The teacher assessment exemplification materials are now available for 2017/18. Follow the links below to download from the DfE website.
On 17th October the DfE published the 2018 statutory guidance for assessments at the end of KS1 and KS2.
Key Changes for 2017 to 2018
Key stage 1
- The STA has revised the English teacher assessment frameworks at the end of Key Stage 1. The revised ‘pupil can’ statements are less prescriptive and place greater emphasis on grammar, punctuation and spelling.
- The KS1 English grammar, punctuation and spelling tests remain optional from 2018 onwards. Grammar, punctuation and spelling test materials will be available to download from 1st May.
What are access arrangements?
According to the Joint Council for Qualifications, ‘access arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working.’ Schools can apply for 25% extra time in GCSE exams by applying for access arrangements, and usually the SENCo and/or the specialist assessor working within the school will process the applications online.
How can you apply for extra time and who is eligible?
In order to award extra time the school must assess the needs of the pupil based on one of the following documents:
- Statement of Special Educational Needs relating to secondary education, or an Education, Health and Care Plan, which confirms the candidate’s disability; or
- Assessment carried out no earlier than the start of Year 9 by an assessor confirming a learning difficulty relating to secondary/further education.
On 28th September, the DfE released information about the phonics screening check results and results of the 2017 Key Stage 1 teacher assessments.
This year, more than 4 in 5 pupils have met the expected standard in the phonics screening checks at the end of year 1 and more children have reached the expected standard in all key stage 1 subjects.
Shareen has been a KS1 moderator for a decade and a KS2 writing moderator for 6 years. She is the lead moderator and moderation manager for a London LA.
Following the DfE’s response to the assessment consultation this September, we asked Shareen Mayers to share her thoughts on the changes to the teacher assessment framework for writing at key stages 1 and 2. If you’d like to share your thoughts, get in touch with us on @rsassessment.
- A more flexible approach to the assessment of writing.
It is important to clarify that the more flexible approach to writing does not apply to reading, mathematics or science. They are still assessed as a secure-fit and pupils need to secure all the statements. The more flexible approach also needs to be interpreted with caution. The DfE states, ‘A pupil’s writing should meet all the statements within the standard at which they are judged. However, teachers can use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement being made of a pupil’s attainment overall. A teacher’s professional judgement about whether the pupil has met the standard overall takes precedence. This approach applies to English writing only.’ This flexibility has been welcomed by many teachers within the profession and has been seen as a sensible approach to writing assessment.
Thanks to Siobhan Skeffington for the following article.
Siobhan Skeffington is an education consultant, author and reviewer also involved in test development and Primary Teacher for 26 years including SLT and Leading teacher.
Formative and summative assessments are very different. Summative assessment gives a picture of how the child is progressing at any given point and enables teachers and schools to gauge the overall attainment; this can also be used for accountability purposes. Formative assessment needs to be part of everyday practice and lesson planning, as it focuses on improving learning.
Assessment is often seen as a tool to be planned for in the form of a spelling or mental maths test. Teachers and senior leaders can often feel pressurised to do constant mini summative tests believing these give a clear indication of how pupils are performing. These tests can be informative but the best formative assessment or ‘assessment for learning’ is through the conversations between the children and the teachers during the normal course of the day. Through carefully planned questioning, open ended activities and marking that allows children to review their own work, formative assessment can give teachers a wealth of information to use when planning the next steps for learning. If used appropriately, they will have identified any misconceptions or gaps in knowledge and will be better-able to determine what the children actually know.
Plans have been announced by Justine Greening, the Education Secretary for the DfE, for a primary assessment system that focuses on pupil progress, mastering literacy and numeracy, and scrapping excessive workload for teachers.
The new primary assessment plans aim to deliver a better foundation for measuring progress and the impact of schools.
There are a number of important announcements in the full document, which you can read here. Please see below a summary of the main announcements:
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The Selfish Crocodile by Faustin Charles © Faustin Charles, 1998, The Selfish Crocodile and Bloomsbury Publishing Plc.
