Assessment Without Levels
From this September, the Government has made a huge change in the way that children in schools are to be assessed. This is to tie in with the New National Curriculum that started to be used by all schools at the beginning of the 2014 Academic Year. This is a new way of thinking for schools, and assessment will look very different to how it has done 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 Stephen’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.
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.
The End of Curriculum Levels
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 in 2013 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:
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 end of year expectations from the year above. Similarly, children who are unlikely to be emerging at the end of the year may work towards the expectations from the year below.
So how will this look at the end of each Key Stage?
Key Stage 1
It is anticipated that the majority of children will reach the assessment point of Year 2 expected, a smaller number of children will reach Year 2 exceeding, and a small number will be Year 2 emerging, or possibly Year 1 exceeding/expected/emerging.
Key Stage 2
Lots of you may have heard of the expression ‘Secondary Ready’ as the standard children must achieve by the end of Year 6. The DfE have slightly distanced themselves from this phrase and are talking about children reaching the assessment point of Year 6 expected. Similar to Year 2 there will be some children who may be Year 6 exceeding and some children who are Year 6 emerging. There may also be a small number of children who are still working at a lower level e.g. Year 4/5 exceeding/expected/emerging.
We have designed our own system to record how the children are doing regarding age appropriate level for attainment and progress. This highlights where the children are at the end of each term. We use day to day assessments by the staff and will also combine this with summative assessment at different stages in the academic year.
Our philosophy is built around personalised learning– we recognise that each child is different and that they will all need different areas to focus on to get better. The children are set next-step targets in reading, writing and maths and these are reviewed regularly by the teachers, TAs and pupils themselves.
Class teachers and TAs will use marking and feedback to help children to make progress and develop new skills securely.
Assessing Without Levels
After looking at a variety of options for assessment, St Stephen’s will be using a 9 point scale to assess children based on the work of Focus Education. This system is produced by a very reputable educational group and is being used by a number of school in the local area.
The scale will work as follows:
Emerging scale 1-3
1 – Children are working below the age group expectations and need work set from a lower age group in addition to extra adult support.
2- Children are working towards the age group expectations but need extra support to access the class learning.
3- Children are working towards the age group expectations but have some gaps in learning where they need extra support.
4 – Children are working at the age group expectations but are insecure in their skills and knowledge.
5 – Children are working securely at the age group expectations.
6 – Children have mastered the year group expectations and need some challenge with support.
7- Children have mastered the age group expectations and are developing depth in learning.
8- Children are working securely at an above expected level.
9 – Child is gifted in this area is working on material from a higher age group.
So how will the process in school work? In each Autumn term, by October/November the teachers will have had an opportunity to assess how the children are working. At the start of each year group, every child will be emerging/low as they are being judged against the End of Year statements. By using their professional knowledge and judgement teachers will know what the children can already do and what they think the children can achieve. They will then give a forecast as to where they think a child will be by the end of the Year. Only very exceptional children will have a forecast from a higher or lower year group. As far as we are aware Year 6 Exceeding (High) is likely to be the highest grading for the end of Key Stage 2.
During the year, when we have conversations with you about you child’s progress you won’t be given an actual definitive position of where they are on this scale. Instead you will be told whether your child is on track to meet their end of year target. It may well be that they are above or below where they need to be, in which case their end of year target may be adjusted.
We hope that you find this guide useful to help you understand why assessment has changed and how assessment has changed.