NATE 2008 English in the National curriculum Metropole Hotel Llandrindod Wells 20 th June

1. NATE 2008English in the National curriculumMetropole Hotel Llandrindod Wells20th June

2. 12 subject orders Frameworks – Foundation Phase, PSE and CWW Skills framework – non statutory National exemplar framework for religious education What is the revised curriculum?

3. Making the most of learning Ensuring consistency in teacher assessment A curriculum for all learners Subject guidance PSE website guidance What guidance is available?

4. 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

5. 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

6. 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

7. 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’

8. 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

9. Support for planning: • developing a skills focus • implementing the range • the learning environment

10. 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.

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

12. 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)

13.      Expectations and progression in English • End of key stage assessment: •        Oracy •        Reading •        Writing

14.      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

15. 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

16. 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

17. Key events/requirements • School year 2007/2008 Key Stages 2 and 3 Focus on importance of school-based systems for standardisation and moderation Key Stage 2 First pilot for Year 5 optional skills assessments and profiles Key Stage 3 Roll out external moderation of sample evidence and verification visits to schools Schools submit A T-level data at end of key stage for core subjects Pupils level collection of non-core data

18. Key events/requirements • School year 2008/2009 Key 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

19. Key events/requirements • School year 2009/2010 Key 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

20. FutureAssessment Arrangements Emphasis on Teacher Assessment Support for Teacher Assessment Development through Partnership Robust National System

21. Key Stage 3 Accreditation • Process rather than single event • External moderation component • Verification component

22. 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

23. 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

24. 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

25. oracy • Recording systems • Task setting • Evaluation/reflection

26. Reading • Choice of texts • Task setting • Relevant response • Literary/non-literary

27. writing • Commentary to contextualise writing • Use of scaffolding • Brevity of evidence • Transactional writing

28. 3-14 Curriculum and Assessment Division DCELLS Welsh Assembly Government Floor 10, Southgate House Wood Street Cardiff CF10 1EW Tel:0800 083 6003 Fax: 029 2037 5496 E-mail: C&A3-14.C&A3-14@wales.gsi.gov.uk www.wales.gov.uk/educationandskills Is-adran Cwricwlwm ac Asesu 3-14 APADGOS Llywodraeth Cynulliad Cymru Llawr 10 Tŷ Southgate Wood Street Caerdydd CF10 1EW Ffôn: 0800 083 6003 Ffacs: 029 2037 5496 E-bost: C&A3-14.C&A3-14@cymru.gsi.gov.uk www.cymru.gov.uk/addysgasgiliau Contact details Manylion cyswllt