2. New National Curriculum came into force
from September 2014.
Expectations are much higher than
previously.
Children at the end of Year 4 are now
expected to be working at a similar standard
to the end of Year 5 under the previous
curriculum.
3. Levels are no longer to be
reported with the exception of
Year 2 and Year 6 in July 2015.
However Year 2 will also receive
notification of their children’s
attainment under the new
curriculum expectations.
4. Children are assessed formally and
informally through the course of
their lessons and activities each
day.
Assessment is used to inform the
next stage of learning.
This is called ‘Teacher Assessment’
and tracks the attainment of the
children throughout the school
year.
5. From next year, there are
new SATS tests for both Year
2 and Year 6 which are
significantly higher in their
expectation of the children.
We will be using rigorous
end of year testing in the
non-SATS year groups as
well.
6. We are reporting your child’s attainment
according to ‘Year Group Related
Expectations’. Attainment in each of the
subjects will be indicated as shown below.
YEAR GROUP EXPECTATIONS
N Working below expectations for the year group.
B Beginning to work at the expectations for the year group.
D Developing within the expectations for the year group.
S Secure in the expectations for the year group.
E Exceeding the expectations for the year group.
7. There is no direct correlation between the old
system of levels and the new curriculum.
However in approximate terms children in
Year 6 who previously would be expected to be
level 4b to be deemed average/secure, will now
be expected to perform at an equivalent of an
old level 5.
Expectations are higher in every year group.
8. Identifying the audience for and purpose of the
writing, selecting the appropriate form and using
other similar writing as models for their own
Selecting appropriate grammar and vocabulary,
understanding how such choices can change and
enhance meaning
In narratives, describing settings, characters and
atmosphere and integrating dialogue to convey
character and advance the action
Assessing the effectiveness of their own and others’
writing
Proposing changes to vocabulary, grammar and
punctuation to enhance effects and clarify meaning
9. Maintain positive attitudes to reading and understanding
of what they read
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader
Distinguish between statements of fact and opinion
Retrieve, record and present information from non-fiction
Participate in discussions about books that are read to
them and those they can read for themselves, building on
their own and others’ ideas and challenging views
courteously
Explain and discuss their understanding of what they have
read, including through formal presentations and debates,
maintaining a focus on the topic and using notes where
necessary
Provide reasoned justifications for their views.
10. Read, write, order and compare numbers up to 10 000 000 and
determine the value of each digit
Multiply multi-digit numbers up to 4 digits by a two-digit whole number
using the formal written method of long multiplication
Divide numbers up to 4 digits by a two-digit whole number using the
formal written method of long division, and interpret remainders as
whole number remainders, fractions, or by rounding, as appropriate for
the context
Compare and order fractions, including fractions > 1
Add and subtract fractions with different denominators and mixed
numbers, using the concept of equivalent fractions
Multiply simple pairs of proper fractions, writing the answer in its
simplest form
Solve problems involving the calculation of percentages [for example, of
measures, and such as 15% of 360] and the use of percentages for
comparison
Solve problems involving similar shapes where the scale factor is known
or can be found
11. Some children are not able to access the
curriculum for their year group in one or more
subjects.
These are reported as N. Class teachers will be
able to inform you as to the curriculum
expectations that your child is working at.
12. One major change with the disappearance of
levels is that when challenging the more able
learners, there is an emphasis on breadth of
learning and deepening learning by using and
applying their knowledge and skills.
The expectation is that these children will
develop a deeper and fuller understanding of
the curriculum Year Group Expectations.
