Etwall Primary School KS 1 assessment information evening

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Etwall Primary School KS 1 assessment information evening January 2016 An information session for

Etwall Primary School KS 1 assessment information evening January 2016 An information session for parents to explain the changes to assessment

Assessment Life After Levels • Definitions – What is assessment and why do we

Assessment Life After Levels • Definitions – What is assessment and why do we need it? • Changes in assessment this year – Removal of levels. • Changes in National Curriculum expectations - Pitch and progression.

What is assessment? • • • Questioning Marking Observation Dialogue Testing is just one

What is assessment? • • • Questioning Marking Observation Dialogue Testing is just one element of assessment.

Who wants to know what? Pupil • What do I know? • What do

Who wants to know what? Pupil • What do I know? • What do I need to do next? • Am I getting better? Teachers • Where are they in relation to where they need to be? • What are the gaps in their knowledge and understanding? • What do they need to learn next? Parents • • What can they do? What do they need to know next? Where are they in relation to where they should be? How can I help? Leaders & External Agencies • • Are the children meeting expectations? Are they making progress? Is provision as good as it should be? Are there groups making less progress than others?

Changes – an overview • No more numbered levels e. g. 2 b, 3

Changes – an overview • No more numbered levels e. g. 2 b, 3 c, 4 a. • Lift in expectations – the curriculum and therefore the end of KS 1 and KS 2 assessments have been made harder! • Changes to Year 6 and Year 2 assessing arrangements.

What has changed in the curriculum?

What has changed in the curriculum?

Changes: KS 1 Reading • More emphasis on phonics. • Increased emphasis on reading

Changes: KS 1 Reading • More emphasis on phonics. • Increased emphasis on reading for pleasure. • Increased emphasis on reading and performing poetry. • Greater emphasis on discussion and questioning when reading, to deepen understanding. • Whole texts – deeper exploration of them.

Y 2 Reading - word reading: statutory requirements of the National Curriculum Pupils should

Y 2 Reading - word reading: statutory requirements of the National Curriculum Pupils should be taught to: continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation re-read these books to build up their fluency and confidence in word reading.

Y 2 Reading - word comprehension: statutory requirements of the National Curriculum Pupils should

Y 2 Reading - word comprehension: statutory requirements of the National Curriculum Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales being introduced to non-fiction books that are structured in different ways recognising simple recurring literary language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading making inferences on the basis of what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Changes: KS 1 Writing Transcription: handwriting and spelling • A greater emphasis on spelling.

Changes: KS 1 Writing Transcription: handwriting and spelling • A greater emphasis on spelling. • Handwriting strategies (fluent handwriting supports spelling and enables the child to communicate their ideas more freely). Composition (articulating ideas and structuring them in speech and writing) • Children are taught to plan, revise and evaluate their writing. • Grammar – children have a deeper understanding of grammar.

Year 2 writing/grammar expectations: Word Formation of nouns using suffixes such as –ness, –er

Year 2 writing/grammar expectations: Word Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman] Formation of adjectives using suffixes such as –ful, – less (A fuller list of suffixes can be found on page 56 in the year 2 spelling section in English Appendix 1) Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs Sentence Subordination (using when, if, that, because) and co-ordination (using or, and, but) Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon] How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command Text Correct choice and consistent use of present tense and past tense throughout writing Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting] Punctuation Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name] Terminology for pupils noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma

Changes: KS 1 Maths Changes by year group - overview • Year 1 •

Changes: KS 1 Maths Changes by year group - overview • Year 1 • Year 2

How have end of KS 1 assessment arrangements changed?

How have end of KS 1 assessment arrangements changed?

KS 1 SATs • Used alongside teacher assessment. • Very low key, done as

KS 1 SATs • Used alongside teacher assessment. • Very low key, done as a lesson and not in a formal situation. • Two reading papers. • One grammar paper and one spelling paper. • One arithmetic paper and one mathematical reasoning paper. • Writing is teacher assessed based on work done in class.

Reading paper 1

Reading paper 1

Reading paper 2 – with reading booklet

Reading paper 2 – with reading booklet

Spelling paper

Spelling paper

Grammar paper

Grammar paper

Grammar paper

Grammar paper

Arithmetic paper

Arithmetic paper

Arithmetic paper

Arithmetic paper

Reasoning paper

Reasoning paper

Reasoning paper

Reasoning paper

Year 1 phonics check • Tests the knowledge and application of phonemes from phases

Year 1 phonics check • Tests the knowledge and application of phonemes from phases 1 -5 of phonics. • Scored out of 40. • Last year the pass mark was 32 but it is variable! If a child doesn’t achieve the pass mark, they have to take the check again in Y 2 to measure their progress. • Children are prepared for the phonics check through their daily phonics lessons. • We try to make them unaware they are doing the phonics check, they are just reading with their teacher!

What has changed in assessment reporting?

What has changed in assessment reporting?

Levels (1 a, 2 b, 3 c) have been removed. The government’s view… “Levels

Levels (1 a, 2 b, 3 c) have been removed. The government’s view… “Levels have been a distracting, over-generalised label, giving misleading signals…Crucially, levels have failed to give parents clarity over how their children are performing. ”

How do we now record and report attainment? • Primary schools are now using

How do we now record and report attainment? • Primary schools are now using age related (National Curriculum) expectations. • Children are assessed against these expectations and teachers talk about whether they are working below, at/within or above age related expectations. • There is also a mastery level, for children who are working at a greater depth within their age related standard. • End of KS assessment papers are marked against age standardised scores. We won’t be told what these are until after the children have done the assessments!

Our reports last year Attainment Effort Working below expectations for their age group. Increased

Our reports last year Attainment Effort Working below expectations for their age group. Increased effort would enable your child to make better progress. Working at expected levels for this age group. Usually makes sufficient effort. Working above expectations for their age group. Consistently works hard and shows good effort.

Thank you for coming. We hope it has been useful!

Thank you for coming. We hope it has been useful!