Curriculum and Assessment Update for Governors April 2016

1. Curriculum and Assessment Update for GovernorsApril 2016 Madeleine Danaher – Senior Adviser (Curriculum) Nikki Tilson – Senior Adviser (Assessment) www.southwark.gov.uk

2. Aims of the Session We want you to leave here today with… • …..an up to date knowledge of the implementation of the new curriculum • … a clear understanding of how the STAR (primary) assessment system works • ….an appreciation of what we mean by “mastery” within high quality teaching and learning • ….an awareness of what OFSTED will consider when judging progress and attainment and how this links to the new curriculum • ….a knowledge of what is entailed in the new statutory tests for 2016 www.southwark.gov.uk

3. Structure of the National Curriculum – Revisit the changes • Structure of the National Curriculum: • Core & Foundation subjects & RE • Overall and subject specific aims • Attainment Targets • Mathematics, language & literacy across the curriculum • English and mathematics headlines

4. English – Summary of KeyChanges • Programmes of study embody higher standards of literacy. • Strengthening teaching of phonics • Explicit grammar objectives with related terminology • Speaking and Listening becomes Spoken Language • Greater emphasis on the teaching of poetry • Reading for pleasure identified • Genres not explicitly attached to year groups. • 2 statutory appendices – Spelling & Grammar and Punctuation • Non statutory glossary

5. Mathematics – Summary of Key Changes • Greater emphasis on the use of large numbers • Many objectives previously taught in Y2 now included in Y1 • Roman numerals from Y3 • Standard methods of calculation introduced earlier (by the end of Y3) • Standard methods of long x by end of Y5 and ÷ by end of Y6 • Multiplication tables increased to 12x12 (by the end of Y4) • Addition and subtraction of fractions (from Y3) • Multiplication and division of fractions (from Y5) • Introduction of 24 hour clock in Y3 • Greater emphasis of using formula for find area and volume (Y6)

6. Assessment • One single statement of attainment ‘By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.’

7. Context and rationale www.southwark.gov.uk

8. How it works • A year group model that breaks down the aspects of the programmes of study in the new NC – green shading reflects an expectation for application of learning, and the blue boxes contain statements that indicate children who think deeply about subject content which could be described as mastery • Each column maps out progression towards an end of year standard in steps • These steps are referred to as emerging, developing and secure (E, D, S) • Each step contains key performance indicators that children should be demonstrating if they are on track to reach an end of year standard • So, the standard that is “expected” for children changes at each assessment point in the year www.southwark.gov.uk

9. How it works… • For Year 4, the starting point should be Y3 Secure (Y3S) • In December, children who are on track to reach an end of year standard should be demonstrating a best fit competence in the key performance indicators in Y4 Emerging (Y4E) • In March, children on track to reach end of year standards will be Y4 Developing (Y4D) • In June/July, children working at end of year standards will be described as Y4 Secure (Y4S) • “Expected” in Y3 March = Y3D • “Expected” in Y1 June = Y1S • “Expected” in Y6 December = Y6E www.southwark.gov.uk

10. Case study: Year 4, DecemberWhat if children are not at expected? www.southwark.gov.uk

11. What are we talking about….? • In year 2, on track, at Easter • In year 5, just below, in December • In year 3, beyond expected, in June • In year 6, on track, at the end of the year • In year 1, exceeding expectations, term 1 • In year 4, working just below, in April www.southwark.gov.uk

12. Flexibility • How you assess competence in key performance indicators is up to you….. • On-going highlighting from marking in books • Planned task to assess application • Test • Collation of evidence at an assessment point • Quiz and homework • Background metric to feedback marking www.southwark.gov.uk

13. Tracking Progress in Points “Inspectors will take account of current standards and progress, including the schools own performance information…….by evaluating the extent to which all pupils progress well from their starting points and achieve or exceed standards expected for their age nationally (at the end of a key stage), or within the school’s own curriculum” OFSTED handbook June 2015, para 166 • 1 point is attributed to each step, starting at 19 in Y1 so, continuous with phases of development, E, D, S in EYFS. • Expected progress is 3 steps a year from starting points (i.e. end of previous year) • 4+ steps is exceeding expected progress from starting points • The expectation is that children will be offered opportunities to work in depth before moving onto new content – indicative statements for mastery www.southwark.gov.uk

14. How many steps of progress over a year? • Year 4: Starting point of Y3S to Y4S at end of year 4 • Year 2: starting point of Y2E to Y2S at end of year 2 • Year 6: Starting point Y5E to Y6D at end of year 6 • Year 5: Starting point Y4D to Y5D at the end of year 5 • Year 3: Starting point Y2S to Y4E at the end of year 3 • Year 1: Starting point ELG to Y1S at the end of year 1 • Extension: describe attainment as well www.southwark.gov.uk

