Assessment and Curriculum 2014 2015 Headlines Assessment levels

Assessment and Curriculum 2014 - 2015

Headlines! • Assessment levels as we know them have gone (with exception of this year’s years 2 & 6)! • Early Years remains unaltered. • Levels are replaced with end of year 2, 4 & 6 ‘Performance Indicators’ and raised expectations of what children will achieve. • Increased emphasis on ‘closing the gap’ in outcomes. More Able children study wider and deeper. • 2014 -15 is a ‘transition’ year.

Assessment Reform As part of our reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed from September 2014 and will not be replaced. By removing levels we will allow teachers greater flexibility in the way that they plan and assess pupils’ learning. The programmes of study within the new National Curriculum (NC) set out expectations at the end of each key stage, and all maintained schools will be free to develop a curriculum relevant to their pupils that teaches this content. The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report regularly to parents.

Years 2 and 6 Pupils in years 2 and 6 of primary schools Pupils entering years 2 and 6 in September 2014 will continue to be taught the current programmes of study for primary English, maths and science in the 2014 to 2015 academic year, to allow for statutory end-of-key- stage assessments in summer 2015. From Summer 2016 KS 1 Teacher Assessments for Reading, writing, maths - 4 outcomes (mastery standard, national standard, working towards and below) KS 2 Tests for Reading, SPa. G, Maths – 2 outcomes – at standard, not at standard Teacher assessment for writing 5 outcomes (mastery standard, above national standard, working towards and below)

Early Years (Reception) No change.

DRAFT Performance Descriptors were published in October half Term, for consultation

At Greentrees, we believe progression is not simply a matter of ticking off what pupils can do. Instead we are concerned with how well they can do things, their fluency and their depth of understanding. Therefore we think it is important to track two things: a) the breadth of learning (i. e. how many examples of learning we can see) b) the depth of learning (i. e. the fluency of pupils, how well they apply knowledge and skills and their depth of understanding)

Depth of learning is central to this assessment system. Progression is not simply a matter of being able to do more things. It involves: a) increasing levels of cognitive challenge b) changes to teaching methodology c) a changing nature of progress d) decreasing levels of support e) increasing quantity of learning f) activities that match the intended cognitive challenge

It is expected that the vast majority of pupils reach at least the expected stage at each milestone (i. e. point 3 or 4). NB – this is at end of years 2, 4 and 6. ‘Above expected’ learning may not be possible for all pupils. Children working at this level, will cover greater breadth of learning and ‘deeper’ learning. They will not be moved to the next milestone. Each milestone is assessed in its own right, by recording the milestone the child is at, and the depth of learning within the milestone.

Paddling (emerging) Snorkelling (expected) Diving (exceeding)

Our scoring system: Paddling = emerging (1 & 2) Snorkelling = expected (3 & 4) Diving = exceeding (5 & 6) ) ) at end of years 2, 4 & 6 ) 1= below National Standard 2 = working towards National Standard 3 & 4 = at expected National Standard 5 = above National Standard 6 = Mastery National Standard

Points 1 2 3 4 5 6 Judgement End of Y 2 End of Y 4 & Y 6 Emerging towards expectations Below National Standard Working towards National Standard At the expected National Standard level of development Exceeding Mastery National expectations Standard National Standard Above National Standard Mastery National Standard

Impact • Change of mindset. • Progress (currently) less easy to measure in short term • We conduct regular pupil progress reviews to track progress • ‘Milestone’ sheets enable teachers and children to see progress (replace previous ‘Learning Ladders’) • Children’s books are an important source of evidence • No commercial tracking software • Reports for years 1, 3, 4 and 5 will be published in the summer term 2015 • We are working collaboratively with other local schools to build a broader evidence base and better understanding of expected progress.

All children will be taught to the ‘standard’.

‘ Reach for the Stars…Strive to Succeed’ Greentrees is an innovative, international school family where everyone matters. Our children are happy, successful, healthy and safe. Learning is fun!