Assessment and New Curriculum Information Evening for Parents/Carers

Wednesday 11th February 2015

Areas to be covered tonight

• Background• Changes from FS to Year 6• Assessment• The journey of a child• Reporting to parents/carers• Questions

Background

• The government (Michael Gove) decided that the old National Curriculum needed reforming and was not fit for purpose.

• The National Curriculum was introduced in 1989 and remained pretty much the same for 21 years.

• Several reviews were held but as governments changed so did the nature of the reviews.

• 2011 – a review called for and Programmes of Study were introduced in 2012.

• The finalised ‘New Curriculum’ was introduced into schools September 2014.

The Changes

• The move to year group objectives and away from levels• A more knowledge based curriculum, both in learning and

application. • Raising the bar – for example, objectives taught in Yr3 now

to be taught in Yr 2. Higher expectations at an earlier age.• Baseline testing for 5 year olds.• History more chronological.• Computing replaces ICT with an emphasis on coding.• Yrs 2 & 6 to be taught the old curriculum and use levels this

year!• Link to NC website

In Foundation Stage• There have been no changes to

Foundation Stage at the moment!• We complete a Baseline

assessment on entry based on our observations. We decide which age band best describes each child for every area of learning

• We assess continually to inform the children’s next steps

• At the end of Foundation year, we assess all children on each area of the Foundation Stage curriculum.

Good Level of Development

• The Government requires us to submit data on what percentage of children reach a Good Level of Development (GLD)

• To achieve GLD, a child must reach the Early Learning Goals in Personal, Social and Emotional Development, Physical Development, Communication and Language, Literacy and Mathematics

Changes in YTMaths• data handling is largely removed • higher expectations with coverage of concepts in Y1 and Y2 Y1 counting and writing numerals to 100 , write numbers in words up to 20 , number bonds secured to 20 , use of vocabulary such as equal, more than, less than, fewer etc Y2 measuring temperature in °C, tell time to nearest 5 minutes, make comparisons using < > = symbols, recognise £ p symbols and solve simple money problems, simple equivalent fractions etc

English• higher expectations of vocabulary and grammar

understanding and spelling ability at a younger age (next year, Y2 will have a grammar, punctuation and spelling test) • ‘Learning by heart’ of poems and reciting• Understanding handwriting families

Changes in YTScience-a much reduced curriculum (forces, light and sound, electricity and other aspects of investigative science have now gone), addition of recording seasonal changes and hygiene

Design and Technology-introduction of healthy cooking and nutrition

Computing-more emphasis on coding and understanding algorithms

Geography- more knowledge-based (name and locate oceans, continents etc). Environmental change and sustainability has gone

Middle Team – New CurriculumEnglish - Reading• Once children are decoding, they will develop

their vocabulary and breadth and depth of reading.

• More emphasis on reading aloud to develop intonation, an understanding of punctuation and sentence structure.

• Inferring and locating evidence within text.

Middle Team – New CurriculumEnglish – Writing • Children taught how to develop as writers and

the processes of writing; plan, draft, write and edit.

• Emphasis on sentence structure and developing a variety of vocabulary.

• Sentence dictation to practise words and punctuation.

Middle Team – New CurriculumMaths• ‘Raising of the bar’ in terms of expectations.• By the end of Year 4, multiplication and

division facts up to 12 x 12 to be learnt. • Emphasis is on developing children’s fluency

and understanding of number / place value.• Four operations and number facts.• Read Roman Numerals to 100 (Year 4).

Middle Team – New CurriculumOther headlines• History – emphasis on chronology of British

history.• Computing – emphasis on coding; writing

programs by a sequence of commands.• Computing – understanding of computer

networks including the internet.

Changes in OT

• Big change in expectations for maths – Y5 this year and Y6 next year

• Significantly more emphasis on number and recall of facts

• Next year’s SATs will be a noticeable step up (1 x arithmetic paper and 2 x written papers).

Changes in OT• English expectations have also increased• SATs Reading comprehension texts more complex• Increased challenge for SPAG• Other changes eg. learning poems ‘by heart’• Reading and writing will be reported separately• Geography and history – many new topics eg. this

year already ‘Ancient Islamic Civilisation’ and ‘Shang Dynasty’.

Assessment

• No guidance on what assessment should look like so each school will be creating their own

• Some companies are producing assessment systems

• Difficulty of moving from levels – change in the language we use

• Based on year group expectations – Developing, Meeting and Exceeding

• What will this look like for you as parents?

How does this work?How do we show progress?

Let’s look at three children of varying ability in maths and plot their learning journey throughout the year.

