KS1 and 2 statutory teacher assessment consultation

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The contents of this blog entry is now transferred to a new Web Site intended to provide free supporting resources for KS1 and 2 teacher assessment. 


The DfE consultation on statutory assessment performance descriptors became available last week. To cut to the chase, I am amazed that a document of such poor quality can have reached general circulation. Wasn't the scrapping of levels and the national strategies the result of a judgement that they were too complicated, bogging teachers down in bureaucracy and unintelligible to parents? We need as many teachers as possible to fill in the consultation with "not fit for purpose", "will unnecessarily increase teacher workloads", "will be impenetrable to parents", "without significant editing, makes it look like educators are ill-educated" or similar.

This document introduces levels that are not levels and more of them, criteria that are not really criteria and are massively inconsistent and repetitious. The labels are misleading in the meaning that they are conveying. As a professional developing regulated qualifications it seems to me very unlikely that the person(s) drafting this document had any real experience in writing assessment criteria or performance indicators, it is unbelievably amateurish.  I could write a lot more in critique but I'm sure others will do this at length. What I will do here is re-write the thing to demonstrate how it could be done reducing the number of criteria statements by about 75%, making it clearer to teachers what they need to assess and significantly reducing teacher workloads by linking this to free cloud based technologies for managing the process. If ever evidence was needed for keeping government out of the way and letting grass roots professionals get on with it, this must be it.

I am going to start with mathematics because it is the first subject presented. Click here for English and here for Science.

The document divides Key stage 1 into 4 levels. "Below the national standard", "working towards the national standard", "working at the national standard" and "mastery level".  The first thing is that these labels are misleading. Working towards the national standard is below the national standard so there really is no need for two "levels" here. If we are going to consider working towards, it is a continuum from no evidence at the outset to reaching the standard at the conclusion so the first thing to do is dump "Below the national standards" as redundant. Next get rid of the performance descriptors for "working towards" since this is a continuum and there is no specific level to be defined. In order to report progress the teacher can provide an estimate of the percentage of the way the pupil has travelled in order to get to the national standard. Let's get focus on what the target is and not get side-tracked in complex irrelevance. (That was the reason for getting rid of the old levels so it is totally illogical to make it more complicated now) More of the details of this later. What we need to do now is define the assessment criteria for the national standard. (performance descriptors are assessment criteria, there is no functional difference).

Below I have provided a re-edit of those provided in the consultation document. In essence if these criteria are evidenced it would be safe to assume that those in the document would be too so I have not changed the content, only improved the consistency and made the wording clear for practical use. Probably further work can reduce them further. If we have more time it should be shorter!

National Standard KS1 mathematics.

Desired learning outcome – Understand number and place value in the range 0 to 100.

Assessment criteria

  • can read and write integers between 0 and 100 in numerals and words.
  • can count in steps of 2, 5 and 10 from 0 to 100 and 100 to 0.
  • can count in steps of 3 from 0 to 30.
  • can use place value to order numbers between 0 and 100.
  • can identify the correct use of > < and = signs in the context of integers.
  • know that an integer is a whole number.
  • can use a number line and other symbols to present and represent numbers.
  • can solve simple problems involving putting numbers in order.

Desired learning outcome – Understand addition and subtraction.

  • can fluently recall and use addition and subtraction facts for integers up to 10.
  • can add and subtract multiples of 10 to 100 by applying the facts for single digits.
  • can recall some addition and subtraction facts to 20.
  • can use mental arithmetic to add and subtract numbers where the result is between 0 and 100.
  • can use written and practical methods to add and subtract numbers where the result is between 0 and 100.
  • can apply the inverse relationship between addition and subtraction to check calculations and solve simple problems.
  • can solve simple 2 step problems in the context of 1 and 2 digit numbers.
  • can show that order is important in subtraction.

Desired learning outcome – Understand multiplication and division.

