Awareness Raising for Principals/ Senior Managers November 2010

1. Awareness Raising for Principals/ Senior Managers November 2010 New Statutory Assessment Arrangements from 2012/13

2. Intended Learning Outcomes By the end of the conference Principals/ Senior Managers should: • have a greater understanding of the statutory assessment arrangements from 2012/13; • be aware of the timescales for implementation and the programme of training and support; • have a greater understanding of the current statutory requirements for reporting; • begin to consider the implications of the assessment and reporting arrangements for their schools.

3. Overview of the Day 1 Implementation of Statutory Assessment • Assessing the Cross-Curricular Skills • Reporting at Key Stage 3 (and 4) 4 Consultation on Moderation - Questionnaire 5 Plenary

4. Session 1 Implementation of Statutory Assessment

5. Dates for Implementation “… the future new statutory assessment arrangements for Communication and Using Mathematics will be introduced in the 2012-13 school year, and the arrangements for Using ICT one year later in 2013-14.” (Department of Education, 17 September 2010)

6. Dates for Implementation

7. Proposed Support Programme

8. Levels of Progression Department of Education Circular No. 2010/06

9. In addition … “ …. a very clear expectation that individual pupils should progress at least one level between each Key Stage.” (Department of Education, May 2010)

10. Broader Context Every School a Good School: A Policy for School Improvement (Department of Education, 2009)

11. Longer term targets for improving educational outcomes (Department of Education, 2009)

12. Broader Context Together Towards Improvement: A Process for Self-Evaluation (ETI, 2010) ‘The Quality Indicators’

13. Reflection Consider your stage of readiness for the introduction of the statutory assessment arrangements in 2012/13. What are the key messages for you from this first session?

14. Session 2 Assessing the Cross-Curricular Skills

15. Assessing Communication and Using Mathematics “ .... our expectation is that assessment of Communication (literacy) and Using Mathematics (numeracy) (and Using ICT) …. will have a clear focus on helping pupils to develop their skills in literacy and numeracy and will therefore need to be led in post-primary schools through the English (or Irish) and Maths Departments, with support being provided by other departments.” (Department of Education, May 2010)

16. Assessing Communication and Using Mathematics “We also want to ensure that assessment tasks and approaches in this area are neither artificial nor contrived – the focus must be on connected learning and good practice in planning for the consolidation of core skills in literacy, numeracy and ICT.” (Department of Education, May 2010)

20. Session 3 Reporting at Key Stage 3/4

21. The Education (Pupil Reporting) Regulations 2009:For Pupils in Key Stage 3 Information to be provided annually to the parents of each pupil in key stage 3 in relation to his educational and other achievements The assessment of the pupil’s progress in relation to Communication (taking account of his achievement in the Language and Literacy area of learning) and Using Mathematics (taking account of his achievement in the Mathematics and Numeracy area of learning). Brief particulars of the pupil’s achievement in any other area of learning or activity which forms part of his curriculum including: • Using information and communications technology • Other Skills: • - Thinking, Problem-Solving and Decision Making • - Self Management • - Working with Others • - Managing Information • - Being Creative • Modern Languages • The Arts • Environment and Society • Science and Technology • Learning for Life and Work • Physical Education • Religious Education (optional) • Interests and Strengths • Focus for Development • Any further Optional Content.

22. The Education (Pupil Reporting) Regulations 2009:For Pupils in Year 10 Additional Information to be provided to the parents of each pupil in the final year of key stage 1, 2 or 3 In the case of a pupil in the final year of key stage 1, 2 or 3 • the level of progression he has achieved in any cross-curricular skill in which he has been assessed in the final year of that key stage in accordance with the assessment arrangements for that key stage; • a statement of the level of progression expected for a pupil at the end of that key stage in each cross-curricular skill; • a statement of the percentage of pupils in the final year of that key stage in the school: - attaining each level in that cross-curricular skill; - attaining the expected level or above in that cross-curricular skill; - working towards the level expected for a pupil at the end of that key stage, but who have not yet attained that level in that cross-curricular skill; - exempted from assessment in that cross-curricular skill. Where a pupil has been exempted from any part of the assessment arrangements in that school year a statement to that effect should be included.

23. The Education (Pupil Reporting) Regulations 2009:For Pupils in Key Stage 4 Information to be provided annually to the parents of each pupil in key stage 4 in relation to his educational and other achievements The assessment of the pupil’s progress in relation to Communication(taking account of his achievement in the Language and Literacy area of learning) and Using Mathematics (taking account of his achievement in the Mathematics and Numeracy area of learning). Brief particulars of the pupil’s achievement in any other area of learning or activity which forms part of his curriculum including: • Using information and communications technology • Other Skills: - Problem-Solving - Self Management - Working with Others • Learning for Life and Work • Physical Education • Religious Education (optional) • Interests and Strengths • Focus for Development • Any further Optional Content.

24. Reflection Who do you need to communicate these messages to in your school? What decisions have you made in relation to the involvement of departments? Who are the most appropriate teachers to attend the training sessions planned for 2011 and 2012?

25. Session 4 Moderation Arrangements

26. Moderation … a robust model of moderated teacher- assessment that: • recognises the primacy and professionalism of teachers; and b. provides consistency and rigour. (Department of Education, May 2010)

27. Characteristics of Moderation • Approved assessment tasks • Tasks embedded in ongoing teaching and learning • Rolling programme commencing 2012/13 • Possibility of Accredited schools • Training and support material

28. Consultation on Moderation Key Elements: • task approval system; • Agreement Trials; • online exemplification materials; • Internal Standardisation; • rolling programme; • portfolios of evidence; • use of teacher-moderators; • Code of Practice for Assessment; • Possibility of Accredited Schools.

29. Consultation on Moderation

30. Plenary