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LIFE AFTER LEVELS Parent Workshop January 2016
LIFE AFTER LEVELS INTRODUCTION From September 2014 all maintained schools were required to move to a new curriculum (the National Curriculum 2014 – NC2014) At the same time the DfE decided that the old National Curriculum levels would be discontinued with the exception of the current Years 6 and 2 who will continue with this until their SATS Tests in July 2015 All other year groups are to be assessed in a way that the school deems suitable This must be robust, easy for parent/governors to understand and be able to measure both attainment and progress The DfE have stated that there is no ‘one-way’ or right way to do this
LIFE AFTER LEVELS CHANGES Levels e.g. Level 3, Level 4b etc. no longer exist All subject areas have been separated into Stages Each subject has then been sub-divided into specific sections each with the knowledge that children need to have learned during that year (or phase). It is important to note that these are the minimum requirements for the children and that we will be teaching more content than the areas that will be assessed. To avoid confusion with old ‘Levels’ we have decided to use the terms Stage and Sub Stage STAGE – the age-related year group corresponding to the level currently being taught to a child EXAMPLE a child working at Year 2 for reading will now be Stage 2
SUB STAGE – this will indicate how independent a child is with a specific area
LIFE AFTER LEVELS EXAMPLE OF NEW CURRICULUM The Ridge Academy Mathematics NUMBER AND PLACE VALUE Stage 1
Stage 2
Stage 3
Stage 4
Stage 5
Stage 6
Count to and across 100, forrwards and backwards, beginning with 0 and 1, or from any given number
Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward
Count from 0 in multiples of 4, 8, 50 and 100
Count in multiples in 6, 7, 9, 25 and 1000
Read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit
Read, write, order and compare numbers up to 10 000 000 and determine the value of each digit
Count, read amd write numbers to 100 in numerals
Recognise the place valueof each digit in a two-digit number (tens, ones)
Find 10 or 100 more or less than a given number
Find 1000 more or less than a given number
Count forwrads and backwards in steps of powers of 10 for any given number up to 1 000 000
Round any whole number to a required degree of accuracy
Count in multiples of twos, fives and tens
Identify, represent and estimate numbers using different representations, including the number line
Recognise the place value of each three-digit numbers (hundreds, tens, ones)
Count backwards through zero to include negative numbers
Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, includingg through zero
Use negative numbers in context, and calculate intervals across zero
Given a number, identify one more or one less
Compare and order numbrs from 0 up to 100; and and = signs
Compare and order nunbers up to 1000
Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones)
Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000
Solve number problems that involve all of the above
Identify and represent numbers using objects
Read and write numbers to at least 100 in numerals
Identify, represent and estimate numbers using different representations
Order and compare numbers beyond 1000
Solve number problesm and practical problems that involve all of the above
Use simple formulae
Identify and represent numbers using pictorial representations including the number line
Read and write numbers to at least 100 in words
Read and write numbers to 1000 in numerals and words
Identify, represent and estimate numbers using different representations
Read Roman numerals to 1000 (M) and recognise years written in Roman numerals
Generate and describe linear number sequences
Use the langauge of: equal to, more than, less than (fewer), most, least
Use place value and number facts to solve problems
Solve number problems and practical problems involving these ideas
Round any number to the nearest 10, 100 or 1000
Round decimals with two decimal places to the nearest whole number and to one decimal place
Express missing number problems algebraically
Solve nunber and practical problems that involve all of the bove and with increasingly large positive nubers
Read, write, order and compare numbers with up to three decimal palces
Find pairs of numbers that satisfy an equation with two unknowns
Read Roman numerals to 100 (I to C)
Solve problems involving number up to three decimal places
Enumerate possibilities of combinations of two variables
Know that over time, the numeral system changed to inlcude the concept of zero and place value
LIFE AFTER LEVELS ASSESSMENT AT THE RIDGE At The Ridge Academy we have agreed that we will introduce a system of assessment which will follow the procedure set out below: Teacher Assessments will take place at least termly according to the annual cycle. We are also currently looking into purchasing formal tests (to replace the now obsolete Optional SATs Tests) for Key Stage 2 so that our children remain familiar with the styles of questions that they will have to answer in Year 6 SATs Tests.