15. Using P-levels • P-levels remain for children with SEN • Keep EYFS points going into KS1 • Where children are below or working towards expected they will probably move through EYFS points into Year 1 emerging and so on • If children are well below the expected level in Year 1 consider moving to p-levels to assess learning • P-levels can also be divided into E, D, S to show progress www.southwark.gov.uk

16. Reporting to Parents “Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to standards expected” OFSTED handbook June 2015 • Some schools prefer to use language of “working at, towards, beyond and below” to report to parents. • Most schools in the pilot want to communicate attainment and progress using year groups and steps. www.southwark.gov.uk

17. Moderation • This transition between the previous levels and the revised steps is not seamless • All schools have moved away from levels this year • Schools have been spending a lot of time developing assessment over the year and moderating internally and with other neighbouring schools in clusters. • LA have been collected expected+ % and for R, W and M for years 1-6 and sending back anonymous table to help schools with moderation and accuracy. www.southwark.gov.uk

18. Future developments • Interim Frameworks for TA in Yr2 and Yr 6 • Check progression in % • Develop exemplification portfolios • Mastery or working in depth? • Year 6 extension statements? • SEN and EYFS – developing E, D, S criteria? • Science? • Maths tasks? www.southwark.gov.uk

19. Exploring Mastery Definitions: Mastery – complete control of something Mastery – If someone has a mastery of something, they are extremely skilled at it Mastery – comprehensive knowledge or skill in a particular subject or activity

20. Exploring Mastery • Possible conflicting use of the terminology • Draft Performance Descriptors – mastery standard at KS1 in reading, writing & maths and in writing at KS2 – included focus on embedding + some new curriculum content • These have now been replaced by Interim Teacher Assessment Frameworks for KS1 and KS2 • Change of terminology – ‘Working at greater depth within the expected standard’ • Subject differences – maths mastery curriculum • Mastery & demonstration of progress

21. Exploring Mastery • Mastery - curriculum, approach to teaching & learning, every child can aspire to and every teacher should promote • Mastery - a set of ‘pupil can’ statements for pupils working at greater depth within the expected standard for their age group.(But some discrepancies) • Mastery – indicators of pupils working in a particular way – application, reasoning, making links etc.

22. Interim Teacher Assessment Frameworks – KS1Working at greater depth within the expected standard Reading: The pupil can, in a book they are reading independently: • make inferences on the basis of what is said and done • predict what might happen on the basis of what has been read so far • make links between the book they are reading and other books they have read. Writing: The pupil can write for different purposes, after discussion with the teacher: • using the full range of punctuation taught at key stage 1 mostly correctly • spelling most common exception words* • spelling most words with contracted forms* • adding suffixes to spell most words correctly in their writing, e.g. –ment, –ness, –ful, –less, –ly* • using the diagonal and horizontal strokes needed to join letters in most of their writing.

23. Interim Teacher Assessment Frameworks – KS1Working at greater depth within the expected standard Maths: • The pupil can reason about addition (e.g. pupil can reason that the sum of 3 odd numbers will always be odd). • The pupil can use multiplication facts to make deductions outside known multiplication facts (e.g. a pupil knows that multiples of 5 have one digit of 0 or 5 and uses this to reason that 18 × 5 cannot be 92 as it is not a multiple of 5). • The pupil can work out mental calculations where regrouping is required (e.g. 52 − 27; 91 – 73). • The pupil can solve more complex missing number problems (e.g. 14 + – 3 = 17; 14 + Δ = 15 + 27). • The pupil can determine remainders given known facts (e.g. given 15 ÷ 5 = 3 and has a remainder of 0, pupil recognises that 16 ÷ 5 will have a remainder of 1; knowing that 2 × 7 = 14 and 2 × 8 = 16, pupil explains that making pairs of socks from 15 identical socks will give 7 pairs and one sock will be left). • The pupil can solve word problems that involve more than one step (e.g. which has the most biscuits, 4 packets of biscuits with 5 in each packet or 3 packets of biscuits with 10 in each packet?). • The pupil can recognise the relationships between addition and subtraction and can rewrite addition statements as simplified multiplication statements (e.g. 10 + 10 + 10 + 5 + 5 = 3 × 10 + 2 × 5 = 4 × 10). • The pupil can find and compare fractions of amounts (e.g. 14 of £20 = £5 and 12 of £8 = £4 so 14 of £20 is greater than 12 of £8). • The pupil can read the time on the clock to the nearest 5 minutes. • The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where not all numbers on the scale are given. • The pupil can describe similarities and differences of shape properties (e.g. finds 2 different 2-D shapes that only have one line of symmetry; that a cube and a cuboid have the same number of edges, faces and vertices but can describe what is different about them).

