Assessment Information
Evening
Wednesday 3rd February 2016
Structure of the evening
• Updates on ‘Life without levels’
• EYFS assessment
• Yr 1 and Yr 2 Maths assessment and curriculum
changes
• Year 1 phonics screening check
• Yr 1 and Yr 2 English assessment and
curriculum changes
• Year 2 new statutory assessment tests this year
• Interim reports
• Questions
‘Life Without Levels’
• Final report of the Commission on Assessment without
Levels September 2015
• School data was ‘unreliable’
• Levels were ‘vague and imprecise’ and had been in
place since 1988.
• Levels could hide gaps that pupils had in their
knowledge and understanding.
• The new system is totally personalised to each child
where every single skill within each subject is
assessed – therefore empowering teachers, pupils and
parents.
New curriculum
• In 2014/15 a new national curriculum framework
was introduced by the Government for Years 1, 3,
4 and 5.
• However, Years 2 and 6 (due to statutory testing)
continued to study the previous curriculum for
one further year.
• In 2015/16 children in all years at Key Stage 1
and 2 are expected to now study the new national
curriculum.
• KS1 (Year 2) and KS2 SATs (Year 6) will reflect
the new curriculum for the first time this year.
Tracking
• We are ensuring that the demands of the new
curriculum are evident in our teaching.
• We are tracking children carefully to ensure
that they are making the expected progress.
• We are ensuring that Y1 and Y2 are being
tracked back from last year to ensure progress
for all.
• We are using the language of emerging, expected
and secure this stage.
EYFS assessment
Why do we assess in EYFS?
• Support and extend learning
• Inform next steps
• Ongoing observations give us a good
knowledge of the children and their individual
needs
• Enables us to monitor our coverage of the early
years curriculum
• Track children’s progress throughout the
foundation stage - working towards the early
learning goals
How do we assess in EYFS?
• Formative (ongoing) throughout the foundation
year
• Observations, Adult initiated activities and Child
initiated activities
• Formal - baseline and EYFS profile
• Across a range of different contexts of the 7
areas of learning
Observations - Child initiated
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2simple
Use a photo of the learning
Add the learning experience
Link to the relevant curriculum area
Set next steps
• Use these in children’s learning journeys
• Monitored for curriculum coverage
• Children are accessing all areas of provision
Adult initiated
• Input sessions - whole class, split, individual
• Activity to practise newly learnt skills or
knowledge
• Evidence in learning journeys
• Verbal feedback
• Next step marking
Adult led
• The continuous provision is across both Rainbow
classrooms, the shared area and outside.
• 17 activities set up weekly. These are created around the
children’s interests and their next steps. They also
support taught input sessions.
• All continuous provision planning contains the school
curriculum drivers and is influenced by the children’s
needs.
• Independent activity to extend and develop formal
understanding from formal teaching.
• This allows us to assess whether children have:
• Embedded new learning
• Have any misconceptions that can then be addressed
• Areas of extension or challenge to inform following weeks
planning
What do we assess?
Developmental month bands
22-36 months
30-50 months
40-60 months
Early Learning Goal
Developmental month bands
22-36 months
30-50 months
40-60 months
Early Learning Goal
Emerging, Developing, Secure
What do we expect?
• DFE - A good level of development = at least
expected in the prime areas of learning, maths
and literacy.
• Expected level by the end of foundation stage
means children reaching their early learning
goals.
• 17 early learning goals in total.
What to expect when
http://www.foundationyears.org.uk/files/2015/03/4Ch
ildren_ParentsGuide_2015_WEB.pdf
EYFS Profile
• Statutory assessment completed at the end of
the early years foundation stage.
• Emerging/ Expected/ Exceeding judgement
along with a written comment for each 17 areas
of learning.
• Teacher assessment
• Moderated externally
Year 1 and Year 2
assessment in maths and
curriculum changes
Mathematics
The New Curriculum Year One:
What has been removed?
What has been added?
Data handling/statistics
Counting and writing numerals to 100
Describing patterns
Write numbers in words up to 20
Describing ways of explain problems and
explaining choices.
Number bonds secured to 20
Use of vocabulary such as equal, more
than, less than, fewer etc.
Year Two Maths
What has been removed?
What has been added?
Rounding 2 digit numbers to the nearest 10.
