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Parent Information Event Assessment Without Levels

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The “old” language

• Level• Sub-Level• Points progress• Expected or More• Progress (absolute

measures of progress)

 

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The new National Curriculum:

• There is an expectation that all pupils can and will achieve.

• The expectation is that 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 to the next stage.

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The new National Curriculum:

• Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems- not just 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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An example…..

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Learning to drive…..

• Lots of lessons • Pass driving test (national standard)• But…you don’t become a really competent

driver until you have experience of driving on your own, in the dark, in the rain, on the motorway, up single-track roads…..

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Implications of the new curriculum

• Less focus on coverage and more on securing learning before moving on. Planning will be different. Interleaving to revisit previous learning.

• Practice and consolidation play a central role.

• More problem solving activities.• More “higher-order thinking”

activities• More checking/testing/ questioning

for understanding in the classroom.

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The ‘new’ language

• National standard•(Expected standard)• Working towards• Working below• Mastery standard•(Working at greater depth within expected standard)•Relative measures of progress

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On the school website

• Please see links below.•

Interim frameworks for teacher assessment at the end of key stage 1Interim frameworks for teacher assessment at the end of key stage 2

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Thank you for listening

•