24. Interim Teacher Assessment Frameworks – KS2Working at greater depth within the expected standard Writing: The pupil can write for a range of purposes and audiences: • managing shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structures • selecting verb forms for meaning and effect • using the full range of punctuation taught at key stage 2, including colons and semi-colons to mark the boundary between independent clauses, mostly correctly. • [No additional requirements for spelling or handwriting Where pupils are physically able to write and meet all of the statements except for being able to produce legible handwriting, they may be awarded the ‘expected standard’ but cannot be awarded the ‘greater depth’ standard. This refers to the final statements within ‘Working towards’ and ‘Working at the expected standard’.

25. Exploring Mastery • Lively professional debate and reflection • Implications for teachers • CPD • Confidence in demonstrating challenge and progress • Confidence in ensuring coverage of the national curriculum

26. Mastery – assessing and trackingHow mastery statements can be used. • Indicative statements for reading, writing and maths • Tracking – no content criteria, no ‘point’ attached • * denotes mastery • Focus of training – 2015-16 • Importance of moderation • Subject organisations

27. Ofsted Context – September 15 Inspecti The most able (School inspection handbook, Para 180) ‘Inspectors will pay particular attention to whether the most able pupils are making progress towards attaining the highest standards and achieving as well as they should.’

28. Ofsted Context – September 15 Inspeiiii Lower Attaining Pupils (Para 181) ‘Inspectors will consider the progress that lower-attaining pupils are making and the impact of provision for them on raising attainment so that they reach standards expected for their age. Inspectors will also consider the impact of provision on raising the attainment of other pupils who have fallen behind so that they attain as well as they should.’

29. Ofsted Context – September 15 Disabled pupils and those with SEN (Para 183) ‘Inspectors will consider the progress of disabled pupils and those with special educational needs in relation to the progress of pupils nationally with similar starting points.’

30. Ofsted context – September 15 ‘In judging achievement, inspectors will give most weight to pupils’ progress.’ ‘Inspectors will consider the progress of pupils in all year groups, not just those who have taken or are about to take examinations or national tests.’ (Para 173)

31. Ofsted Context – September 15 ‘In scrutinising pupils’ work, inspectors will consider how well: • Pupils are making good progress towards meeting or exceeding the expected attainment for their age as set out in the school’s own curriculum and assessment policies • Pupils are set challenging goals, given their starting points, and are making good progress towards meeting or exceeding these • Pupils, including the most able, do work that deepens their knowledge, understanding and skills, rather than simply undertaking more work of the same difficulty or going on to study different content.’ (Para 177)

32. Ofsted context – September 15 The challenge: • To ensure a large majority of pupils are secure in age expected knowledge, understanding and skills • To ensure you can demonstrate challenge for more able pupils and effective additional support for those pupils who require it, to enable all to make good progress • To demonstrate how more able pupils are undertaking work that deepens their knowledge, understanding and skillsbefore moving onto new content.

33. KS1 and KS2 2016 tests • Scaled score – raw scores are equated to a scaled score with 100 being the national standard (approx 4B) • KS1 – conversion table made available to transfer raw scores into scaled scores to inform TA in June • KS2 – tests results will be published in July. Raw score, scaled score and confirmation of attainment of national standard for each pupil • Samples, instructions and frameworks are all available on GOV.UK • New accountability measures will be based on progress from prior attainment groups in KS1.

34. Key Stage 1 tests • Reading – 2 tests, all do both: one with combined question and answers, one with separate booklets for text and answer • GPS – grammar paper and spelling test • Maths - Arithmetic test and a mathematical reasoning test

35. Key Stage 2 tests 2016 • No L6 tests – all pupils do all tests • Reading – 1 paper, 3-4 texts • GPS – 2 papers: 1st grammar, 2nd spelling • Maths – 3 papers: mental maths replaced with an arithmetic test and 2 reasoning papers

36. EYFS assessments • Plans to use 3 reception baseline suppliers – EExBA, CEM (BASE) and NFER for a new accountability measure for whole school progress have now been disbanded. • On-entry assessments can continue as normal and as early as is reasonably possible to capture progress • Supposed to be last year of the EYFS Profile in June 2016, but EYFS and ELGs remain statutory • OFSTED make a separate judgement for EYFS which includes GLD