Assessment Without Levels
Download Assessment Policy 2015-2016
From September 2014 , the Government made a huge changInformation_for_parents_-_2016_NCT_results_at_the_end_of_key_stage_2e in the way that children in schools are to be assessed.. This is a new way of thinking for schools, and assessment will look very different to how it has been for the past 20 years. The aim of this guide is to hopefully give you some clear information about all the changes that are happening in Education across the country, and what that means for the children here at St Michael’s School. Before we even think about assessment we need to be clear on what changes the new curriculum has brought to subjects that are traditionally assessed.
So, what are the changes to the curriculum? It would take far too long to cover the whole curriculum, particularly in any great depth. But the main changes to the key core subjects are highlighted below.
English – The new programme of study for English is knowledge-based; this means its focus is on knowing facts rather than developing skills and understanding. It is also characterised by an increased emphasis on the technical aspects of language and less emphasis on the creative aspects. English is set out year by year in Key Stage 1 and two-yearly in Key Stage 2. Appendices give specific content to be covered in the areas of spelling and vocabulary, grammar and punctuation. These are set out yearly across both key stages.
The details of your child’s year group expectations can be found on this website for all subjects.
Mathematics – The main areas in the new programme of study for mathematics are called domains. These are number, measurement, geometry, statistics, ratio and proportion and algebra. Two of these, number and geometry, are further divided into subdomains. The way that the curriculum is organised varies across the primary age range – every year group has a unique combination of domains and subdomains. There is no longer a separate strand of objectives related to using and applying mathematics. Instead, there are problem-solving objectives within the other areas of study. Most of the changes to the mathematics curriculum involve content being brought down to earlier years.
Mental maths is no longer assessed. It is replaced by an arithmetic test in May of Year 6. All children should know all tables to 12 x 12 by rote in Year 4. It is predicted these will be tested in Year 6 in future years.
The End of Curriculum Levels
The Department for Education (DfE) has decided that the children who are currently in Years 2 and 6 will be the last pupils to be awarded a level in their end of Key Stage tests (Summer 2015).
So why are levels disappearing?
The DfE want to avoid what has been termed ‘The level Race’ where children have moved through the old National Curriculum levels quickly to achieve higher attainment. The old National Curriculum was sub-divided into levels, but these were not linked to their national curriculum year group. For example, a child in Year 4 could be a Level 3 or even a level 5. Children were achieving Level 5 and 6 at the end of Key Stage 2, but the DfE thought that a significant number were able to achieve a Level 5 or 6 in a test—but were not secure at that level. The feeling from the DfE was that the old national curriculum and the levels system failed to adequately ensure that children had a breadth and depth of knowledge at each national curriculum level.
Assessing Without Levels
The DfE announced last year that there would no longer be National Curriculum levels and that schools would have to set up their own way of assessing pupils. We have spent a long time researching various different methods of assessing pupils, and we have had demonstrations of various commercial software tracking systems. Almost all of the systems used the same format, which was similar to the system used in the Early Years and Foundation Stage. This was to take the end of year expectations for each year group and to split this into 3 categories as follows:
- Emerging— Yet to be secure in the end of year expectations.
- At —Secure in the majority of the end of year expectations.
- Mastery —Secure in all the end of year expectations and is able to use and apply their knowledge and skills confidently.
Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are in the exceeding bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the next stage. Similarly, children who are unlikely to be emerging at the end of the year may work towards the expectations from the stage below. So how will this look at the end of each Key Stage?
Key Stage 1
Currently the children will be assessed with external tests which are marked by teachers. All children will be assessed in phonics ( currently in June)
Key Stage 2
Each teacher will teach to the year group expectations . At the time of writing Y6 children are expected to be ‘Secondary Ready’ by the end of Year 6. They have to achieve a pass in English Reading and Writing and Maths. Spelling and Grammar currently aren’t calculated as part of the Secondary Ready judgment. There is talk that if a child is not Secondary Ready they may sit further assessments in Y7. This has not been confirmed.
Assessing Without Levels at St Michael’s Primary School.
After investigating many different Assessment & Tracking systems, we have decided to use ‘Assertive Mentoring’, which is very good and used by several local primary schools in Trafford.
The biggest difference is how we will talk to you about how your child is progressing during the year. With the old National Curriculum levels, each year children were given a target for the end of the year, and during the year we would tell you what National Curriculum level your child was at.
We could use the levels system this way because there was no correlation between a level and a child’s year group, and this can be seen in the way that in a Year 6 class there could be a range of levels, from level 2 to a level 6. However, the new National Curriculum sets out expectations for each year group and children will be assessed against those every year, so a child in Year 4 will always be judged in the first instance against the expectations for the end of Year 4. The children at St Michael’s School will be assessed half termly in maths, termly in writing and reading.
Please refer to our assessment policy for details.
At each parents evening, and on the reports you will be able to see which stage your child is on .Each child will have an individual record file, like the Learning Journey File in EYFS. Parents will be able to see the objectives their child has achieved in the test in their individual files, and their next step targets. In some cases the targets may form the basis of short term 1:1 interventions.
During the year, when we have conversations with you about you child’s progress, you will be told whether your child is on track to meet their end of year target. We hope that you find this guide useful to help you understand why assessment has changed and how assessment has changed.