Presentation on curriculum & assessment

1. Curriculum and
assessment at
Mayfield Primary
School

2. The curriculum –
where are we up to?

3. Some
highlights…

4. Year 1
We are scientists
AllAbout Me
Once upon a time…

5. Year 2
Castles
Toy cars
Movie clip
on rhymes
Pictures can tell a
1000 words

6. Year 3
Stone to Iron Day
Mummies
Cooking
BPI Labs Trip
History Time
Line Dressing
Up Day

7. Year 4
Roman Day
Volcanoes
Masks

8. Year 5Clay Grendel
P.E
Going to
America- Travel
Music inspired
leadership day

9. Year 6
PGL
Greek Cities
Ojo de Dios (God's eye)
Henri Rousseau

10. How do teachers
know what the
children can do?

11. Questioning the children
Observing the children
Discussions
Asking the children
Feedback
Marking
Response to marking
Self assessment
Peer assessment
Use of success criteria
Through pupil progress meetings
Diagnostic testing
Testing
Through moderation

12. How are teachers / the
school secure about our
judgements?

13. Formative assessment
summative assessment
Paul Black “ When the cook
tastes the soup, that’s formative
assessment. When the customer
tastes the soup, that’s summative
assessment”

14. Assessment without
levels• The rationale for removing levels
to report children’s progress
• How is Mayfield choosing to
monitor children’s progress now?

16. EYEs
• Each year group has a set of end of year
expectations for maths and English and
end of Key Stage expectations for all other
subjects
• The learning objectives for the Mayfield
curriculum have come from these EYEs
• Teachers use the learning objectives to
plan their teaching
• Continual assessment informs next step
teaching for each child

17. Planning
The following slide shows an example of
the learning objectives each teacher uses
to plan their lessons.
The different colours indicate the different
subject areas.
Obviously the font is too small for you to
read, but it does indicate the number of
learning objectives covered each half
term in each year group.

19. • How is Mayfield choosing to
monitor children’s progress
towards end of year
expectations?

21. Using Classroom
Monitor
Each teacher uses the Assessment
Markbooks to record the progress each
pupil is making towards their End of Year
Expectations (EYEs).
The following screenshot shows an
example of a class markbook in maths.
The hexagons change colour from white
(unassessed) to red (just started) to

23. Testing

24. Early Years Baseline
Assessment
• What we chose
• Why we chose it
• Where we go from now

25. “The Early Excellence Baseline
(EExBA) offers a principled approach to
on-entry assessment. It does not
include any predetermined tasks or
tests and will not disrupt settling in
routines. Instead, as part of their
everyday practice practitioners build
their knowledge of each child through
their observations, interactions and
every day activities. They use this
professional knowledge to make a
series of judgements about each child
based on a clear set of assessment
criteria.”

26. • The baseline assessment must be completed
within the first 6 weeks of a child joining their
class. In order to ensure that children are
assessed at the optimum time within these 6
weeks, practitioners adopt a simple
‘screening’ process using the Leuven Scales
of Well-being & Involvement.
• It is completed online and automatically
produces the data needed by the DfE.

27. • The baseline scores can then be analysed
and reported providing a picture of the
cohort as a whole, different groups of
children as well as individual children. This
data is made available to schools in a way
that supports tracking and monitoring
progress.

30. Year One Phonics
• What is phonics?
• A way of teaching children to read quickly and
skilfully.
• They are taught how to:
recognise the sounds that each individual letter
makes;
identify the sounds that different combinations of
letters make - such as ‘sh’ or ‘oo’; and
blend these sounds together from left to right to make
a word.
• Children can then use this knowledge to ‘de-code’
new words that they hear or see. This is the first

31. • What is the phonics screening check?
• The phonics screening check is a quick and easy
check of your child’s phonics knowledge. It helps
teachers confirm whether each child has made the
expected progress.
• How does the check work?
• The child sits with their teacher and is asked to
read 40 words aloud.
• They may have read some of the words before,
while others will be completely new.
• The check normally takes just a few minutes to
complete and there is no time limit. If the child is
struggling, the teacher will stop the check. The
check is carefully designed not to be stressful.

32. • What are ‘non-words’?
• The check will contain a mix of real words
and ‘non-words’ (or ‘nonsense words’).
• Non-words are important to include because
words such as ‘vap’ or ‘jound’ are new to all
children. Children cannot read the non-words
by using their memory or vocabulary; they
have to use their decoding skills. This is a fair
way to assess their ability to decode.
• All children are individuals and develop at
different rates. The screening check
ensures that teachers understand which
children need extra help with phonic
decoding.

33. Assessment arrangements
for Year 2 and Year 6 - 2016

34. Reading:
Two papers testing comprehension
(Phonics test for those who did not pass in Year 1)
Grammar, Punctuation and Spelling:
Paper 1 tests spelling
Paper 2 tests grammar, punctuation and vocabulary
Mathematics:
Paper 1 tests arithmetic
Paper 2 tests mathematical reasoning
Tests during May 2016
Key stage One
Assessments

35. New tests include:
Reading Comprehension paper
A grammar, punctuation and spelling
paper
A spelling paper.
Two Mathematic reasoning papers
One Mathematics arithmetic paper
Tests during May 2016
Key stage Two
Assessments

36. What can you do to help your child succeed?
• Hear them read and ask them questions on the
text.
• Kirfs from homework will assist their mental
calculations.
• Reading challenges will test the children’s
comprehensions of the books
• Please don’t be tempted to use the sample tests
with your child.
Parents

37. Support

38. What are we doing to support
ourselves?

39. • Continued Professional Development (CPD)
including further training in a variety of areas and
staff meetings evaluating pupil progress and looking
at deep learning opportunities in all subject areas
• Working with Subject Leaders

41. • Continued Professional Development (CPD)
including further training in a variety of areas and
staff meetings evaluating pupil progress and looking
at deep learning opportunities in all subject areas
• Working with Subject Leaders
• ‘Tea and Chat’ an informal meeting for all staff to
talk about learning

43. Mastery

44. • As a staff we are developing ways of allowing all
pupils to access ‘mastery’ in all subjects and in all
year groups
• Jo Harbour has been appointed as Maths Mastery
Specialist Teacher, one of 140 in the country.

45. An example of mastery in maths…
How would you solve this?
78 x 19 + 22 x
19