  • can recall and use multiplication and division facts for the 10 times table using the signs × and =.
  • can recall and use some of the multiplication and division facts for the 2 and 5 times tables using the signs ×, ÷, and =.
  • can solve simple problems using multiplication and division.
  • can identify the odd and even numbers between 0 and 100.
  • can identify even numbers as having their last or only digit as 0,2,4,6, or 8.
  • can identify multiplication by 2 as the inverse of division by 2.
  • can associate double and half as equivalent to multiplication and division by 2.
  • can demonstrate that multiplication is commutative.
  • can relate multiplication to repeated addition.

Desired learning outcome – Understand fractions.

  • can divide objects and groups of objects into halves.
  • can identify 1/3 and 1/4 of a small set of objects where the numbers of objects are divisible by 3 or 4.
  • can express simple problems using fraction notation and solve them.
  • can identify 2/4 as the same as 1/2 in practical contexts.

Desired learning outcome – Understand measurement and statistics.

  • can compare quantities of mass, length, time, temperature, money and capacity using standard units.
  • can judge relative sizes using integers, half, third and a quarter.
  • can measure and estimate quantities of mass, length, time, temperature, money and capacity in simple practical contexts.
  • can use the symbols > < and = when recording results.
  • can use scales to the nearest whole labelled division.
  • can calculate the value of quantities from addition and subtraction in the appropriate units to solve simple problems.
  • can use half and quarter of an hour in telling the time and writing the time.
  • can interpret and construct simple pictograms, tally charts, block diagrams and tables.
  • can identify categories, implement simple sorts and compare categories using the data in them.

National Standard KS2 mathematics.

Desired learning outcome – Understand number and place value in the range 0 to 10,000,000.

Assessment criteria

  • can read and write integers between 0 and 10,000,000 in numerals and words.
  • can identify the value of each digit in a decimal number with up to 3 decimal places.
  • can round numbers to the nearest order of magnitude up to 100,000 for all integers.
  • can use place value to order numbers between 0 and 10,000,000.
  • can identify incorrect answers using estimation and approximation to determine plausibility of a practical result.
  • can use appropriate accuracy and precision in simple cases when recording results.
  • can solve practical problems involving negative numbers.
  • can calculate intervals between negative and positive numbers.
  • can solve numerical problems involving putting numbers in order, making comparisons and identifying patterns.

Desired learning outcome – Understand the 4 most common arithmetic operators

  • can use mental arithmetic to add and subtract integers with up to 3 digits.
  • can use formal written methods to add and subtract integers with more than 3 digits.
  • can solve practical multi-step problems requiring addition and subtraction.
  • can identify multiples and factors in integers.
  • can recall prime numbers up to 19.
  • can recall square numbers up to 144.
  • can use the properties of multiples, factors, prime numbers and square numbers in arithmetic problems.
  • can use place value to multiply and divide decimal numbers with up to 3 decimal places by 10, 100 and 1000.
  • can multiply and divide numbers mentally where problems involve a total of up to 3 digits.
  • can solve mental arithmetic problems that require mixed operations.
  • can fluently multiply a 4 digit number by a 2 digit number using long multiplication.
  • can fluently divide a 4 digit number by a 1 digit number using a formal written method.
  • can divide a 4 digit number by a 2 digit divisor using long division.
  • can describe remainders in relation to their context.
  • can solve practical and theoretical arithmetic problems and puzzles.
  • can use appropriate accuracy and precision in simple cases when recording results of calculations.

Desired learning outcome – Understand fractions, decimals, percentages, ratio and proportion.

