‘Pupils feel safe and their behaviour is outstanding.’
How The Curriculum Levels Build Up
The National Curriculum Levels
From Year 1 in their school life, all children are assessed against the National Curriculum Levels; children in Reception follow the Foundation Stage Curriculum.
P Scales = working towards level 1
Expected National Curriculum levels for each year group to be attained by the end of the academic year.
|Year||Year 1||Year 2||Year 3||Year 4||Year 5||Year 6|
|AVERAGE NC LEVEL||1b/1a||2b||3c||3b/3a||4c||4b|
Level 2b is the level expected nationally of the average child at the end of Key Stage 1 (Year 2)
Level 4b is the level expected nationally of an average child at the end of Key Stage 2 (Year 6)
Some children need more consolidation in their early years, some develop quickly. Some experience blips along the way, and some need to consolidate their learning at various stages, often at the beginning of a new Key Stage. Children need the early building blocks of learning to be solid to enable them to learn better and increasingly quickly as they near the upper end of the school. The children are in our school for four years and these levels are a guide to their progress. We aim to unlock potential and shape the future through untiring commitment to meeting our pupils‟ needs and by working closely with you, as parents.
Progress in Reading
At all levels, learning English is about learning to use language to express and communicate thoughts and ideas. We do this through speaking, listening, reading and writing. Getting better at English means making progress in each of these closely related areas. Talking to your child and “talk for writing‟ overall, is crucial in helping children to make progress in all aspects of English.
Writing is usually a more challenging aspect to develop – At Wilkes Green Junior School children are taught to think about their writing in terms of Vocabulary, Connectives, Openers and Punctuation. They then use these features to help them improve by working towards short term targets for improvement in these areas.
Progress in Reading
In school, regular guided reading sessions help teachers monitor children’s progress through the National Curriculum and help to move them through on to their next steps of learning. Teachers will hear pupils read in guided sessions every week. Guided reading is also supported by class group reading sessions. There are 7 foci for assessment in reading. They are linked to the National Curriculum and designed to give a detailed view of children’s attainment in all types of reading.
Reading Assessment Foci
- Use a range of strategies, including accurate decoding of text, to read for meaning; This mostly describes the early stages of reading where lots of listening to pupils read aloud is needed.
- Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
- Deduce, infer or interpret information, events or ideas from texts
- Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
- Explain and comment on the writer’s use of language, including grammatical and literacy features at word and sentence level
- Identify and comment on writer’ purposes and viewpoints and the overall effect of the text on the reader
- Relate texts to their social, cultural and historical contexts and literacy traditions.
As children’s reading develops they will work with less teacher support and show what they can do across a wider range of more challenging texts. Children are expected to develop their ability to make informed choices about what and how they read with increasing independence.
Progress in Maths
At all levels, learning maths is about solving problems and using key processes such as: looking for patterns and relationships between numbers, communicating and presenting maths using words and diagrams and reasoning and developing mathematical arguments. Progression in maths involves using and applying these processes and skills. Progress through levels also involves increasing demand, so that for example, at levels 1 and 2 children are required to demonstrate their ability with support, whereas at higher levels the emphasis is on independence.
We design activities to stretch pupils of all abilities, often relating the maths to the context where we might find it in later life. Maths focus days are held every half term where the emphasis is ‘real-life’ contexts and ‘challenge’.
Maths Assessment Foci
Using and applying mathematics
- Problem solving
- Numbers and the number system
- Fractions (level 1 and above), decimals (level 3 and above), percentages, ratio (level 4 and above) and proportion (level 5 and above)
- Operations and relationships between them
- Mental methods
- Solving numerical problems
- Written methods
- Algebra ( level 5 and above)
Shape, space and measures
- Properties of shape
- Properties of position and movement
- Processing and representing data
- Interpreting data
- Specifying the problem, planning and collecting data (level 5 and above)
To help encourage your child, play games with numbers and develop a range of mental calculation strategies to help build confidence and competence. Older children will also need to practise and consolidate skills such as mental arithmetic, working out angles and calculating averages etc. These skills are necessary for solving the “bigger‟ problems they will encounter as their mathematics develops. Many parents will find that the way maths is taught is different from their own experience – but there is no right or wrong way – any method is fine as long as the child understands what they are doing. The best chance for success lies in school and home working together and using similar approaches. If you are uncertain about the methods used in school please don’t hesitate to see your child’ teacher.