KS1 and KS2 assessment headlines from the Standards & Testing Agency briefing – – 5.2.16 THE ASSESSMENT AND MODERATION OF WRITING N.B. writing exemplification to be published on Monday 8th February. Principles behind the new curriculum Emphasis on knowledge rather than skills Mastery of annual objectives rather than progression through a learning curriculum – mastery is not a separate standard Deeper learning and enrichment rather than extension and acceleration (in the interim assessment it is greater depth WITHIN the framework, it states that after ‘expected’, expected standard again, mastery is not a separate standard) – a mastery model so that children SECURE key ‘Best-fit’ judgements are replaced by learning Handwriting To clarify children do not have to secure the handwriting elements of – ‘expected’ in the interim assessment framework in order to be working at but they do ‘expected’ that is the last 3 bullet points and for KS2, the need them for ‘greater depth’ (for KS1, last bullet point). A child could be in everything, but if he/she working at ‘greater depth’ the handwriting elements needed for he must still be hasn’t secured ‘expected’, assessed as working Handwriting must be consistent across the within ‘expected. whole body of evidence. Using the interim assessment frameworks to writing assess children’s The PROGRAMMES OF STUDY in the NATIONAL CURRICULUM and the associated appendices, particularly Appendix 2 vocabulary, grammar and – punctuation - should be referred to alongside the interim assessment framework when assessing writing. To re-iterate, the PROGRAMMES OF STUDY children’s
KS1 and KS2 assessment – headlines from the Standards & Testing Agency briefing – 5.2.16 THE ASSESSMENT AND MODERATION OF WRITING N.B. writing exemplification to be published on Monday 8th February. Principles behind the new curriculum Emphasis on knowledge rather than skills Mastery of annual objectives rather than progression through a learning curriculum – mastery is not a separate standard Deeper learning and enrichment rather than extension and acceleration (in the interim assessment framework, it states that after ‘expected’, it is greater depth WITHIN the expected standard – again, mastery is not a separate standard) ‘Best-fit’ judgements are replaced by a mastery model so that children SECURE key learning Handwriting To clarify – children do not have to secure the handwriting elements of ‘expected’ in the interim assessment framework in order to be working at ‘expected’ but they do need them for ‘greater depth’ (for KS1, that is the last 3 bullet points and for KS2, the last bullet point). A child could be working at ‘greater depth’ in everything, but if he/she hasn’t secured the handwriting elements needed for ‘expected’, he must still be assessed as working within ‘expected. Handwriting must be consistent across the whole body of evidence. Using the interim assessment frameworks to assess children’s writing The PROGRAMMES OF STUDY in the NATIONAL CURRICULUM and the associated appendices, particularly Appendix 2 – vocabulary, grammar and punctuation - should be referred to alongside the interim assessment framework when assessing children’s writing. To re-iterate, the PROGRAMMES OF STUDY