NATE 2008English in the National curriculum

Metropole Hotel Llandrindod Wells

20th June

What is the revised curriculum?

• 12 subject orders• Frameworks – Foundation

Phase, PSE and CWW• Skills framework – non statutory• National exemplar framework for

religious education

What guidance is available?

• Making the most of learning

• Ensuring consistency in teacher assessment

• A curriculum for all learners• • Subject guidance

• PSE website guidance

Key objectives

• A single coherent framework for curriculum, assessment and qualifications 3-19 which will help schools to raise standards of achievement and widen educational opportunity

• A set of revised subject Orders which are manageable and reflect whole curriculum characteristics and those of each key stage

Key changes in the English NC Order

• Greater consistency between the Welsh and English Orders

• Corresponding numbering of Skills and Range across Key Stages 2 and 3

• Language Development sections in all 3 ATs have been subsumed within Skills or Range

• References to Media, Drama and Moving Image have been strengthened

• Audience, Range and Forms are identified as being wide and flexible

Oracy

• More explicit references to the importance of providing opportunities to listen

• In KS2 PoS reference is made to ‘evaluate…’ and ‘develop understanding of how to improve…’ Similar requirements appear at KS3 and KS4

• In the level descriptions, standard English is first referred to at Level 4

Reading

• Reference to punctuation has been added• In Skills, talking and writing are identified as

response modes• Opportunities for collaborative reading are

signalled• Use of ICT packages to promote information

retrieval strategies and collation of information• In KS2 and 3 the Range section now identifies

texts,' that reflect the diversity of society in the twenty-first century’

• Level descriptions at Levels 6 and 7 make reference to ‘non-literary texts’

Writing

• Reference to presentation and the use of ICT• Range sections common to all key stages• Reference to ‘organising writing into paragraphs,’

appears at Level 4 • From Level 5 onwards references to punctuation

are not itemised• Reference to ‘joined writing’ is omitted. The

phrase, ‘work is legible and well presented,’ appears from Level 5 onwards

    Support for planning:

• developing a skills focus• implementing the range• the learning environment

 

Skills development

Curriculum revision underpinned by non-statutory Skills framework, 3-19:• Developing thinking• Developing communication• Developing ICT• Developing number

becomes a requirement where stated in the Orders.

     English and skills across the curriculum•Thinking•Communication•ICT•Number

Guidance materials

• Key messages for learning and teaching

• Expectations and progression

• Learner profiles

• Oracy,reading and writing

     English and learning across the curriculum•Curriculum Cymreig•Personal and social education (PSE)•Careers and the world of work (CWW)

     Expectations and progression in English• End of key stage assessment:

       Oracy       Reading       Writing

 

     Learner Profiles: 

DVD – Oracy  (AT1)           KS2 – levels 3,4 and 5

           KS3 – levels 4, 6 and 7 

Reading and Writing (AT2 and 3)            KS2 – levels 3, 4 and 5           KS3 – level 5, 6 and 7

 

Focusing on skills assessment

• Within context of revisions to the curriculum• Year 5 starting point• Support for teacher assessment• Exploration of model for skills profiling• Links to ICT strategy for Wales

Focusing on skills assessment (continued)

• Development of Optional Skills Assessment Materials (OSAMs)

• Links to new skills framework (optional) and revised subject orders (statutory) for Wales

• ‘Open-routed’ assessment tasks and activities• Three developing skills areas• First major pilot in summer 2008• First tranche of published materials in spring

2009

Key events/requirements

• School year 2007/2008Key Stages 2 and 3

Focus on importance of school-based systems for standardisation and moderation

Key Stage 2First pilot for Year 5 optional skills assessments and profiles

Key Stage 3Roll out external moderation of sample evidence and verification visits to schoolsSchools submit A T-level data at end of key stage for core subjectsPupils level collection of non-core data

Key events/requirements

• School year 2008/2009Key Stages 2 and 3

Schools implement arrangements for KS2/3 cluster moderation of teacher assessment judgements

Key Stage 2

Schools receive first tranche of optional skills assessment materials (OSAMs), plus launch conferences

Key Stage 3

Further roll out of external moderation of sample evidence and verifiers visits

Key events/requirements

• School year 2009/2010Key Stage 2

Schools receive second tranche of OSAMs, plus launch conferences

Inclusion of Welsh Second Language in statutory end of key stage teacher assessment and reporting to parents

Key Stage 3

Final phase of external moderation and verifiers’ visits, under current arrangements to support teacher assessment

Future Assessment Arrangements

Emphasis on Teacher Assessment

Support for Teacher Assessment

Development through Partnership

Robust National System

Key Stage 3 Accreditation

• Process rather than single event

• External moderation component

• Verification component

Revised Arrangements for Key Stage 3 – support for teacher assessment

• Transition links strengthened by KS2/KS3 cluster group moderation arrangements

• External moderation of departmental sample evidence

• Verification of school-based systems and procedures

Leading to: Recognition of quality of teacher

assessment via accreditation

External moderation and accreditation

• Based on central service to moderate sample evidence from all school departments

• Sample evidence comprises each department’s selection of learners’ work plus teachers’ commentary to identify alignment to national standards

• External moderation reports generated by teams of moderators, working in a central venue under the supervision of senior moderators and subject to quality assurance

• School visits by verifiers

Sample Evidence for English

For each level• AT1 – Oracy (secondary evidence, i.e. teacher

records)– Group discussion and interaction– Individual talk or role play

• AT2 – Reading:– An extended response showing understanding of a

literary text– An extended response showing understanding of a

non-literary text

• AT3 – Writing:– Extended response to imaginative / personal task– Extended response to transactional task

oracy• Recording systems

• Task setting

• Evaluation/reflection

Reading

• Choice of texts

• Task setting

• Relevant response

• Literary/non-literary

writing

• Commentary to contextualise writing

• Use of scaffolding

• Brevity of evidence

• Transactional writing

Contact details Manylion cyswllt

3-14 Curriculum and Assessment DivisionDCELLSWelsh Assembly GovernmentFloor 10, Southgate HouseWood StreetCardiff CF10 1EW

Tel:0800 083 6003Fax: 029 2037 5496E-mail: C&A3-14.C&A3-14@wales.gsi.gov.uk www.wales.gov.uk/educationandskills

Is-adran Cwricwlwm ac Asesu 3-14APADGOSLlywodraeth Cynulliad CymruLlawr 10 Tŷ SouthgateWood StreetCaerdydd CF10 1EW

Ffôn: 0800 083 6003Ffacs: 029 2037 5496E-bost: C&A3-14.C&A3-14@cymru.gsi.gov.uk www.cymru.gov.uk/addysgasgiliau