Each child is in Year 3.

Macey• End of Autumn term 3D (points 28)• End of Spring term 3D (points 47)• End of Summer term 3M (points 70)

Year 3 maths objectives:a) Recognise place value in a 3 digit number.b) Add/subtract mentally:

o 3 digit number and ones.o 3 digit number and tens.o 3 digit number and hundreds.

Macey• End of Autumn term 3D (points 28)Is developing both the maths objectives below.

• End of Spring term 3D (points 47)Has met objective a) but is developing objective b)

• End of Summer term 3M (points 70)Has exceeded objective a) and has met objective b)

Year 3 maths objectives:a) Recognise place value in a 3 digit number.b) Add/subtract mentally:

o 3 digit number and ones.o 3 digit number and tens.o 3 digit number and hundreds.

Joe• End of Autumn term 2M (points 65)• End of Spring term 3D (points 24)• End of Summer term 3D (points 45)

Year 3 maths objectives:a) Recognise place value in a 3 digit number.b) Add/subtract mentally:

o 3 digit number and ones.o 3 digit number and tens.o 3 digit number and hundreds.

Year 2 maths objectives:a) Recognise place value in a 2 digit number.b) Add/subtract mentally using pics and objects:

o 2 digit number and ones.o 2 digit number and tens.o Two 2 digit numbers.o Add three 1 digit numbers.

Joe• End of Autumn term 2M (points 65)Has met both a) and b) Year 2 objectives.

• End of Spring term 3D (points 24)Is developing both Year 3 maths objectives.

• End of Summer term 3D (points 45)Has met Year 3 a) but is developing Year 3 b)

Year 3 maths objectives:a) Recognise place value in a 3 digit number.b) Add/subtract mentally:

o 3 digit number and ones.o 3 digit number and tens.o 3 digit number and hundreds.

Year 2 maths objectives:a) Recognise place value in a 2 digit number.b) Add/subtract mentally using pics and objects:

o 2 digit number and ones.o 2 digit number and tens.o Two 2 digit numbers.o Add three 1 digit numbers.

Fred• End of Autumn term 3D (points 31)• End of Spring term 3M (points 63)• End of Summer term 3E (points 94)

Year 3 maths objectives:a) Recognise place value in a 3 digit number.b) Add/subtract mentally:

o 3 digit number and ones.o 3 digit number and tens.o 3 digit number and hundreds.

Fred• End of Autumn term 3D (points 31)Is meeting Year 3 a) and developing Year 3 b)

• End of Spring term 3M (points 63)Has met both Year 3 objectives, exceeding a).

• End of Summer term 3E (points 94)Has exceeded both Year 3 objectives.

Year 3 maths objectives:a) Recognise place value in a 3 digit number.b) Add/subtract mentally:

o 3 digit number and ones.o 3 digit number and tens.o 3 digit number and hundreds.

Year 4 maths objectives:a) Recognise place value in

a 4 digit number.

How do we ensure children with differing abilities all make progress?

• Differentiation• Support / focus groups• Support programmes• Excellent teaching that enables children

to be challenged whatever their ability.

Reporting to parents/carers

• Parents Evenings• Annual Reports

MathematicsFS Y1 Y2 Y3 Y4 Y5 Y6

1 2 3 1D 1M 1E 2D 2M 2E 3D 3M 3E 4D 4M

ReadingFS Y1 Y2 Y3 Y4 Y5 Y6

1 2 3 1D 1M 1E 2D 2M 2E 3D 3M 3E 4D 4M 4E

WritingFS Y1 Y2 Y3 Y4 Y5 Y6

1 2 3 1D 1M 1E 2D 2M 2E 3D

ScienceFS Y1 Y2 Y3 Y4 Y5 Y6

1 2 3 1D 1M 1E 2D 2M 2E 3D 3M 3E 4D

FS Y1 Y2 Y3 Y4 Y5 Y6

1 2 3 1D 1M 1E 2D 2M 2E 3D 3M 3E 4D 4M 4E 5D 5M 5E 6D 6M 6E

The Colleton Primary School Report to Parents 2014 – 2015

Name: Fred Bloggs Date of Birth: 23-06-2007 Year: 4 Key Stage: 2

Main achievements:

Main achievements:

Main achievements:

Main achievements:

Next steps:

Next steps:

Next steps:

Next steps:

Questions

• How are the gaps to meet the new objectives being met?

• Will there be a mid-year report?• How will you address the learning needs of

children who are exceeding the year objectives or not meeting the year group objectives?

• How will these changes impact on the way the curriculum is taught at The Colleton?