The Wrong Kind of Flower by Julia Donaldson. Extract from The Wrong Kind of Bark by Julia Donaldson. Text copyright © 2004 Julia Donaldson. Published by Egmont UK Limited and used with permission.
Florence Nightingale by Kay Barnham, first published in the UK by Wayland, an imprint of Hachette Children’s Books, Carmelite House, 50 Victoria Embankment, London, EC4Y 0DZ.
The Ugly Duckling. Reproduced from First Reading: The Ugly Duckling by permission of Usborne Publishing, 83-85 Saffron Hill, London EC1N 8RT, UK. www.usborne.com. Copyright © 2006 Usborne Publishing Ltd.
Water, Water Everywhere by Jillian Harker © Jillian Harker. Reproduced by kind permission of the author.
Only a Show by Anne Fine, published by Penguin Books. Reprinted by permission of David Higham Associates.
The Balloon Man by Eric Finney. © The Estate of Eric Finney. Reprinted by kind permission of the Estate of Eric Finney.
Zeus on the Loose by John Dougherty (Copyright © John Dougherty). Reprinted by permission of AM Heath Ltd.
Mairi’s Mermaid by Michael Morpurgo, published by Egmont UK Ltd. Reprinted by permission of David Higham Associates.
Mr Giant and the Beastly Baron by Tony Bradman, first published in the UK by Orchard Books, an imprint of Hachette Children’s Books, Carmelite House, 50 Victoria Embankment, London, EC4Y 0DZ.
Alex the Walking Accident by Ian Whybrow (Copyright © Ian Whybrow, 2006) is reproduced by permission of United Agents on behalf of Ian Whybrow.
The Shady Character by Colin McNaughton Copyright © 1993 Cohn McNaughton. The Shady Character from MAKING FRIENDS WITH FRANKENSTEIN by Cohn McNaughton. Reproduced by permission of Walker Books Ltd, London SE1 1 SHJ.
How? by Richard Edwards from Night-night, Knight and Other Poems. Permission sought from rightsholder.
The Answers by Robert Clairmont from Night-night, Knight and Other Poems. Permission sought from rightsholder.
Dick Wittington from The Emperor’s New Clothes and Other Stories retold by Mary Hoffman. Permission sought from rightsholder.
Tilly Mint and the Leaf-lords from Tilly Mint Tales by Berlie Doherty, published by Young Corgi Books. Reprinted by permission of David Higham Associates.
Don’t Tread on Worms! by Eric Finney. © The Estate of Eric Finney. Reprinted by kind permission of the Estate of Eric Finney.
Viking Vik and the Longship from Shoo Rayner, first published in the UK by Orchard Books, an imprint of Hachette Children’s Books, Carmelite House, 50 Victoria Embankment, London, EC4Y 0DZ.
Anancy by Lilian Allen from Under the Moon and Over the Sea, published by Walker Books. Reprinted by kind permission of the author.
Discovered: Stonehenge Village by James Owen. Reproduced by permission of National Geographic Creative.
Damian Drooth Supersleuth: Dog Snatchers by Barbara Mitchelhill. Reprinted by permission of Andersen Press Ltd.
Sprint by Roger Stevens from Olympic Poems by Brian Moses and Roger Stevens, published by Macmillan. Reprinted by kind permission of the author.
A Bag Full of Stories by Anna Milbourne, Heather Amery and Gillian Doherty. Reproduced from The Usborne Book of Myths and Legends by permission of Usborne Publishing, 83-85 Saffron Hill, London EC1N 8RT, UK. www.usborne.com. Copyright © 2006 Usborne Publishing Ltd.
Brave Hendrick by Anna Milbourne, Heather Amery and Gillian Doherty. Reproduced from The Usborne Book of Myths and Legends by permission of Usborne Publishing, 83-85 Saffron Hill, London EC1N 8RT, UK. www.usborne.com. Copyright © 2006 Usborne Publishing Ltd.
