Assessing without Levels

Assessing without levels

Dear Parents and Carers,

In September, the new National Curriculum was introduced. At St Peter’s we prepared for this over the past year and our staff have been working very hard to deliver this new curriculum and introduce a pupil -led planning approach for our topic learning. 

I am sure you will agree that the children have shown a genuine excitement for learning in this new way.

Assessment levels – how do you know how your child is progressing?

The Government has removed the former national curriculum assessment levels (3c, 3b, etc) because the new national curriculum has much higher standards and expectations. 

We are therefore in a new era of ‘assessing without levels’. There is now no national requirement from the government in how schools should assess and record progress. It is therefore up to each school to develop its own system. As a leadership team we have considered a number of different systems and along with the other Canterbury schools that we work with (EduCant), we have agreed to adopt a system developed by a large group of schools in the Shepway district. 

This assessment format allows the teachers to assess the pupils’ learning against a variety of progressive statements called steps. For each year group there are six age-related steps and associated learning statements that the pupils are assessed against.

What does this mean for you?

Rather than sharing the old levels, for pupils in years 1,3,4 and 5, we will share with you the step that your child is currently working on and whether they are on track to reach their end of year expectation.  These steps will be recorded in the learning journeys and discussed at parent consultations.  Under the new National Curriculum, children must only work on the objectives for their year group and cannot be taught skills from a higher year group. For those pupils who have reached their end of year expectations, the teachers will provide a range of learning opportunities that offer a greater depth and breadth of understanding specific to their year group.  

Assessing without levels steps:

Year 1

Year 1

 

 

 

 

Mastering

 
 

4.1

4.2

5.1

5.2

6.1

6.2

6.3

 
               

Year 2

Year 2

 

 

 

 

Mastering

 
 

7.1

7.2

8.1

8.2

9.1

9.2

9.3

 
               

Year 3

Year 3

 

 

 

 

Mastering

 
 

10.1

10.2

11.1

11.2

12.1

12.2

12.3

 
               

Year 4

Year 4

 

 

 

 

Mastering

 
 

13.1

13.2

14.1

14.2

15.1

15.2

15.3

 
               

Year 5

Year 5

 

 

 

 

Mastering

 
 

16.1

16.2

17.1

17.2

18.1

18.2

18.3

 
               

Year 6

Transition

 

 

 

 

Mastering

 
 

19.1

19.2

20.1

20.2

21.1

21.2

21.3