Solving problems with subtraction
Halving/Doubling no longer explicitly required
Finding/writing fractions of quantities (length)
Using list/tables/diagrams to sort objects.
Adding two 2-digit numbers
Adding three 1-digit numbers
Demonstrating commutative law for + and x
Describing properties of shapes (vertices etc.)
Measuring temperature in degrees Celsius
Tell the time to the nearest five minutes
Make comparisons using < > = symbols
Recognise £ p and solve money problems
Maths assessment
Children will be assessed as emerging, expected or secure according
to where they should be at that point in the year.
Each term the children will complete assessment activities on
aspects of the curriculum which they have covered that term.
A judgement will be then made based on the assessment tasks and
the teacher’s assessment throughout the term as to whether the
children are emerging, expected or secure in their year group.
This assessment will be recorded on SIMS and continuous tracking
of progress monitored.
Please see the handout provided to explain the expectations for
each year group.
Year 1
Phonics Screening Check
What is Phonics?
Children begin to learn phonics (sounds) in Early Years, both
Nursery and Reception.
Once children begin learning sounds, they use this knowledge
to read and spell words. Children can then see the purpose of
learning sounds. For this reason, the first initial sounds that
are taught are ‘s’, ‘a’, ‘t’, ‘p’, ‘i’, ‘n’.
These can immediately be blended for reading to make simple
CVC words (consonant, vowel, consonant) e.g. sat, pin.
Children then develop segmenting for writing skills; breaking
the word into sounds to spell it out.
What is the Phonics
Screening Check?
Children in Year 1 throughout the country will all be
taking part in a phonics screening check during the
same week in June. Children in Year 2 will also take
the check if they did not achieve the required result
when in Year 1, or they have not taken the test
before.
The phonics screening check is designed to confirm
whether individual children have learnt sufficient
phonic decoding and blending skills to an
appropriate standard.
What will happen in the test?
The test contains 40 words.
Each child will sit one to one and read each word
aloud to their teacher.
The test will take approximately 10 minutes per
child; although all children are different and will
complete the check at their own pace.
The list of words the children read is a combination
of 20 real words and 20 pseudo words (nonsense
words).
Pseudo words
The pseudo words will be shown to your child with
a picture of an alien. This provides the children with
a context for the pseudo word which is independent
from any existing vocabulary they may have.
Pseudo words are included because they will be
new to all pupils; they do not favour children with a
good vocabulary knowledge or visual memory of
words.
Examples
Reporting to Parents
• By the end of the Summer term all
schools must report their child’s results to
parents.
• We will confirm if the child has met the
standard threshold.
• Children who do not achieve the expected
level will retake the test when they are in
Year 2.
How can you help at home?
• Play lots of sound and listening games
with your child.
• Read as much as possible to and with
your child.
• Encourage and praise – get them to have
a ‘good guess’.
How can you help at home?
• If your child is struggling to decode a word,
help them by encouraging them to say each
sound in the word from left to right.
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Blend the sounds by pointing to each letter,
e.g. /c/ in cat, or the letter group, e.g. /ng/
in sing. Next move your finger under the
whole word as you say it.
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Discuss the meaning of words if your child
does not know what they have read.
Year 1 and Year 2
assessment in English and
curriculum changes
SPaG – spelling, punctuation and
grammar
• The New National Curriculum places a greater emphasis on
the teaching and assessment of Spelling, Punctuation and
Grammar in Key Stage 1.
• Children now complete an assessment of this at the end of
Key Stage 1 (Year 2)
• Therefore, focused teaching of this needs to begin in Year 1.
• Sky and Sunshine classes now have a specific SPaG lesson
on a Monday, focusing on a particular objective to be
applied throughout the week in the children’s writing.
• These objectives will then be revisited and revised
frequently.
• Our daily phonics sessions also cover the spelling
objectives.
• The following is a summary of the concepts and vocabulary
which are introduced in each year group.