  • can simplify fractions using common factors.
  • can identify equivalence in fractions and express fractions with a common denominator.
  • can identify the symbols % and : in percentages and ratio.
  • can express a percentage as parts per hundred.
  • can recall and use equivalencies between fractions, decimals, and percentages in a range of contexts.
  • can convert fractions to decimals and decimals to fractions using division and place value for simple cases.
  • can calculate fractions and percentages of integer quantities.
  • can add and subtract fractions that have common multiple denominators.
  • can calculate with improper fractions and mixed numbers to solve problems.
  • can fluently add and subtract decimal numbers.
  • can round up and down to the required number of decimal places or significant figures.
  • can multiply numbers between -9.99 and +9.99 by an integer.
  • can use written division to solve problems where the result has 2 decimal places.
  • can use ratio and proportion in integer based contexts.
  • can use scale factors to solve problems with similar shapes.
  • can solve practical and theoretical problems that involve fractions, decimals, and percentages.

Desired learning outcome – Understand algebra and statistics.

  • can use words to describe and utilise simple formulae.
  • can express an unknown number in algebraic terms.
  • can generate and describe linear number sequences.
  • can solve simple equations with 2 unknown values.
  • can use tables to organise data.
  • can convert data to information and present it using bar charts, pie charts and line graphs.
  • can calculate the mean of a simple set of discrete data.
  • can explain the meaning of the mean in a range of contexts.

Desired learning outcome – Understand measurement and properties of shapes.

  • can use analogue and digital clocks fluently to tell the time.
  • can read Roman Numerals to 1000 (M).
  • can convert between 12 hour and 24 hour clock formats using am and pm.
  • can solve practical problems that require the full range of units of time.
  • can use SI units of measure in practical contexts.
  • can measure and calculate perimeters of rectilinear shapes.
  • can identify shapes with the same area and different perimeters.
  • can calculate areas of rectangles using cmand m2
  • can use a square grid to estimate areas of irregular shapes including the use of fractions of squares.
  • can convert between units of measure with precision of 3 decimal places.
  • can solve practical and theoretical problems that involve measurements, shapes and their properties.
  • can classify geometric shapes based on their physical attributes.
  • can build 3-D objects from 2-D templates.
  • can describe a range of 3D objects in terms of their physical attributes.
  • can draw 2-D shapes to required accuracy when provided with dimensions and angles.
  • can identify angles formed by intersecting straight lines and find missing angles.
  • can calculate the value of angles in a triangle from knowing that the sum of the interior angles is 1800
  • can describe radius, diameter and circumference of a circle. 
  • can represent a shape on the coordinate plane in the first quadrant.
  • can use coordinates to describe positions in the first quadrant.
  • can carry out translation and reflections of shapes to solve problems.

KS1 Reading

Desired learning outcome – read words with fluency.

  • can apply phonics consistently to decode age appropriate texts quickly and accurately.
  • can recognise and fluently decode alternative sounds for graphemes.
  • can recognise and fluently decode words of two or more syllables.
  • can recognise and fluently decode words with common suffixes.
  • can recognise and fluently decode the most common exception words.
  • can sound out unfamiliar words accurately without undue hesitation when reading aloud.

Desired learning outcome – understand what they read and what is read to them.

  • can demonstrate understanding of a range of poetry, stories, non-fiction, read independently.
  • can understand more challenging books that are read by the teacher.
  • can take account of what others say in discussion of texts.
  • can identify sequences of events in texts.
  • can explain how items of information in a text relate to each other.
  • can retell fictional stories that have been read.
  • can identify structure in non-fiction books.
  • can recognise recurring literary language in a range of texts.
  • can share favourite words and phrases.
  • can clarify meaning of new words through discussion and links to known vocabulary.
  • can recite a repertoire of poetry.
  • can use appropriate intonation to clarify meaning during a recital.
  • can correct myself when the sense of the text is lost during independent reading.
  • can make inferences from what is read.
  • can ask and answer appropriate questions related to inference and prediction from texts.

Desired learning outcome – Develop a positive attitude to reading.

  • can express a liking for reading and being read to.

