Owning accountability: options and requirements for teaching and assessment in the new National Curriculum
- 1. Owning accountability: options and requirements for teaching and assessment in the new National Curriculum A Protocol Education white paper – 01/07/14.
- 2. Summary In a move to increase freedom for schools, the government's new National Curriculum is accompanied by a raft of changes to assessment intended to offer more options to schools in how they track the progress of their pupils. This has caused widespread confusion, for several reasons: Teachers have long been expected to use set models, primarily the now- defunct National Curriculum levels Schools are still accountable for demonstrating the progress of pupils against national standards, without national guidelines Key pieces of information have yet to be published, or have only recently been made available This confusion is compounded by the staggered implementation of the changes, and vagueness over which are optional and which are compulsory. To help teachers and senior leadership teams navigate these waters we look at the timeline for changes to assessment, allowing schools to place their phase within a broader picture by looking at the changes that will be made from the Early Years Foundation Stage (EYFS) to post-16 provision. 2
- 3. Changes to assessment in the EYFS: overview In the Early Years Foundation Stage the content of assessment remains largely unchanged. For example, schools are still required to complete the EYFS profile in 2015. Major upcoming developments for the year 2016 are: The implementation of a reception baseline The end to statutory completion of the EYFS profile The new reception baseline will be used to form a starting point for assessment and progress tracking, which will then be used to assess whether schools have met floor standards.i It will not be a compulsory assessment; but schools which do not opt to take it will be expected to meet rigorous standards in the new Key Stage 2 (KS2) attainment accountability measure. 3
- 4. Suppliers are in the process of designing baseline assessments which will then be approved by the Department for Education (DfE) in time for first assessment in 2015. Criteria published by the DfE show that these assessments will have to conform to the communication and language, mathematics and literacy areas of the EYFS profile. As such, the assessment will give a less holistic picture of infants than the EYFS profile but will dovetail into Key Stage 1 (KS1) assessments. The EYFS profile itself will become an optional assessment. This is to avoid placing additional pressure on practitioners to complete assessments additional to the baseline. However, formative teacher analysis of pupils in areas of development beyond communication, literacy and mathematics will still be expected. 4
- 5. Overview of curriculum changes in Key Stages 1-4 The disapplication of the old curriculum and the implementation of the new is not a blanket change and changes to certain subjects are staggered by age group. At primary school the old National Curriculum has been disapplied with the exception of core subjects in the primary curriculum. This is because, until 2016, National Curriculum tests at the end of Key Stages 1 and 2 will still reflect the old curriculum. This means that pupils who will be assessed by them are not to be taught the new programmes of study until they pass the end of the Key Stage.ii All secondary areas of the old National Curriculum have been disapplied and schools have used the 2013 academic year to implement elements of the new programmes of study. Many have exercised caution as the programmes of study for Key Stage 4 (KS4) English, mathematics and science have yet to be published.iii These will be released following a public consultation in preparation for teaching and assessment in 2016.iv 5
- 6. Assessment for the new National Curriculum Performance descriptors will be published in autumn 2014 to aid teacher assessment. These will take the following formats: Several performance descriptors for KS1 writing, reading, speaking and listening and mathematics One performance descriptor for KS1 science Several performance descriptors for KS2 writing One performance descriptor for each of KS2 reading, mathematics and science New National Curriculum assessments will be reported to a scaled score.v These will set a minimum standard of 100 points in English and mathematics tests. The 100 score will represent the national mean average score of pupils taking the test; pupils achieving this will be considered to be at an age-appropriate level of achievement. 6
- 7. The removal of National Curriculum levels The government response to the Primary Assessment and Accountability Consultation was published on 27 March 2014. This sets out plans for assessment and how floor standards will be measured, and has been one of the most highlighted aspects of assessment reform. National Curriculum levels were included in the old programmes of study and gave a breakdown of how a pupil’s performance could be assessed against a scaled score. The recording and reporting of levels was the key concern of all but a handful of schools. Even some schools which were not required to report using levels opted to for the sake of having a national standard as a point of reference. How close levels actually came to forming a national standard has been widely debated. Many teachers feel that levelled assessments did not produce consistent pictures of pupils' abilities, despite extensive attempts to moderate them. Even so, the removal of levels has caused anxiety by removing a standard which – if not perfect – gave an estimate of ability which was almost universally used. 7
- 8. There has yet to be an explicit statement from the Department for Education, or Ofsted, that requires schools to stop using levels. Many schools have said that they will continue using them in September 2014, either as a temporary stop-gap until a suitable replacement is found or as a permanent fixture of assessment. Schools opting for the latter may not be breaking any rules but they may wish to consider how their decision will be judged in light of the principles behind the removal of levels. Setting up an assessment system need not be done from the ground up. Sources for schools to adopt assessment systems from include: Nine best practice assessment systems, which will be produced as packages for schools through the DfE's assessment innovation fundvi Local authority guidance and advice given to schools Local schools collaborating on systems Commercial suppliers 8
- 9. Although there is no pressure to create an original system, headteachers will be responsible for justifying why they have chosen their particular assessment and monitoring format. The removal of levels should allow for schools to adopt assessments which are: Simple enough to be explained thoroughly in a short conversation Beneficial for the progress of pupils at your school Keeping the system simple enough that it can be understood through a brief conversation is important. Schools may consider, for instance, the need to get across the workings of the system to an Ofsted inspector. 9