SPaG Year 1
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Word Regular plural noun suffixes –s or –es [for example, dog, dogs;
wish, wishes], including the effects of these suffixes on the meaning of the
noun
Suffixes that can be added to verbs where no change is needed in the
spelling of root words (e.g. helping, helped, helper)
How the prefix un– changes the meaning of verbs and adjectives
[negation, for example, unkind, or undoing: untie the boat]
Sentence How words can combine to make sentences
Joining words and joining clauses using and
Text Sequencing sentences to form short narratives
Punctuation Separation of words with spaces
Introduction to capital letters, full stops, question marks and exclamation
marks to demarcate sentences
Capital letters for names and for the personal pronoun I
Terminology for pupils
letter, capital letter, word, sentence
singular, plural
punctuation, full stop, question mark, exclamation mark
SPaG Year 2
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Word
Formation of nouns using suffixes such as –ness, –er and by
compounding [for example, whiteboard, superman]
Formation of adjectives using suffixes such as –ful, –less
Use of the suffixes –er, –est in adjectives and the use of –ly in Standard
English to turn adjectives into adverbs
Sentence subordination (using when, if, that, because) and co-ordination
(using or, and, but)
Expanded noun phrases for description and specification [for example, the
blue butterfly, plain flour, the man in the moon]
How the grammatical patterns in a sentence indicate its function as a
statement, question, exclamation or command
Text Correct choice and consistent use of present tense and past tense
throughout writing
Use of the progressive form of verbs in the present and past tense to mark
actions in progress [for example, she is drumming, he was shouting]
Punctuation Use of capital letters, full stops, question marks and exclamation
marks to demarcate sentences
Commas to separate items in a list
Apostrophes to mark where letters are missing in spelling and to mark
singular possession in nouns [for example, the girl’s name]
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Terminology for pupils
statement, question, exclamation, command compound, suffix
noun, noun phrase, adjective, adverb, verb
tense (past, present), apostrophe, comma
Writing Y1
Vocabulary, Punctuation and Grammar
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I can leave spaces between words
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I can join words and clauses using ‘and’
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I can begin to punctuate sentences using a capital letter and full stop, question mark or
exclamation mark
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I can use a capital letter for names of people, places, the days of the week and the personal
pronoun ‘I’
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I can sequence sentences to form short narratives
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I can discuss what I have written with my teacher or friends
Spelling
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I can spell words containing each of the 40+ phonemes already taught
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I can spell common exception words
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I can spell the days of the week
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I can name the letters of the alphabet in order
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I can distinguish between alternative spellings of the same sound
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I can use the spelling rules for adding –s or –es as the plural marker for nouns and the third person
singular marker for verbs
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I can use the prefix un- accurately
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I can use –ing, -ed, -er, -est where no change is needed in the spelling of the root word
Handwriting and Presentation
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I can sit correctly at the table, holding a pencil comfortably and correctly
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I can begin to form lower case letters in the correct direction, starting and finishing in the right
place
I can form capital letters
I can form digits 0-9
I can show through discussion which letters belong to which handwriting families, letters that are
formed in similar ways
Writing Y2
Vocabulary, Punctuation and Grammar
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I can use some features of written Standard English
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I can use subordination (when, if, that, because) and co-ordination (or, and,but)
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I can use sentences with different forms – statement, question, exclamation and command
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I can use expanded noun phrases to describe and specify
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I can use the present and past tenses correctly and consistently including the progressive
form
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I can use and understand grammatical terminology when discussing my writing
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I can use full stops, capital letters, question marks and exclamation marks
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I can use commas for lists and apostrophes for contracted forms and the possessive
Spelling
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I can segment spoken words into phonemes and representing by graphemes, spelling many
correctly
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I can learn new ways of spelling phonemes for which one or more spellings are already
knows and learn some words with
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each spelling, including a few common homophones
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I can learn to spell some common exception words
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I can spell some words with contracted forms
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I can use the possessive apostrophe correctly
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I can distinguish between homophones and near-homophones
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I can add suffixes –ment –ness –ful –less –ly to spell words
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I can write simple sentences dictated by the teacher that include words using the GPCs,
common exception words and punctuation taught
Handwriting and Presentation
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I can form lower case letters of the correct size relative to one another
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I can start using some of the diagonal and horizontal strokes needed to join letters and
know when to leave letters unjoined
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I can write capital letters and digits of the correct size, orientation and relationship to one
another and to lower case letters
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I can use spacing between words that reflects the size of the letters
Reading criteria Y1
• Read accurately by blending known GPCs (Grapheme Phoneme
Correspondences ie: sounds!)
