ethos and environment in which children can learn the skills, dispositions and attitudes to develop positive relationships, respect for cultural and spiritual diversity and the ability to choose not to bully or discriminate.
Working in partnership with families to ensure that children are ready to learn when they come to school.
Enabling all our pupils to develop self‐confidence and successfully deal with significant life changes and challenges.
Providing opportunities for all to achieve through the development of a range of teaching and learning styles.
Encouraging and enabling our pupils to be physically healthy.
Providing opportunities through which every child can achieve personal and social enjoyment and enjoy recreation.
Encouraging the skills necessary to enable every child to develop a good work ethic and resilience.
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What is in the New National Curriculum?
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The national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens.
It introduces pupils to the best that has been thought and said, and helps engender an appreciation of human creativity and achievement.
Content of the (New) National Curriculum
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The new curriculum is a lot more prescriptive in English and Maths, less prescriptive in the Foundation Subjects
The expectations are much higher than ever before, with much of the curriculum being shifted down into lower year group, particularly in English and Maths.
For example some old Y5 expectations can now be found in Y3, some Y7 / 8 in Y5 / 6
What has changed?
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Some Examples
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In other subjects and key stages there is a greater amount of time and flexibility for schools and teachers to design their curriculum and lessons by focusing only on the essential knowledge to be taught in each subject.
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The raised expectations mean that children need to have a very secure knowledge of the programme of study for their year group and depth of understanding and application.
Teachers should set high expectations for every pupil. Teachers should use appropriate assessment to set targets
which are deliberately ambitious.
What do these changes mean for schools?
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The new National Curriculum identifies what to teach but not how to teach it.
Schools are free to choose how they organise their school day, as long as the content of national curriculum programmes of study is taught to their pupils.
What do these changes mean for schools?
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https://www.youtube.com/watch?v=XrJjfDUzD7M
Why did we need a New National Curriculum?
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Schools are required to publish their curriculum online... Ours is published
on our school website.
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The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications.
The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.
National curriculum… just a beginning…
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Key Drivers Lifelong Learning British Values Enterprise Environment
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A ‘Learning to Learn’ Curriculum
Communication, Creativity, Adaptability – the skills of Employability
CBI – Factors Crucial to employability:1) Employability Skills 2) Positive Attitude
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http://wytonprimaryschool.org.uk/
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http://wytonprimaryschool.org.uk/
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http://wytonprimaryschool.org.uk/
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At the same time as the new National Curriculum came in the government introduced a new system of assessment.
‘As part of our reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed from September 2014 and will not be replaced. By removing levels we will allow teachers greater flexibility in the way that they plan and assess pupils’ learning’.
DfE
Assessment
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The only national measures will be at the end of each Key Stage: Foundation Stage (Teacher Assessment) Key Stage 1 (Test) Key Stage 2 (Test) Tests will have one pass mark indicating whether a child
has met end of Key Stage expectations or has not met them.
New tests (released in the summer) have an emphasis on children being able to confidently apply their knowledge, skills and understanding in “problem solving” contexts.
New National Curriculum Assessment
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In the same way that schools are “free” to determine their own curricula, schools are “free” to assess children in any way they choose. They should continue to “track” the attainment of children in order to ensure that they are learning... making progress...
No set method or materials for this. No prescribed levels… points… steps. Every school can track in their own way.
New National Curriculum Assessment
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In summary: Never meant to be a label – Levels were never meant to be a label,
they were meant to support progress. Unfortunately, they have very much become a label.
Undue pace – There has become an unnecessary focus on getting through levels quickly, rather than embedding deep understanding of key concepts.
Levels mean different things – In some instances they are marks on a test, or APP work best matched a descriptor or ‘just in….’
Successful nations don’t use them – Nations with successful educational systems believe that children are capable of anything because of the effort they put in…not because they are level 4, 5 etc. This very much supports growth mind‐set theory.
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https://classteaching.wordpress.com/assessment‐without‐levels/
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Deepening…
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Mastery…?
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Half termly: Reading... Reading conversations using standardised
criteria Writing... Big Write using standardised criteria Maths... Using published test Phonics (Y1, Y2)... DfE standardised test materials Currently trialling Spelling,
Punctuation and Grammar assessments
Assessment at Wyton on the Hill
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Daily:Teachers and teaching assistants assess children every day in every lesson. They do this through... Listening... Careful and directed questioning… Observing… Checking… Marking… as much as possible through the lesson Children’s self assessment
This information is used to inform teacher’s about the children’s learning and progress.
Assessment at Wyton on the Hill
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At the end of the academic year comments will relate to knowledge and skill development of pupils…. working below ARE Emerging = working towards ARE Developing = working within ARE Secure = working at ARE Criteria Complete = working towards depth and mastery Mastery = working at an advanced level
During the year comments will refer to pupils being on track for one of the above statements.
Reporting to Parents
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Future Information Evenings?
Any Questions?