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We get excited about what we do - talking to teachers, and authors, chatting with pupils and turning conversations and ideas into practical educational series. Find out more about our guest bloggers.

To find out more about how teachers are using our resources in schools, visit our Impact in Schools page.

Assessment

Primary assessments: information and resources 2018

 

On 16th January, the DfE published a primary assessment information and resources guide to help teachers find online content for Early Years Foundation Stage, Key Stage One and Key Stage Two assessments.


Early Years Foundation Guide

The EYFS guide includes important dates for the EYFS test cycle and guidance to understand statutory requirements for the EYFS.  Read the full EYFS assessment guide here.

 

 

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Assessment

Assessment: a key character in the story of learning

 

Thanks to Sebastian Rowland, Head of Year 6 at Etonbury Academy

Assessment. Love it or loathe it, it is a key character in the story of learning. As we plan, mark and assess in an ongoing cyclical process it is important to check that each assessment continues to have a purpose. In this article, I have outlined how we ensure our assessments have a clear purpose in improving teaching and learning in our school.

 

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Assessment

Mythbusting with Ofsted

Thanks to Sean Harford, National Director, Education, Ofsted for the following article.

‘My bookcase was messy so I got marked down in my assessment…this is the level of hysteria we are facing in schools’.

Receiving messages like that is why we – and you – need to tackle the misinformation that circulates about ‘what Ofsted wants’.

Teacher workload is one of the most pressing concerns in education today and has a real impact on the retention of staff. We can’t afford to lose good teachers – and children certainly can’t afford to lose the opportunities you offer them.

The impulse to make everything ‘perfect’ can drive out creativity, passion and the love of teaching that are the reasons most people enter the profession. That’s why at Ofsted we know how important it is that people aren’t doing unnecessary tasks for us and adding to their workload.

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Curriculum

Maths Misconceptions: mistakes, misunderstanding and muddles

This post from teacher and inspector, John Dabell, addresses key misconceptions in maths and suggests an effective activity to overcome them.

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Curriculum

2018 Catalogues

A new year means a new Rising Stars catalogue, and this year we have two brand new catalogues for you.

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Curriculum

Five phases for fluency: modelling and explaining a mathematical process

Many thanks to Nick Hart for this blog post, which looks at the five phases for fluency. Read more »
Assessment

Early years foundation stage profile: 2018 handbook

 

On 18th December 2017, the DfE released the Early Years Foundation Stage Profile Handbook to support EYFS practitioners in making accurate judgements about each child's attainment in 2018.

The EYFS Profile Handbook gives:

  • the child's attainment in relation to the 17 early learning goal (ELG) descriptors.
  • a short narrative describing the child's 3 characteristics of effective learning.

Summary of the EYFS Profile:

  • The EYFS Profile is not intended to be used for ongoing assessment.
  • Practitioner's assessments are primarily based on observing children's daily activities, in particular learning spontaneously, independents and consistently to understand their level of attainment, interests and learning styles.

 

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Assessment

National Curriculum Assessments at Key Stage 2

On 14th December, the DfE released the revised results of the KS2 national curriculum assessments, and a summary of school level results.

Summary of 2017 KS2 national curriculum assessments

  • This year, 61% of pupils reached the expected standard in reading, writing and mathematics, compared to 53% in 2016, an increase of 8 percentage points.
  • Over half of schools (57%) have attainment proportions of at least the national average.
  • At the higher standard, 9% reached the higher standard in reading, writing and mathematics in 2017, compared to 5% in 2016.
  • In 2017, 65% of girls achieved the expected standard in all of reading, writing and mathematics compared to 57% of boys.
  • There are fewer schools below the floor standard in 2017. 511 schools are below the floor standard (4% of state funded, mainstream schools), compared to 665 school (5%) in 2016.
  • More schools fell within the coasting definition this year - 524 schools (4%) which is a 10 percent increase on 477 schools (3%) defined as coasting in 2016.

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Assessment

Improving Mathematics in Key Stages 2 and 3

Thanks to John Dabell for this article.

Improving Mathematics in Key Stages 2 and 3’ is the latest report from the Education Endowment Foundation (EEF) and presents sharp, intelligent and actionable guidance to support “great maths teaching” in primary and secondary schools.

The guidance is relevant to all pupils but in particular to those children who fall below their expected level of mathematics achievement. The report adopts the premise that it is essential to see maths as a pump rather than a filter in the pipeline of education but this can only be achieved through tapping into what works and is supported by research.

A vital enabler in the strengthening of teaching, learning and assessment is good access to relevant evidence; this report can help guide teachers towards this as its key focus is to promote a culture of evidence-led best practice.

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Curriculum

Teaching Key stage 1 reading - Using John Lewis’s Moz the Monster to teach reading comprehension

Thanks to Shareen Mayers for creating these teaching resources and planning ideas. These reading resources and guidance for key stage 1 teachers that will support teachers with their teaching, learning and assessments.

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