Belling the Cat from The First Macmillan Nursery Collection by Mary Hoffman. Permission sought from rightsholder.
Oliver Twist retold by Mary Sebag-Montefiore. Reproduced from Oliver Twist by permission of Usborne Publishing, 83-85 Saffron Hill, London EC1N 8RT, UK. www.usborne.com. Copyright © 2007 Usborne Publishing Ltd.
Colly’s Barn by Michael Morpurgo. Text copyright © 1991 Michael Morpurgo. Published by Egmont UK Ltd and used with permission.
‘Why Do You Stay Up So Late?’ From Rain by Don Paterson. Published by Faber, 2009. Copyright © Don Paterson. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd., 20 Powis Mews, London W11 1JN.
The Cats’ Protection League by Roger McGough, from Bad, Bad Cats (© Roger McGough 1997) is printed by permission of Peters Fraser & Dunlop Ltd on behalf of Roger McGough.
TOM’S MIDNIGHT GARDEN by Philippa Pearce (OUP,1958) 1 extract. By permission of Oxford University Press, UK.
Ten Freaky Forces of Nature by Douglas E. Richards. Reproduced by permission of National Geographic Creative.
Room 13 by Robert Swindells. Permission sought from rightsholder. We invite world rights holders to contact us.
The Titanic by Gillian Clarke © Gillian Clarke. Reprinted by kind permission of the author.
Act 1 Lachland’s Workshop by Philip Pullman from The Firework-Maker’s Daughter © Philip Pullman, adapted for stage by Stephen Russell 2010. By kind permission of Oberon Books Ltd.
Prehistoric Britain by Ruth Brocklehurst. Reproduced from The Usborne History of Britain by permission of Usborne Publishing, 83-85 Saffron Hill, London EC1N 8RT, UK. www.usborne.com. Copyright © 2008 Usborne Publishing Ltd.
Act 1 Druid’s Grove from Carrie’s War by © Emma Jane Reeves and Nina Bawden 2006. By kind permission of Oberon Books Ltd.
The Ground Gives Way from Stig of the Dump by Clive King, published by Puffin Classics 2010. Reprinted by permission of David Higham Associates.
Geography Lesson from Juggling with Gerbils by Brian Patten. Published by Puffin, 2000. © Brian Patten. Reproduced by permission of the author c/o Rogers, Coleridge & White Ltd., 20 Powis Mews, London W11 1JN.
Peggy Sue from Kensuke’s Kingdom by Michael Morpurgo, published by Heinemann Young Books Ltd 1999. Reprinted by permission of David Higham Associates.
The Sword in the Stone by Felicity Brooks. Reproduced from The Tales of King Arthur by permission of Usborne Publishing, 83-85 Saffron Hill, London EC1N 8RT, UK. www.usborne.com. Copyright © 2006 Usborne Publishing Ltd.
Talking Turkeys by Benjamin Zephaniah. Permission sought from rightsholder.
Being Human from Why Is Snot Green? And Other Extremely Important Questions (And Answers) from the Science Museum by Glen Murphy. Permission sought from rightsholder.
By Katie Blainey, Publishing Director
Over the years, Rising Stars has become the assessment provider of choice for over 11,500 primary schools, whilst Hodder Education has been providing rigorous tests to schools for over 40 years. This term we are pleased to bring together two of the most trusted names in education to launch RS Assessment from Hodder Education, to make it even easier for you to access the support and resources you need.
Setting the scene
Statutory assessment plays an important role in ensuring that every child is supported to leave primary school prepared to succeed. It is crucial that every school is able to demonstrate every pupil’s personal attainment and progress not just at the end of a key stage but throughout their primary education.
Those pupils who have not completed the relevant programmes of study when they reach the appropriate age for statutory assessments do not have the knowledge and skills to achieve expected standard in the national curriculum tests. This is a diverse group including those with special educational needs and disabilities (SEND), those from disadvantaged backgrounds and those with English as an additional language. Schools have to look for other ways to monitor and celebrate success and progress for this group of pupils.