Report

HEREFORDSHIRE Assessing without Levels October 2014 Wigmore Teaching School Alliance Data & Assessment Project • This group was put together by Wigmore Teaching School Alliance following funding achieved in the development for supporting assessment for the new National Curriculum. National Picture – Key Points The new National Curriculum (NC) for Key Stages 1-4 does not CURRENTLY include any level descriptors. However, performance descriptors are due to be published imminently. • The new NC became statutory in September 2014, EXCEPT for the children who will be in Years 2, 6 and 9, who are still to be taught the current NC and assessed using NC levels in Summer 2015. • There is NO NATIONAL system for schools to use to track pupil progress. Schools can choose to develop their own system or adopt any system that they feel meets their needs. • Summer 2016 will be the first year of statutory assessment NOT TO USE levels. • Ofsted will still want to see GOOD EVIDENCE OF PUPIL PROGRESS, both from the tracking of progress over time and from qualitative evidence such as observations of teaching and in pupils’ written work. Aims of this Group? • To make assessment manageable in the absence of levels. • To allow teachers to feel confident in using the systems suggested. • To facilitate progress to be measured. • To make the assessment system fit for purpose in terms of children, staff, parents and Ofsted. • To ensure consistency with a system that can be moderated. • To ensure consistency from the EYFS Assessment We are working to develop a system using SIMS* that will enable schools to record pupils’ attainment in terms of the following: Within Each Year Group Entering Within Achieved • Each stage of a year group has a points value so that progress can be measured. • The terms reflect the new and increased expectations from the new curriculum. *Using SIMS, as the majority of schools in Herefordshire have this MIS System. However, schools can obviously choose their own assessment package and develop that themselves. Objectives • Staff have trialled the objective sheets. • The sheets are reduced in number from the APP model that was used previously. • The terms ‘entering’ , ‘ within’ & ‘achieved’ have been allocated with a points value for each year group so that progress can be measured. The terms reflect the new and increased expectations from the new curriculum. • 3 points per year is deemed as good progress (this would mean a child would be secure in 90% plus of number and SSM objectives over a year group) . 3 points plus would be better than expected progress (example to follow later in presentation). • Specific key stage milestones would be EYFS, Year 2, Year 4 & Year 6. • The documents can also be used as a planning tool. Y4 Maths Curriculum Example NUMBER, PLACE, VALUE ADDITION SUBTRACTION MULTIPLICATION DIVISION FRACTIONS Add and subtract numbers with up to 4 digits using the formal Recall multiplication and division Recognise and show, using Count in multiples of 6, 7, 9, written methods of columnar facts for multiplication tables up to diagrams, families of common 25 and 1000. addition and subtraction where 12 × 12. equivalent fractions. appropriate. Use place value, known and Estimate and use inverse Find 1000 more or less than derived facts to multiply and operations to check answers to a a given number. divide mentally, including: calculation. multiplying by 0 and 1. Count backwards through zero to include negative numbers. Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones). Order and compare numbers beyond 1000. Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. Solve problems involving increasingly harder fractions to Use place value, known and calculate quantities, and derived facts to multiply and fractions to divide quantities, divide mentally, including: Dividing including non-unit fractions by 1. where the answer is a whole number. Use place value, known and derived facts to multiply and Add and subtract fractions with divide mentally, including: the same denominator. multiplying together three numbers. Recognise and use factor pairs and Recognise and write decimal commutativity in mental equivalents of any number of calculations. tenths or hundredths. Identify, represent and estimate numbers using different representations. Multiply two-digit and three-digit Recognise and write decimal numbers by a one-digit number equivalents to 1/4, 1/2, 3/4. using formal written layout. Round any number to the nearest 10, 100 or 1000. Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects. Solve number and practical problems that involve rounding, ordering and exploring negative numbers and with increasingly large positive numbers. Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. Find the effect of dividing a oneor two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. Round decimals with one decimal place to the nearest whole number. Compare numbers with the same number of decimal places up to two decimal places. Solve simple measure and money problems involving fractions and decimals to two decimal places. MEASUREMENT SHAPE POSITION STATISTICS Interpret and present Compare and classify geometric discrete and continuous Convert between different units of Describe positions on a 2shapes, including quadrilaterals data using appropriate measure [for example, kilometre to D grid as coordinates in and triangles, based on their graphical methods, metre; hour to minute]. the first quadrant. properties and sizes. including bar charts and time graphs. Solve comparison, sum Describe movements Measure and calculate the and difference problems Identify acute and obtuse angles between positions as perimeter of a rectilinear figure using information and compare and order angles translations of a given unit (including squares) in centimetres presented in bar charts, up to two right angles by size. to the left/right and and metres. pictograms, tables and up/down. other graphs. Identify lines of symmetry in 2-D Plot specified points and Find the area of rectilinear shapes shapes presented in different draw sides to complete a by counting squares. orientations. given polygon. Estimate, compare and calculate different measures, including money in pounds and pence. Read, write and convert time between analogue and digital 12and 24-hour clocks. Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. Complete a simple symmetric figure with respect to a specific line of symmetry. Maths Assessment Example ENTERING WITHIN ACHIEVED For a child to be deemed to be ‘ENTERING’ into the year group objectives they should have achieved UP TO 50% of the objectives for Number and SSM. For a child to be deemed working ‘WITHIN’ a year group’s objectives they need to have achieved AT LEAST 50% of the Number objectives and 50% of the SSM objectives For a child to be deemed ‘ACHIEVED’ within a year group’s objectives then they would have had to have achieved 90% of the Number objectives and 90% of SSM objectives * For year 6 these percentage rules would also apply to algebra & statistics. Place Value Across All Years Example Yearly ‘Levels’ Points Progress Yr Group Children on a lower level than Y1 Expectation, Pre Y1 Summer Working in Year 1 Working in Year 2 Working in Year 3 Working in Year 4 Working in Year 5 Working in Year 6 Pts Value Level 16 Ee 17 18 Ed E2 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Y1e Y1w Y1A Y2e Y2w Y2A Y3e Y3w Y3A Y4e Y4w Y4A Y5e Y5w Y5A Y6e Y6w Y6hA Y7t Description ELG 1: 30-50 Emerging ELG 1: 30-50 Developing ELG 2 Entering/Elg 3 equivalent Within Y1 Achieved Entering Within Y2 (KS2 ready) Entering Within Y3 Achieved Entering Within Y4 Achieved Entering Within Y5 Achieved Entering Within Y6 (KS3 ready) Transition Pts Value 16 Working below NC levels - Summer Y1 17 18 Levels Description P6 P6 Scale P7 P8 P7 Scale P8 Scale Less than Expected: <3 per yr Good: 3 pts per yr Better than expected: 3 pts per year 3 3 <6 6 >6 9 <12 12 >12 15 <18 18 >18 Better than expected progress Example of Progress Less than 3 Points 3 Points More than 3 Points Less than Expected Progress Expected Progress More than Expected Progress Specific key stage milestones would be EYFS, Year 2, Year 4 & Year 6. Examples of Children’s KS1-KS2 Progress Example 1: A child makes expected progress (12 points) Example 2: A child makes better than expected progress (14 points) End Year 2 Year 2 Achieved End Year 2 Year 2 Entering End Year 3 Year 3 Achieved End Year 3 Year 3 Entering End Year 4 Year 4 Achieved End Year 4 Year 4 Within End Year 5 Year 5 Achieved End Year 5 Year 5 Achieved End Year 6 Year 6 Achieved (KS3 Ready) End Year 6 Year 6 Achieved (KS3 Ready) Example 3: An example of a more able child End Year 2 Y3 Entering End Year 3 Y4 Entering End Year 4 Y5 Entering End Year 5 Y6 Entering End Year 6 Y7 Transition Example of Marksheet The marksheet should reflect : • prior attainment for the child • termly attainment for the child • termly and yearly progress from baseline of that year* • end of year key stage milestones – Year 2, 4 and 6 *equivalent to end of previous year or when a new child starts in the relevant year group Example of Maths Y4 Marksheet Pastoral Information Old or New EYFS depending on cohort Until 2016 Based on CURRENT KS1 Prior Attainment Baseline based on previous year Progress indicators from Baseline Term Attainment Key stage Milestone Age Expectation New Style Marksheets Spring 2015 Example of Maths Y4 Progress Tracking Grid Progress* is staggered across terms: Autumn – 1 point = Good Progress Spring – 2 point = Good Progress Summer – 3 point = Good progress *Progress is from Y4 Baseline (equivalent to end of previous year or when a new child starts in the relevant year group) Sample Reports NEW knowledge statement report Red text indicates curriculum descriptors Sample GROUP Reports 'New’ Summary Report showing Achievement Sample DISCOVER Graphs Y4 Age Expectation Graph for Y4, Pupil Premium, Service, EAL & FSM Children Progress Graph showing for Y4, Pupil Premium & Non Pupil Premium Children. Y4 Summer Term Attainment Other considerations • Age expectation tests? Various schemes available • High school liaison for KS3 • Positive feedback from senior management from both primary and high schools. • Consultation with other educational experts. • Completely flexible. • SIMS tracking tools can be adapted to suit your needs and used for other age related assessments. . Next Steps…. • Maths pilot beginning autumn term with various Herefordshire primary schools • Writing is being developed in conjunction with Margaret Fennell. • We are awaiting further guidance in connection with Reading. • We continue to work with Here Teach but would welcome feedback from ANY school. • For further information: Bernie Davies (bdavies@st-pauls.hereford.sch.uk Jayne Maund (jmaund@holmer.hereford.sch.uk) Charlotte Hyde (chyde@credenhill.hereford.sch.uk Emma Shearer (eshearer@riverside.hereford.sch.uk Emma Matchette (emma.matchette@hoopleltd.co.uk)