Understanding Assessment Understanding Assessment Cheadle Primary SchoolCheadle Primary School

Monday 12Monday 12thth October 2015 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

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.

Why Assess?

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 assessmentTests support teacher assessmentChildren will ‘sit’ maths, reading and

grammar and spelling papersMaths, 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

• 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

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 1-

Arithmetic. 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 Expectations- Maths

1,440 ÷ 12 =54×2395% of 240 = 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

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

What’s in?• Roman numerals• Times tables up to 12 x 12• Equivalence between metric

and imperial• Long division and algebra

(Y6)

English in KS1 (Faster, Fuller, Deeper)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) 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 2-6Y2 8-12Y3 14-18Y4 20-24Y5 26-30Y6 32-36

Overall raised expectations

New curriculumHigher expectations in testsNational 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.