LIFE AFTER LEVELS
YEAR GROUP TARGETS All children will have a target sheet for reading, writing and maths and these will be in the front of their books so that they are aware of their progress towards targets. These are in the form of child friendly learning statements so that the children understand them They will also be used when teachers undertake Teacher Assessments so that we are consistent across the whole school As the new National Curriculum is now year based it is quite likely that children will have different target sheets e.g. a child in Year 3 may be still working at the Year 2 standard in writing whilst another child may be working at a Year 4 standard. In order to lessen the perceived ‘stigma’ of working below the current year group this is why these will be called STAGES rather than rather than Years e.g. Year 4 will be Band 4
LIFE AFTER LEVELS
Pupil Target Tracker CHILDREN’S TARGET SHEET - EXAMPLE Name of Pupil:
Class:
Date of Birth:
Group: CIC/ SG / FSM / CP
Attainment Levels Summer 2014
Autumn 2014
Spring 2015
Summer 2015
Maths Reading Writing
Planned Interventions Autumn 2014
Spring 2014
Identified Area(s) of Strength: Area Maths
Reading
Writing
APP Target
Summer 2014
Identified Area(s) of Difficulty: Target
Provision
Success Criteria
Impact
LIFE AFTER LEVELS ASSESSING EACH CHILD
In September we assessed every child from Year 1 to Year 6 on the new curriculum (Stage / Sub Stage) so that we had some base-line data that we could use to track the progress of all of our children. These assessments CANNOT be compared to their results (Levels) from the end of last year as the curriculum content is different. When assessing the level of competency of a child in a specific statement there will be 4 options to choose from according to the level of competency of that child.
Children MUST achieve the specific element 3 times before it can be assessed as consistent. These will be called SUB STAGES and are sub-divided as follows:
LIFE AFTER LEVELS ASSESSING EACH CHILD These will be called SUB STAGES and are sub-divided as follows: Code
Step
Competency Level The child can undertake this area…
E
Emerging
With adult support
D
Developing
With some adult support but moving towards independence
S
Secure
Independently with reminders before the task
M
Mastered
Independently and moving towards the next Band
LIFE AFTER LEVELS ASSESSING EACH CHILD
Teachers will give an overall Stage / Sub Stage e.g. 3E for the subject (e.g. comprehension) by looking at the most current assessments given for each target and, using their professional judgement, decide on the ‘average Stage / Sub Stage for the section i.e. the aggregate Where the split is fairly even between two steps the teacher will take the lower step as the judgement. Where, as in some cases, there are only one or two targets teachers must use their professional judgment of the child to decide the most appropriate level
LIFE AFTER LEVELS ASSESSING EACH CHILD – Tracking Progress
PROGRESS The expectation for progress this year (due to the fact the curriculum was only introduced in September) is that a child will move 4 sub stages over the year.
LIFE AFTER LEVELS PUPIL PROGRESS MEETINGS– Tracking Progress After each assessment period every child’s current attainment and progress levels in reading, writing and mathematics are analysed. Following the analysis Pupil Progress Meetings are held for each class. At these meeting the following members of staff are present: o Headteacher o Deputy Head o Class Teacher o Intervention Support Teacher (if appropriate) In this meeting every child is discussed individually and actions considered for moving the children forward. The overall analysis of both progress and attainment of cohorts and groups of children is then fed back to staff and governors so that any necessary changes to the curriculum can be considered and actioned to further improve the quality of learning in our school
LIFE AFTER LEVELS PUPIL PROGRESS MEETINGS– Tracking Progress
The class teacher will then complete: o a Gap Analysis of each subject to highlight any areas of strength and weakness that needs addressing o an Action Plan highlighting specific changes for individual pupils The overall analysis of both progress of cohorts and groups of children is then fed back to staff and governors so that any necessary changes to the curriculum can be considered and actioned to further improve the quality of learning in our school
LIFE AFTER LEVELS REPORTING TO PARENTS Here at The Ridge Academy we believe that is vital that all parents have a clear understanding of their child’s stages of progress. It is also essential that parents are supported by the school to enable them in turn to support their child at home. Consequently we offer regular opportunities for parents to come into school to find out more about their child’s education such as: o Parent Workshops (like this one) to give parent’s the opportunity to find out how we teach specific subjects e.g. phonics, mathematical skills etc. o Parent And Children Together (PACT) sessions across the school for parents to spend time in class with their child to sample their school experience o One-to-one meetings as appropriate to discuss specific issues o Parents Afternoons o Annual Reports
LIFE AFTER LEVELS REPORTING TO PARENTS
PARENTS’ EVENINGS At all Parents’ Evenings parents will continue to receive information from the class teacher about: o Their child’s current level of attainment – Stage / Sub Stage - in reading, writing and mathematics o The progress that has been made since the end of the previous year o The child’s targets for the forthcoming term o Any support/challenge that the child will be receiving o How parents can support their child at home o Other relevant issues o Their child’s perception of the targets that they have achieved in the term and the next steps the will be taking ANNUAL REPORT Parents will also continue to receive the Annual Report detailing the attainment and progress of their child at the end of the year together with other relevant information
Any questions?
