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To consider key changes to the curriculum, assessment and qualifications
framework in England
To summarise important recent developments re Ofsted inspections
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A key aim of the curriculum, qualifications and assessment framework is to
establish and maintain a universal, high-quality, engaging and personally
relevant learning entitlement for all pupils, regardless of the school or
setting within which they are educated.
The Government (and the Coalition Government before it) has failed to
secure this critical objective in practice.
The NASUWT will continue to campaign and press for reforms and a policy
approach that reflects the principles set out in Maintaining World Class
Schools.
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Excessively short timescale - no testing or piloting, leading to significant
implementation challenges in schools.
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Pressures to revise schemes of work, planning documents and assessment
systems to take account of these changes
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Review and renew learning resources and materials
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Explaining the reforms to parents and carers.
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Absence of support services and structures has contributed significantly to
increased workload in schools.
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Schools still uncertain about Ofsted's expectations - overhasty rush to
implementation
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Significant additional workload burdens
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Gaining familiarity with revised requirements
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Revision of schemes of work, reviewing and refreshing learning
resources and explaining the implications of these reforms to pupils
and parents.
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Late approval of specifications places significant workload pressures
on schools given the limited time available to them to undertake
necessary preparations.
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The removal of National Curriculum levels from the statutory orders has led
to serious workload issues.
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These include the imposition of assessment systems that involve
unnecessary and burdensome requirements in respect of the collation of
pupils’ work, moderation of assessments and recording of pupils’ progress
and achievement.
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Schools rushing to implement unwieldy and workload-intensive solutions.
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Baseline assessments - produced by commercial providers - a risk that they
will not be designed in a way that takes account of their potential to
increase teacher workload.
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Internal assessment-related activities - target setting and pupil tracking,
‘deep-marking’ - not only ineffective educationally but are also unacceptably
burdensome.
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Develop guidance on curriculum, qualifications and assessment practices
that highlights solutions that are manageable, recognise workload risks and
how these risks can be addressed.
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Ensure that future advice and guidance produced, commissioned or funded
by the DfE also takes these considerations into effective account.
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Review schools’ preparedness for curriculum reform.
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Establish clearly the extent of support that should be provided to schools.
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Confirm timescales for implementation, engaging Ofqual and awarding
bodies in the process.
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Provide sample materials that can be used by schools to explain curriculum
and qualifications changes to pupils and parents.
Ensure that NLEs and LLEs work to reduce workload, not exacerbate it.
Enable governors to hold headteachers to account for workload-intensive
practices.
Include workload criteria in approval process for baseline assessment
As part of the Workload Challenge, communicate principles of good practice
for internal assessment, record keeping, target setting as well as ‘deep
marking.’
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New National Curriculum introduced for Key Stages 1, 2 and 3 from
September 2014 - except Years 2 and 6, introduced from September this
year
Note that the curriculum is not a statutory requirement in academies and
free schools but most tack quite closely to it
Had led to a shift in focus in many subjects – content differs quite
significantly from previous NC
More demanding content in key areas, particularly literacy and numeracy
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Mathematics – more topics covered in primary that were previously covered in
secondary (e.g. long division, more fractions and decimals, more multi-step problem
solving skills) – less emphasis on using and applying
English – stronger focus on vocabulary, handwriting, spoken English, spelling,
punctuation and grammar.
Science – greater emphasis on facts, less on methodology
ICT – change to computer science – more stress on computer programming and
internet safety
History – greater emphasis on recall of facts and events, less on historical
investigation, evaluation of evidence
Languages – compulsory from Key Stage 2
New NC broken down by year groups in core subjects (Y1, Y2, Y3-4, Y5-6 in core
subjects)
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National Curriculum levels have been abolished
Levels were problematic but ‘assessment without levels’ is
creating new problems
Levels did have certain advantages – provided a common
language about standards and progress between teachers,
schools, nationally and with inspectors.
Lack of levels raises important questions. How do schools
ensure that pupils are on track to meet expected attainment and
progress standards at the end of Key Stages? How do we talk
about and compare standards, including with inspectors? How
do we benchmark progress of our pupils?
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Schools responding in a variety of ways
Some have kept levels, some have developed their own systems while
others have bought-in (expensive) commercial systems
DfE convened Assessment Without Levels Commission to address these
concerns – reported on Thursday afternoon – leaves important questions
unaddressed
DfE are also producing a system of performance descriptors (levels by
another name?) – these describe ‘mastery standards’, national standards,
working above national standards, working below national standards etc.
First draft met serious objections – revised versions due to be published
this month.
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Summer 2015 – last time that National Curriculum statutory assessments will be
reported using level descriptions
First new assessments at KS1 and KS2 will be taken in summer 2016
New tests will be reported as a scaled-score – expected standard will be scored at
100 – this standard is likely to be (roughly) equivalent to current level 4b, so higher
than current standard
Key Stage 1 assessments – externally set and internally marked
No Key Stage 3 tests
Phonics check at the end of Y1 will continue
Introduction of baseline assessment at the end of the Foundation Stage – Early
Years Foundation Stage Profile to be made non-statutory.
Baseline assessment optional but potentially serious consequences for schools that
opt-out.
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Primary – floor target will be based on either a measure of attainment or (for
schools opting to undertake baseline assessment) a measure of progress.
Secondary – current system (5ACEM) to be replaced with ‘Progress 8’ –
based on pupils’ progress across KS2-4 in three sections – English and
mathematics (double weighted), EBacc subjects as well as non-EBacc
subjects.
Progress 8 will establish expectations for secondary schools based on
pupils’ achievement at Key Stage 2 – a school will be below the floor target
if overall score is half a grade below expectations
In principle positive (removal of C/D borderline issues) but research
suggests that same schools will be under pressure as currently.
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Significant changes to GCSE structure and content
Terminal assessment
Re-sits no longer count towards schools’ performance data
Less controlled assessment, more examinations
Replacement of A-G grading system with new 9-1 framework
Grade 4 equivalent to current grade C…but grade 5 will be the
level expected of a good grade
New GCSEs in English Lit/Lang and mathematics taught from
September 2015, others to follow over next two years
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Fewer changes to subject content than GCSE but some
structural changes, especially the end of unitisation
 New qualifications being phased in from this September
 AS-levels, now standalone but can be co-taught with Alevels.
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Changes to the Ofsted inspection framework from September 2015
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Single framework for schools, the early years and post-16/FE
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Schools judged good will now receive a short, ‘Section 8’, inspection every
three years – however this can be transformed into a Section 5 inspection if
a school may be performing at outstanding or requires improvement level
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Much greater focus on leadership and safeguarding – the promotion of
Fundamental British Values and schools work around Prevent – NASUWT
producing advice and guidance on this.
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NASUWT secured Clarification for Schools document from Ofsted –
designed to challenge myths and facts around inspections.
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Now incorporated into the inspection handbook
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Makes clear that;
o Ofsted has no preferred lesson style
o Lessons are not graded
o Inspectors do not expect to see a particular quality or form of marking
o Schools are not required to undertake a particular amount of lesson observations
o Does expect issues of marking-related workload to be addressed.
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