Assessment Arrangements update Purpose of this session: Update
Assessment Arrangements update Purpose of this session: Update on Assessment Arrangements National and Local context Explanation of Interim Frameworks for 2016 Question and Answers New Curriculum Emphasis on knowledge rather than skills Mastery of annual objectives rather than progression through a learning continuum Deeper learning and enrichment rather than extension and acceleration Best-fit judgements are replaced by mastery model to secure key learning Reading Component
Description Paper 1 Reading English reading booklet and test separate answer booklet A selection of texts (1500 2300 words) Total Number of Papers 1 Number of
marks 50 Timing of component 60 minutes (including reading time) 1 50 60 minutes Grammar, Punctuation and Spelling Component Paper 1
Questions Paper 2 Spelling Description Number of Papers 1 Grammar, punctuation and vocabulary Spelling (20 1 words) Total 2
Number of marks 50 Timing of component 45 minutes 20 15 minutes 70 60 minutes Mathematics
Component Description Paper 1 arithmetic arithmetic Number of Papers 1 Number of marks 40 Timing of
component 30 minutes 70 overall 80 minutes 35 per paper 40 minutes per paper 110 minutes Assesses pupils confidence with the range of mathematical operations
Mathematical fluency, 2 Paper 2 and solving mathematical Paper3: problems and Mathematical mathematical reasoning reasoning Total 3 110 Writing Moderation Working towards the expected standard The pupil can write for a range of purposes and audiences: using paragraphs to organise ideas
describing settings and characters using some cohesive devices* within and across sentences and paragraphs using different verb forms mostly accurately using co-ordinating and subordinating conjunctions using capital letters, full stops, question marks, exclamation marks, commas for lists and apostrophes for contraction mostly correctly spelling most words correctly* (years 3 and 4) spelling some words correctly* (years 5 and 6) producing legible joined handwriting. Writing Moderation Working at the expected standard The pupil can write for a range of purposes and audiences (including writing a short story): creating atmosphere, and integrating dialogue to convey character and advance the action selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly using a range of cohesive devices*, including adverbials, within and across sentences and paragraphs using passive and modal verbs mostly appropriately using a wide range of clause structures, sometimes varying their position within the sentence
using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision using inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, and making some correct use of semi-colons, dashes, colons and hyphens spelling most words correctly* (years 5 and 6) maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters. Writing Moderation Working at greater depth within the expected standard 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.]
The status of handwriting Children do not need to meet any of the statements for handwriting in order to meet the working towards or the working at expected standards. Children MUST meet the handwriting standards to meet the working at greater depth At KS2, a child working at greater depth, choosing whether or not to join, can have some letters joined and others not, but this must be consistent. The status of spelling Children MUST meet the spelling standards to meet the working at or working at greater depth. If they do not then they will be assessed as working towards the expected standard. Reporting Outcomes We will use scaled scores to report national curriculum test outcomes in Reading, Mathematics and SPaG. We wont need to change the way we prepare for, or administer, the tests because of the introduction of scaled scores. We will also continue to use past papers for revision. Within key stages, we will
continue to assess what pupils understand and can do in a way that best suits our school. We will report the pupils scaled score and whether or not your child met the national standard in our annual report to Parents. 100 will always represent the national standard National and Local Context NUT the examples of the expected standard are an enormous step forward in comparison with those in previous years NUT are calling for SATs to be suspended. The DfE response was to extend the deadline for Teacher assessments to be submitted. Nicky Morgan (Secretary of State for Education) has written to her colleagues stating that this change is to demonstrate the commitment to driving improved standards in Education and states the DfE will be shortly publishing a leaflet to Parents explaining the changes. Warrington Headteachers/NWaHT have raised their concerns to the Local Authority, DfE and David Mowat MP about the lack and timing of information being sent to schools, constant changes and lack of equality for children with learning difficulties.
Our position We are a highly successful school We know our children well in terms of their strengths and next steps in their learning We can demonstrate the progress of each child We will continue to have a rigorous focus on the quality of teaching and learning and not be diverted onto the confusion surrounding assessment We will continue to provide high quality, broad and balanced learning experiences and opportunities
We will continue to have a relentless focus on developing the basic skills We will continue to support every child at all ability levels in order to realise their potential and prepare them for the next stage in their learning Summary SATs take place: Week beginning - 9th May 2016 we expect 100% attendance during the tests How can you help? Outstanding attendance and punctuality throughout the year Support at home with homework, reading, spellings, handwriting, times tables Liaise with school if you have any issues/concerns at any point Reassure your child that we want them to do their best but there is also more to life at Grappenhall Heys and there is nothing to worry about!
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