KS2 Reading

Desired learning outcome – read words fluently with expression and understanding

  • can fluently read a range of age appropriate texts that include novels, stories, plays, poetry, non-fiction, reference and text books. 
  • can determine the meaning of new words using knowledge of root words, prefixes and suffixes.
  • can demonstrate appropriate intonation, tone and volume when reading aloud. 

Desired learning outcome – understand what they read and what is read to them.

  • can demonstrate familiarity with a wide range of texts across a full range of fiction and non-fiction.
  • can recommend books to others based on own reading giving reasons for choices.
  • can recite a wide range of poetry.
  • can explain how language, structure and presentation can contribute to the meaning of a text.
  • can draw on contextual evidence to make sense of what is read.
  • can take part in a discussion to explore words with different meanings.
  • can comment on how language, including figurative language, is used to contribute to meaning.
  • can ask questions to enhance my understanding of a text.
  • can make comparisons within and across texts.
  • can make inferences about characters' motives, feelings, thoughts and actions based on evidence in the text. 
  • can make predictions based on evidence in the text.
  • can distinguish between facts and opinion in all texts suitable for my age.
  • can take evidence from a non-fiction source and record it as information for presentation to a reader. 
  • can summarise evidence supporting the main ideas in a text by identifying and taking details from more than one paragraph.
  • can courteously express views and challenge the views of others, based on personal reading and what has been read to them.
  • can with the aid of notes, make a formal presentation that demonstrates focus on and understanding of a topic about which they have read.
  • can demonstrate an understanding of themes and conventions through discussion and comment across a wide range of writing.

Desired learning outcome – Reading attitude

  • reads fiction and non-fiction frequently for pleasure with minimal prompting.

KS1 Writing

Desired learning outcome – plan, draft, evaluate edit and proof read work

  • can write narratives about personal experiences and those of others both real and imaginary.
  • can write about real events
  • can write poems.
  • can gather information and ideas including new vocabulary from reading and other sources.
  • can write key words to represent ideas.
  • can draft encapsulated narrative sentence by sentence.
  • can discuss their writing with other people, evaluating the effectiveness of their choice of words, grammar and punctuation.
  • can discuss their writing with other people, making appropriate additions, revisions and corrections.
  • can use agreed terminology when discussing writing
  • can check work to make sure it makes sense and that verbs are in the correct tense by re-reading it.
  • can check work for spelling, grammar and punctuation errors.

Desired learning outcome – apply correct vocabulary, grammar and punctuation to writing.

  • can use capital letters for almost all proper nouns.
  • can describe and specify using adjectives, adverbs, and expanded noun phrases.
  • can use the present and past tenses including the progressive form to mark actions in progress throughout their writing.
  • can link phrases using the coordinating conjunctions or/and/but.
  • can link phrases using the subordinating conjunctions when/if/that/because.
  • can compose grammatically accurate sentences for a range of purposes.
  • can demonstrate the characteristics of standard written English with mostly correct punctuation.

Desired learning outcome – spell words correctly.

  • can write simple sentences dictated by the teacher that include words using grapheme phoneme correspondence, common exception words and punctuation, using memorised facts.
  • can demonstrate application of grapheme-phoneme correspondences and segmenting words into phonemes through accurate spelling.
  • can spell most common exception words accurately.
  • can spell words with suffixes where the changes are need to the root word.
  • can spell longer words formed by addition of suffixes.

Desired learning outcome – hand write effectively.

  • can hold a pencil comfortably and correctly.
  • can write legibly with characters accurately and consistently formed to the correct size and orientation in relation to each other.
  • can space words consistently in relation to the size of letters.
  • can join letters using diagonal and horizontal strokes.

KS2 Writing

Desired learning outcome – plan, draft, evaluate edit and proof read work

  • can write for a range of purposes and audiences demonstrating the use of suitable forms and features drawn from similar writing, wider reading and research.
  • can plan narratives using ideas for characters from what I has been read, listened to or performed.
  • can with the aid of a thesaurus, choose grammar and vocabulary that clarifies and enhances meaning when drafting work.
  • can write narrative with descriptions of settings, characters, atmosphere and integrated dialogue that conveys character and advances the action.
  • can precise longer passages.
  • can evaluate effectiveness of writing and take action to enhance impact and clarify meaning.
  • can use agreed terminology when discussing writing.
  • can check work with the aid of a dictionary and thesaurus when writing for a wider audience.

