Transcript Understanding Assessment Cheadle Primary School Monday 12th October 2015 Reason for Assessment workshop • The introduction of the new assessment framework in line.

Understanding Assessment
Cheadle Primary School
Monday 12th October 2015
Reason for Assessment workshop
• The introduction of the new assessment framework in line with
the new National Curriculum
Purpose of Assessment Evening
•
•
Help parents understand how their children are now assessed
in school and why.
Share the key curriculum changes in English and Maths
Why Assess?
Knowing how each pupil is performing allows
teachers to help individuals improve.
Assessment plays a key role in helping schools to
improve outcomes.
This in turn promotes improvement at class level,
then at school level.
EYFS STRIVING FOR
A ‘GOOD LEVEL OF DEVELOPMENT’
At the end of Foundation
• Emerging
• Expected
• Exceeding
Phonics Check

Year 1 pupils will have their statutory
phonics check during the week beginning
13th June 2016

Year 2 pupils will have to retake the ‘check’
if they do not reach the required standard.
Sample Materials Phonic Check
Formal Assessment in Year 2
Teacher assessment
 Tests support teacher assessment
 Children will ‘sit’ maths, reading and
grammar and spelling papers
 Maths, reading, writing, speaking and
listening and science are the areas that
are teacher assessed and then reported
 Less flexibility – during May- could be a
set week

New KS1 Grammar Test

What type of word is brave in the
sentence below? The brave mouse
marched up to the lion. Tick one. an
adverb an adjective a verb a noun
Circle the verbs in the sentence below.
 Yesterday was the school sports day
and Jo wore her new running shoes.

New curriculum, new standards,
new tests: KS2
•
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Mental maths test will be replaced with an
arithmetic test
No level 6 tests
All pupils will take just 1 set of tests
Tests will include a small number of
questions that will stretch the most able
pupils
KS2 SATs 2016
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Monday 9th May - English reading test
Tuesday 10 May - English grammar,
punctuation and spelling Paper 1- spelling.
English grammar, punctuation and spelling
Paper 2- Grammar questions
Wednesday 11 May - Mathematics Paper 1Arithmetic. Mathematics Paper 2- reasoning
Thursday 12 May - Mathematics Paper 3:
reasoning
Scaled scores
•
Used for reporting national curriculum test
outcomes
• Schools not required to change preparation for,
or administration of, tests
• Helps test results to be reported consistently
and maintain meaning over time – 2 pupils
achieving the same scaled score in different
years will have demonstrated the same
attainment
• National standard will be ‘100’
Raising of expectations
Rewrite the sentence below so that it is written
in the passive voice. Remember to punctuate
your answer correctly. The pouring rain
drenched us.
Which modal verbs indicates certainty and
which modal verbs indicates possibility
It will be very cold tomorrow. John might have
missed the train. Ann can speak six languages.
You could finish your work by the end of the
lesson.
Raising of ExpectationsMaths
1,440 ÷ 12 =
 54×23
 95% of 240 =
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Lara chooses a number less than 100 She divides it
by 3 and then subtracts 11 She then divides this
result by 2 Her answer is 10.5What was the number
she started with?
One gram of gold costs £32.94 What is the cost of
half a kilogram of gold?
2016 sample tests and frameworks
•
Sample tests and frameworks already published
on https://www.gov.uk
• Key stage 1:
• - English reading
• - English grammar, punctuation and spelling
• - Mathematics
• Key stage 2:
• - English reading
• - English grammar, punctuation and spelling
• - Mathematics
New Primary Curriculum for
Mathematics
Aims:
• Fluency in the
fundamentals
•
Reason
mathematically
•
Solve problems
New Primary Curriculum for
Mathematics
What’s out?
• Informal written methods of
calculation
• Calculators
• Separate strand for using
and applying
What’s in?
• Roman numerals
• Times tables up to 12 x 12
• Equivalence between metric
and imperial
• Long division and algebra
(Y6)
Less
• Emphasis on estimation
• Less work on place value
• Less work on data handling
(statistics)
More
• More challenging
objectives, especially in
number
• Formal written methods
introduced earlier
• More work on fractions
English in KS1 (Faster, Fuller, Deeper)
Writing:
o Increased challenge, including developing “stamina” for writing
o Longer compositions and proof-reading of own writing;
o Increased focus on composition, structure and convention;
o Deeper focus on learning grammar and punctuation;
 Joined writing expected in Year 2.
Reading:
 Emphasis on reading widely for pleasure, re-reading books
and reading aloud;
 Increased focus on engaging with and interpreting texts;
 Learning of poetry (including reciting poetry) introduced.
Spelling:
 Specific spellings, e.g. days of the week, prefixes & suffixes;
 Pupils expected to write sentences dictated by the teacher.
English in KS2 (Faster, Fuller, Deeper)
Writing:
 Greatly increased expectations in grammar and punctuation;
 Children have to identify and label complex grammatical
concepts, punctuation and spelling rules;
 Expectation that children expertly use and apply the grammar
and punctuation concepts in independent writing to create
specific effects;
Reading:
 Read for pleasure;
 Word reading: pupils applying their knowledge to understand the
meaning of new words;
 Learning of classic & modern poetry (including reciting poetry)
introduced.
Spelling:
 Statutory lists of words to be learnt in Years 3 - 6;
 Specific spelling rules to be taught.
Assessment without levels
All schools now have the
freedom to use their own
assessment systems and
the old way of using a level
and a, b or c level will no
longer be used in any
school
Cheadle Primary System

One of the key principles of new assessment
systems is that children must become fluent
and confident in the learning for their year
group and not be pushed on to the work for
the following year.
 Cheadle Primary has developed a system of
tracking progress that has been adopted by
many other schools across Staffordshire.
Staffordshire Assessment
Grids
Progress across year groups

Developing, Expected, Embedded (2 points
for each)
 Y1 2-6
 Y2 8-12
 Y3 14-18
 Y4 20-24
 Y5 26-30
 Y6 32-36
Overall raised expectations

New curriculum
 Higher expectations in tests
 National Standard is harder to achieve (KS1
and KS2)
 Government directive to stay within year
group but working at greater depth.
Cheadle Primary School

Assessment will still be at the heart of education here
at Cheadle Primary School, helping pupils to
recognise their weaker areas and develop to achieve
their full potential. The school will still aim for the
highest standards in English and Maths whilst
developing the ‘whole’ child through sport and the
creative arts.