• Read common exception words (high frequency words)
• Read common suffixes (-s, -es, -ing, -ed, -er)
• Read multi-syllable words containing known GPCs
• Read contractions (don’t, isn’t) and understand use of apostrophe
• Recognise and join in with predictable phrases
• Link what they have read to their own experiences
• Correct inaccurate reading by checking for sense
• Discuss the significance of title and events
• Make inferences on the basis of what is said and done
• Make predictions based on reading so far
• Participate in discussion about what is read, taking turns and listening to
what others say
Reading criteria Y2
• Read accurately by blending, including alternative sounds for graphemes
• Read multi-syllable words containing known graphemes
• Read most words quickly and accurately without overt sounding and
blending
• Discuss and express views on a wide range of poetry, stories and nonfiction
• Recognise simple recurring literary language in stories and poetry
• Check that the text makes sense to them as they read and correct
inaccurate reading
• Discuss and clarify the meanings of words
• Discuss the sequence of events in books
• Make inferences on the basis of what is being said and done
• Ask and answer questions about a text
• Predict what might happen based on reading so far
• Explain and discuss understanding of a range of reading
Speaking and Listening
Key Stage 1
• Listen and respond appropriately to adults and their peers
• Speak audibly and fluently with an increasing command of standard
English
• Ask relevant questions to extend their understanding and knowledge
• Articulate and justify answers, arguments and opinions
• Use relevant strategies to build their vocabulary listen and respond
appropriately to adults and their peers
• Participate in discussions, presentations, performances, role play and
improvisations
• Give well structured descriptions, explanations and narratives for different
purposes
• Gain, maintain and monitor the interest of the reader
• Participate in discussions, presentations, performances, role play,
improvisations and debates
Year 2 statutory
assessments
Year 2 statutory assessments
At the end of Year 2, children will take
assessments in:
• Reading;
• English grammar, punctuation and
spelling;
• Maths.
The tests are due to take place in May.
• The tests will be carried out in small
groups or as a whole class where this is
more practical. Children will be
encouraged to do their best and not to
worry. Children will be used to carry out
these style of assessments as we do
these each assessment week.
• The tests will be used to inform my end
of year teacher assessment levels.
Scaled scores
• It is planned that 100 will always represent the ‘national
standard’.
• A child awarded a scaled score of 100 is judged to have met the
‘national standard’ in the area judged by the test.
• A child awarded a scaled score of more than 100 is judged to
have exceeded the national standard and demonstrated a higher
than expected knowledge of the curriculum for their age.
• A child awarded a scaled score of less than 100 is judged to have
not yet met the national standard and performed below
expectation for their age.
• Parents will be informed of how the Y2 children performed at the
end of the year.
Reading test
The Reading Test consists of two separate papers:
• Paper 1 – Contains a selection of texts totalling between 400 and 700
words with questions about the text.
• Paper 2 – Contains a reading booklet of a selection of passages totalling
800 to 1100 words. Children will write their answers to questions about
the passage in a separate booklet.
• Each paper is worth 50% of the marks and should take approximately 30
minutes to complete, although the children are not being assessed at
working at speed so will not be strictly timed.
• The texts will cover a range of poetry, fiction and non-fiction.
• Questions are designed to assess the comprehension and understanding of
a child’s reading.
• Some questions are multiple choice or selected response, others require
short answers and some require an extended response or explanation.
Writing test
• There is no longer an independent piece of
writing that is assessed in May
• Children are assessed on their spelling,
punctuation and grammar
• There will be 2 papers
• Paper 1: Spelling (20 marks)
• Paper 2: Questions (20 marks)
Maths test
Children will sit two tests: Paper 1 and Paper 2:
• Paper 1 is for arithmetic, lasting approximately
25 minutes and worth 25 marks. It covers
calculation methods for all operations.
• Paper 2 is for resaoning, covers problem solving,
reasoning and mathematical fluency, lasts for
approximately 35 minutes and is worth 35
marks.
Maths test examples
Interim Reports
• These will be sent out on Friday 4th March
• They will reflect where your child is at this half
way point in the school year
• They will tell you if you child has made
progress since the last assessment week and is
on track to make the expected progress for
their year group.
• Please remember all children progress at different
rates and this progress isn’t always a straight line
• Remember to come and ask if you have any
concerns at all.
• Parents Evenings will follow the following week.
• We will hold pupil progress meetings in school to
discuss the whole class and how we can support
children who need more support in certain areas.
Any questions?