Desired learning outcome – structure and organise text.

  • can structure written work in paragraphs.
  • can use a range of cohesive devices to link ideas within and across paragraphs.
  • can use bullets, lists, tables and similar sub-structures to make information more accessible to the reader.
  • can use tense appropriately and consistently to support the coherence of the whole text.

Desired learning outcome – apply correct vocabulary, grammar and punctuation to writing.

  • can use expanded noun phrases to convey complicated information concisely. 
  • can use relative clauses using a wide range of relative pronouns to clarify and explain relationships between ideas.
  • can use the perfect form of verbs to mark relationships of time and cause.
  • can use modal verbs and adverbs to indicate degrees of possibility, probability and certainty.
  • can use the passive voice to affect the presentation of information.
  • can use vocabulary and grammatical choices to suit both formal and informal situations.
  • can use a range of punctuation, mostly accurately.

Desired learning outcome – spell words correctly.

  • can write simple sentences dictated by the teacher that include words and punctuation associated with the KS2 national curriculum using memorised facts.
  • can demonstrate accurate spelling of most prefixes and suffixes from the KS2 national curriculum.
  • can spell most words with silent letters.
  • can spell most homophones and other words which are often confused. 
  • can the words on the year 5/6 word list.

Desired learning outcome – hand write effectively.

  • can write fluently and at an efficiently by hand.
  • can choose an appropriate writing implement.
  • can choose appropriate letter shapes and whether or not to join letters.

Key Stage 1 Science

Desired learning outcome – work scientifically.

  • can make observations of the natural and humanly-constructed world.
  • can ask questions about observations.
  • can observe changes over time.
  • can identify patterns.
  • can group and classify things.
  • can make a comparative test.
  • can use secondary sources to find information.
  • can use scientific language and terminology to discuss findings.
  • can communicate ideas in a variety of ways.
  • can use the words, method, observe, pattern, results, measure, compare, record, group, equipment, and fair, in context.
  • can read and spell scientific words.

Desired learning outcome – understand structure and function in living things.

  • can name and locate the external parts of the human body including eyes, ears, nose, mouth, tongue, skin.
  • can describe the basic needs for animals to survive.
  • can describe the importance of exercise.
  • can describe the importance of diet.
  • can describe the importance of hygiene.
  • can describe changes in development from offspring to adult in birds, insects and mammals.
  • can name and locate the external parts of flowering plants and trees including flower, leaf, root, stem, trunk, seed, branch, petal.
  • can describe the basic needs for plants to survive.
  • can describe how altering the conditions of survival for a plant affects the plant.
  • can describe the changes in development from seeds and bulbs growing into mature plants.

Desired learning outcome – understand interdependence between living things.

  • can identify things as alive, dead or have never lived.
  • can identify a variety of common plants and animals in their habitats.
  • can identify fish, amphibians, reptiles, birds, mammals from their features.
  • can group animals according to what they eat, carnivore, herbivore, omnivore.
  • can describe the relationships in a simple food chain.
  • can describe how living things, weather, day length and temperature change with the seasons.
  • can describe how different plants and animals are suited to different habitats and microhabitats.

Desired learning outcome – understand properties of materials.

  • can distinguish between an object and the materials from which it is made.
  • can identify a variety of everyday materials.
  • can sort materials into groups using their physical properties.
  • can compare wood, plastic, glass, metal, water, rock, paper, cardboard in terms of their usage.
  • can describe how the shapes of some solid materials can be changed by applying a force.

Key Stage 2 Science

Desired learning outcome – work scientifically.

