Transcript Document
The reasons for a new curriculum. The most important changes in the national curriculum. The BPS curriculum. Why have levels been removed? How we are assessing the new curriculum. How are we working with our locality of schools? What does good quality assessment look like? How are we reporting to parents on children’s progress? A curriculum fit for the 21st century and the technological age Slimmed down – quality rather than quantity Come at the right time for BPS 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, and Prepares pupils at the school for the opportunities, responsibilities and experiences of later life KS1 and 2 framework document Core subjects: English; maths; Science – much more detail in terms of requirements and significantly raised expectations, particularly in maths. Foundation subjects (slimmed down): Computing; history; geography; Music; PE; Art + Design; Design and technology; Languages RE + PSHE Detailed plans for English , maths and Science Computing – replaces ICT Slimmed down requirements for foundation subjects 3 stages – KS1; Lower KS2; Upper KS2 All children expected to have ‘mastered’ the curriculum requirements at each stage Strong emphasis on spoken language SPAG No more levels Ofsted do not have any predetermined view as to what specific assessment system a school should use. Inspectors’ main interest will be whether the approach adopted by a school is effective. They will be looking to see that it provides accurate information showing the progress pupils are making. The information should be meaningful for pupils, parents and governors. Weald Locality Agreed aims and Principles for Assessment Joint moderation of reading, writing, maths and science Support from assessment consultant Use of same data tracking system Good Quality Assessment • • • • • Rich open-ended tasks No ceilings Investigation, problem-solving, choice Group work, dialogue Integral to teaching and learning The principles of good assessment have not changed. Formative An integral part of teaching and learning. Makes an ongoing contribution to learning through providing feedback. Affects what the pupil and teacher do next. Summative Demonstrates the extent of the learner’s success in meeting the assessment criteria. Usually planned for the end of a unit of work. Often in the form of a test. Parent Consultations End of year report Next steps Not on track/on track (to meet end of phase expectations) Met/not met (end of phase expectations Yr 2, 4, 6) Open door policy ‘The new curriculum greatly interests pupils and they make every effort to do their best’. ‘The new curriculum is vibrant and there is systematic teaching of literacy and numeracy whilst ensuring one subject underpins another’. (Section 8 inspection, January 2015) Pupil progress strong across the school ‘Marking of work is a strength and helps pupils to correct their mistakes’. (Section 8 inspection, January 2015) On track for best results since the school opened Moderation shows our judgements are in line with other schools Engagement and enjoyment observed to be good or outstanding in 93% lesson observations Review 2014/15 and adapt curriculum plans for 2015/16 Continue to work closely with locality schools Ensure that our children are well prepared for the new format NC tests 2016 and that standards continue to rise Continue to develop systems for working with parents so that they understand their child’s next stages in learning and how they can support Your feedback is much appreciated