Transcript Slide 1
St Mary’s Catholic Primary School Curriculum Evening November 11th 2014 EYFS: % children achieving a good level of development 100 90 80 70 60 50 40 30 20 10 0 School 2013 School 2014 National 2014 Year 1 Phonics Test: % children achieving the expected standard 100 90 80 70 60 50 40 30 20 10 0 School 2013 School 2014 National 2014 Key Stage 1: Attainment in Reading 100 90 80 70 60 School 2013 50 School 2014 National 2014 40 30 20 10 0 L1+ L2C+ L2B+ L2A+ L3+ Key Stage 1: Attainment in Writing 100 90 80 70 60 School 2013 50 School 2014 National 2014 40 30 20 10 0 L1+ L2C+ L2B+ L2A+ L3+ Key Stage 1: Attainment in Maths 100 90 80 70 60 School 2013 50 School 2014 National 2014 40 30 20 10 0 L1+ L2C+ L2B+ L2A+ L3+ Key Stage 2: Attainment in Reading 100 90 80 70 60 School 2013 50 School 2014 National 2014 40 30 20 10 0 L3+ L4+ L4B+ L5+ L6+ Key Stage 2: Attainment in Writing 100 90 80 70 60 School 2013 50 School 2014 National 2014 40 30 20 10 0 L3+ L4+ L5+ L6+ Key Stage 2: Attainment in Maths 100 90 80 70 60 School 2013 50 School 2014 National 2014 40 30 20 10 0 L3+ L4+ L4B+ L5+ L6+ Key Stage 2: Attainment in SPAG 100 90 80 70 60 School 2013 50 School 2014 National 2014 40 30 20 10 0 L3+ L4+ L4B+ L5+ L6+ Key Stage 2: Progress in Reading 100 90 80 70 60 Expected Progress 50 More than Expected Progress 40 30 20 10 0 School 2013 School 2014 National 2014 Key Stage 2: Progress in Writing 100 90 80 70 60 Expected Progress 50 More than Expected Progress 40 30 20 10 0 School 2013 School 2014 National 2014 Key Stage 2: Progress in Maths 100 90 80 70 60 Expected Progress 50 More than Expected Progress 40 30 20 10 0 School 2013 School 2014 National 2014 Key issues - attainment • • • • • KS1 – flat writing attainment year on year. KS1 – moving the 2a’s into 3’s KS2 – sustain the excellent reading outcomes KS2 – improve outcomes at L5/6 for writing KS2 – improve outcomes at L5/6 for maths Key issues - progress 1b 2c 2b 2a 3(b) KS1 N 3b 4b 5b 6b KS2 (Sublevels c,b,a eg. 2c, 2b, 2a, 3c, 3b, 3a etc) Expected progress is 2 whole levels More than expected progress is 3+ levels. Government would like 30% of children to be making more than expected progress. Key issues - progress • Need to ensure ALL children make expected progress in reading writing and maths (1 reader, 1 writer, 2 maths this year did not). • Improve the number of writers who make more than expected progress. • Restore the number of mathematicians who make more than expected progress. Sentence structures • New curriculum much more grammar focused • To support this we are introducing specific sentence structures into each year group. Children will be expected to know how to use them by the end of the year. • They are displayed in each year group and teachers plan for them specifically. Why we chose this approach • There are many different ways of putting words together to make sentences. Part of the skill of being a writer is to learn as many different ways as possible to do this, so they have a bank of different sentence types to choose from. Curriculum 2014 • New National Curriculum came into effect September 2014 except for Maths / English in Years 2 and 6. • Schools are expected to use it and expand it to make it relevant to the children in their school, and to get them ready for life in Britain today. National Curriculum and School Curriculum. • As a Catholic Voluntary Aided school we have our own curriculum for RE. Curriculum 2014 • English, maths, science and RE remain core subjects. • Foundation subjects: Art, Design Technology, Foreign language at KS2, History, Geography, Music, PE. • Schools required to publish their curricula online. Ours is now on our website. Curriculum 2014 • School Curriculum What do we want to drive our school curriculum – the things we are adding? 4 key drivers and 2 pedagogical approaches Curriculum 2014 • • • • 4 Drivers Spirituality – the values of our faith should underpin every area of teaching. Diversity – appreciating the wider world and the differences and similarities to ourselves. Possibilities – raising aspirations for the lives of the children and their futures and preparing them to live in the Great Britain of tomorrow. Enterprise – being able to work independently and show problem-solving skills and initiative. Curriculum 2014 2 Pedagogical Approaches • Philosophy for Children • Learning outside the Classroom On the website you can see the big picture by subject and by year group. The termly pictures will emerge over the course of the year as they are reflected upon and refined. Assessment 2015-16 • This is the last year that there will be levelled SAT’s for years 2 and 6. • There are no ‘levels’ from September 2015. • Schools will have to decide their own assessment procedures which are robust and show how children make progress. Assessment 2015 • Early Years • The existing statutory two-year-old progress check undertaken in early years settings will remain unchanged • A selection of approved baseline assessments will be made available for use in September 2015. • The EYFS Profile will be non-statutory. • Year 1 Phonics is unchanged Assessment 2016 • Key Stage 1 attainment: • Statutory to report teacher assessment • Internally marked tests in: – Reading and Mathematics, to inform the teacher assessment judgement – Grammar, Punctuation and Spelling to contribute to the Writing teacher assessment judgement • Teacher assessment – Speaking and Listening, Reading, Writing, and Mathematics – using a range of best fit performance descriptors – Science - using a single descriptor of the expected standard Assessment 2016 • Key Stage 2: • Externally marked tests as now, but reported using a score of 100. – – – – Reading Grammar, Punctuation and Spelling Mathematics Science sample testing • Teacher assessment: – Writing – using a range of best fit performance descriptors – Science, Reading and Mathematics – using a single descriptor of the expected standard • The new expected standards are pitched around a current level 4b Assessment 2016 • Progress Measures • Progress at Key Stage 2 will continue to be measured from Key Stage 1 teacher assessments, initially from the old levels and then from the new performance descriptors until 2021. • From 2023: – Where pupils have taken one of the approved baseline assessments in September of Reception, this will be used as the baseline for progress Assessment 2016 • Reporting Outcomes • Schools will be required to publish four key outcomes: • The average progress made by pupils in reading, writing and mathematics • The percentage of pupils achieving the expected standard in all of reading, writing and mathematics at the end of key stage 2 • The average score of pupils in their end of key stage 2 assessments (similar to an APS score) • The percentage of pupils who achieve a high score in all areas at the end of key stage 2 Assessment 2015 This year: • Y2 & Y6 will be reported using the old language of levels. • Y1, 3, 4 and 5 – planning to use 3 descriptors against their expected learning for each year group. Emerging, Expected and Exceeding. More information will be given at our Spring Curriculum evening.