  • can explore and talk about ideas.
  • can analyse functions, relationships, and interactions systematically.
  • can identify abstract ideas that enable understanding and predicting of how the world works.
  • can identify scientific ideas that have changed over time.
  • can formulate questions about scientific phenomena.
  • can select and plan appropriate ways to answer scientific questions.
  • can observe changes over a period of time.
  • can identify patterns.
  • can group and classify things according to their characteristics.
  • can carry out a fair test.
  • can find scientific information from a range of secondary sources.
  • can select suitable equipment for experimentation.
  • can take accurate measurements and record them with appropriate units.
  • can make sure my measurements are reliable by repeating and checking them.
  • can draw conclusions from my observations and data.
  • can use evidence from a range of sources to support my ideas.
  • can use scientific knowledge and understanding to explain my findings in writing and through talk and other media.
  • can use the scientific terms accurate, conclusion, evidence, fair test, prediction, reliable, supports, evidence, variable, unit
  • can read spell and pronounce scientific vocabulary at a level consistent with KS2.

Desired learning outcome – understand structure and function in living things.

  • can name locate and describe the functions of the main parts of the digestive, musculoskeletal and circulatory systems in animals.
  • can describe the short and long term effects of exercise on the body.
  • can describe the short and long term effects of diet on the body.
  • can describe the short and long term effects of drugs and lifestyle on the body.
  • can describe the reproductive processes and differences in lifecycles of mammals, amphibians, insects and birds.
  • can name locate and describe the functions of the main parts of flowering plants and how water and nutrients are transported.
  • can describe how plants are affected by their environment and changes to growing conditions.

Desired learning outcome – understand evolution and inheritance.

  • can describe how fossils are formed.
  • can describe how fossils provide evidence of evolution.
  • can describe how variation between offspring and adaptation to their environment provides evidence to explain evolution over time.
  • can relate inherited characteristics to survival and continuation in a species.

Desired learning outcome – understand interdependence between living things.

  • can use keys to classify groups of living things.
  • can describe the main characteristics used to group plants, animals and micro-organisms according to the main groups in the classification system. 
  • can construct and interpret food chains.
  • can explain how wider environmental changes may have an impact on living things.

Desired learning outcome – understand states of matter.

  • can compare the characteristics of different states of matter (solids, liquids and gases). 
  • can describe how materials can change state with reference to temperature.
  • can explain everyday phenomena related to change of state including the water cycle.

Desired learning outcome – understand properties of materials.

  • can identify, group and classify materials, including rocks, according to their appearance.
  • can identify, group and classify materials, including rocks, according to their hardness and solubility.
  • can identify, group and classify materials, including rocks, according to their thermal and electrical conductivity and response to magnets.
  • can describe the advantages and disadvantages of everyday materials for different uses.
  • can describe the composition of soil.

Desired learning outcome – ​ understand changes in materials

  • can identify everyday phenomena where dissolving occurs. 
  • can describe how to separate different mixtures of materials, including solutions. 
  • can identify reversible or non-reversible changes in materials.
  • can explain reasons for concluding that a change is reversible or non-reversible.

Desired learning outcome – ​understand light and sound

  • can explain how we see things using diagrams. 
  • can explain reflection using ray diagrams.
  • can explain shadow formation using ray diagrams.
  • can explain how vibrating objects produce sound waves.
  • can explain why sound requires a medium of propagation.
  • can explain how the ear detects sound.
  • can explain that pitch is related to frequency of vibration of the source.
  • can explain that the volume of a sound is related to amplitude of vibration of the source.
  • can explain that the intensity of sound falls off with distance from the source.

Desired learning outcome – ​understand forces.

  • can identify and describe different effects of forces on objects.
  • can distinguish between contact forces and forces at a distance.
  • can identify common materials which are magnetic.
  • can use the behaviour of unlike magnetic poles to predict the behaviour of magnets.
  • can describe how pulleys, levers and gears can be used to amplify a force.