- 10. Assessment should also be well-suited to the particulars of a school. Systems already developed have taken into account aspects such as the size of the school and the soft skills of pupils; average-size, tight-knit primary schools such as the Wroxham School, for example, have reduced the use of data in assessment, favouring formative feedback.vii Children are taught to take responsibility for their own progress by choosing the level of challenge they take on in lessons. They are also responsible for self-assessment. This system has benefits for pupils' attainment, as well as their ability to discuss their own strengths and weaknesses.viii Despite such methods, moving away from data tracking in assessment will be a great challenge for many schools, particularly secondaries where teachers have to keep track of high numbers of pupils. Some schools are tailoring data collection to suit their needs. Many are adapting systems of assessing pupils as 'emerging', 'expected' or 'exceeding' in different subjects and skills, as is done in the EYFS. 10
- 11. This is more meaningful for pupils than receiving a level, and it allows for schools to set clear pathways for their pupils in different areas. Creativity can be exercised in how this is presented to the pupils. For example, Hiltingbury Junior School, one of the winners of the DfE's assessment innovation fund, uses a ladder which pupils 'climb' as they develop through each unit of work. Deciding which system best suits a school requires careful consideration. Even if a school is not responsible for the design of its assessment system, it is responsible for choosing a system that will benefit pupil progress. If schools decide to adopt a system designed by a local authority or commercial provider, they will need to research it thoroughly beforehand to be certain it will fit the needs of that school. Will it highlight the pupils that are in need of intervention? Will it feed back into improving teaching quality? The DfE's principles for a good assessment system, which can be found on the GOV.UK website, form a useful framework for evaluation.ix 11
- 12. Post-16 changes to assessment: overview The responsibilities of schools towards their pupils regarding post-16 options have been expanded, through careers guidance regulations and the raising of the participation age. From the 2013-2014 school year onwards pupils must stay in education or training until the academic year they turn 17, and this age will rise to 18 in the 2014-2015 school year.x This does not place extra responsibility on schools to keep pupils in school – the school leaving age remains at 16, even if the participation age has been raised. Schools do, however, have responsibility for providing impartial careers guidance to all pupils in years 9 to 13.xi This means schools must make pupils aware of their options for continued education and training, which include: Full-time study in a school, college or with a training provider Full-time work or volunteering combined with part-time education or training Apprenticeships A-levels are being reformed in terms of delivery and content.xii Re-sits of January exams have already been phased out, and from 2015 A-levels will be made completely linear, with just one examination period at the end of each two-year course. AS levels will continue to exist, but as one-year standalone qualifications. 12
- 13. Phased release of post-16 qualifications Content-wise, redesigned qualifications will be released in two phases.xiii Phase 1 subjects, to be taught for the first time in September 2015, are: English language and literature Sciences History Psychology Art and Design Sociology Business studies Economics Computing 13
- 14. Phase 2 will be taught for the first in September 2016, and covers: Mathematics Languages Geography Music Drama Dance Design and technology Physical education Religious studies 14
- 15. Next steps: owning accountability in schools The reforms are intended to make Key Stage 5 (KS5) study less focused on assessment, and to instead allow students two years to get to grips with their subjects. However, the move has been criticised by some groups for putting too much pressure on students facing their final exams.xiv Though reform of the National Curriculum and assessment is wide-ranging, schools can focus on the staggered timing for changes in order to stay on top of what's required of them. For example, the removal of National Curriculum levels can be navigated by adapting and adopting assessment systems identified by the DfE's assessment innovation fund, or by collaboration with other schools and the local authority. At the same time, the raising of the participation age is staggered, making its implementation easier to manage. Schools should aim to keep their changes simple – to be understood through a brief conversation, well-planned – to maximise the benefits of the staggered implementation of the government's reforms, and, above all else, justifiable – to show awareness of the new levels of responsibility and accountability for pupils’ progress. 15
- 16. References i Reforming assessment and accountability for primary schools, DfE https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/297595/Primary_Accountabilit y_and_Assessment_Consultation_Response.pdf ii Timetable for the primary national curriculum changes, DfE http://www.psqm.org.uk/docs/Curriculum_and_testing_changes.pdf iii National Curriculum, DfE https://www.gov.uk/government/collections/national-curriculum iv National curriculum in England: framework for key stages 1 to 4 2014: information for schools, DfE https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4 v National curriculum and assessment from September 2014: information for schools, DfE https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/300743/NC_assessment_acco untability_quals_factsheet_Mar_2014__010414_.pdf vi Schools win funds to develop new and share new ways of assessing pupils, GOV.UK https://www.gov.uk/government/news/schools-win-funds-to-develop-and-share-new-ways-of-assessing-pupils vii Commission on assessment, NAHT http://www.naht.org.uk/assets/assessment-commission-report.pdf 16
- 17. References viii Schools win funds to develop new and share new ways of assessing pupils, GOV.UK https://www.gov.uk/government/news/schools-win-funds-to-develop-and-share-new-ways-of-assessing- pupils ix Assessment principles, DfE https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/304602/Assessment_Pri nciples.pdf x Raising the participation age, DfE http://media.education.gov.uk/assets/files/pdf/f/130729%20post-16.pdf xi The Careers Guidance in School Regulations, legislation.gov.uk http://www.legislation.gov.uk/uksi/2013/709/made xii Secretary of state's letter to Ofqual on reform of A-Levels, DfE http://media.education.gov.uk/assets/files/pdf/l/ofqual%20letter%20alevels%20v2.pdf xiii AS and A-Level timeline of changes, AQA http://www.examchange.org.uk/wp-content/uploads/2014/05/A-level_timeline.pdf xiv A-Level plans challenged by school and university heads, BBC News: 23 January 2013 http://www.bbc.co.uk/news/education-21156370 17