Desired learning outcome – ​understand electricity.

  • can build a series circuit using cells, wires, switches, bulbs and buzzers.
  • can describe how component changes affect a series circuit.  
  • can use the recognised circuit symbols for cells, wires, switches, bulbs, buzzers and motors.
  • can draw and interpret simple series circuit diagrams.
  • can identify common conductors and insulators.

Desired learning outcome – ​understand the position and context of the Earth in space.

  • can describe the shape of bodies in the solar system and their movement relative to each other.
  • can use the Earth’s movement in space to explain day and night and the apparent movement of the sun across the sky.

Recording progress to and beyond the National Standard

Now we have established the national standard we can formulate a method for recording progress towards it.

There are two dimensions to progress in relation to the desired learning outcomes. First progress from no evidence up to meeting the level of demand of the standard as defined by each of the national standard assessment criteria. Is the pupil secure as determined by the observed evidence in relation to that criterion? Second, how far through the criteria collectively has the pupil progressed? First let's assume progress is linear across two years. We know it won't be for all individuals but if we assume the approach of Occam's razor, in the absence of a definitive answer in a range of competing options, choose the simplest.

Let's say the learner has evidenced 50% of the criteria in the program of study to the required standard and the teacher judges them to be half way in the others. They might then say 75% of the way to the standard. This is not intended to be a precise quantification, it is simply to give an indication based on the teacher's professional knowledge of the pupil's work about how far they have to go to reach the standard. A typical child that is on target to meet the standard will be about 50% of the way there after 1 year in a 2 year programme and 100% at the end of the 2 years. A faster progressing pupil might be at the standard after 1.5 years and a slow progressing pupil might be 50% of the way there after 2 years. Teachers have the professional discretion to provide their evidence of progress based on whatever data they collect as long as it is plausible in relation to the criteria for the standard and informative to parents. 

Now what about mastery level?

Mastery is a bad word to use because it implies there is complete competence and this is very unlikely in KS1 and KS2. If it is the national standard, and most children aren't at it, it under-mines the credibility of the standard. The national standard requires mastery of its programme of study, not some arbitrary measure above that. If it is full mastery of the subject then at KS1 its entirely unbelievable because no-one masters a subject by the end of KS1 not even Mozart or Einstein. If we want continuity beyond the national standard, let the teacher decide on extension work and tell parents that. Your child completed the work to the national standard 6 months early and so we are giving them extension work to maintain their progress. If we want to provide more fine detailed information why not provide a free on-line test for such children? Saves the marking and aggregates the results. To be eligible to take the test you must have teacher assessment confirming that the standard was reached and that you have had some preparation for the test. Then you will be given a position in the test in relation to all others taking the test that can be given to parents. If we want to communicate information to parents about attainment beyond the standard that is a simple and inexpensive way to do it. Of all the children taking the test your child was in the lower 50%, upper 10% etc. Parents can opt out and say they don't want their child to take the test if they want to. (It's a democracy after all and the state should not be telling parents what is good for their children in non-vital areas) In those circumstances the teacher can use professional discretion to decide what extension or enrichment work to provide. 


All of the above criteria are derived directly from the draft performance indicators. They are considerably less verbose and can be linked to additional guidance as necessary. They define the desired outputs from the programme of study and will be a lot more easily understood by teachers, parents and pupils. There is a free web based management system that can be used for evidence and progress tracking as well as reporting. If we want to reduce time teachers spend on administration releasing it for better teaching and greater professional autonomy we can probably reduce this further since some of the criteria are obviously dependent on others. 


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About the Author
Ian Lynch has worked in a range of roles in 4 LAs an independent school and a CTC. Led OFSTED teams, been an assessor of the NPQH and set up and run three education based enterprises. Main interest is in driving actions that can make a difference within the constraints of "the system" using knowledge of how "the system" works.

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