Symphony Assessment System Information for Parents

September 2015

What is Symphony?Symphony is a group of 13 Leicestershire Primary Schools who have been working closely together for the past four years on all aspects of leading

educational ideas. Glen Hills Primary was a founder member and since January 2015, Fairfield

has also joined the Symphony Group.

Symphony Assessment System

Assessment has changedwww.symphonyassessment.weebly.com

• The government has removed National Curriculum Levels for describing pupils’ attainment.

• Over the last year, we have been working in partnership with the Symphony Primary Schools to develop a new assessment system.

Symphony Assessment System

The New Way Forwardwww.symphonyassessment.weebly.com

• From September 2015, we will be using the Symphony Assessment System.

• Designed and written by Leicestershire leaders in primary schools.

• This will help teachers to assess pupils against age related expectations.

• For reading, writing and mathematics, children work towards end of year expectations.

• In the other subjects, children are either emerging, expected or exceeding age-related expectations

Symphony Assessment System

Steps and Milestoneswww.symphonyassessment.weebly.com

• The new National Curriculum defines clear steps for pupils to make towards age-related expectations

• The Symphony Assessment System translates this into meaningful descriptors for teachers to measure against

• The descriptors for each milestone have been defined by experienced teachers and leaders in Leicestershire Schools and they meet the increased expectations of the new Primary National Curriculum.

Symphony Assessment System

Example DescriptorsThis shows a maths year 1 sheet which teachers in year 1 will be assessing and planning the progress of

pupils in year 1. Similar sheets are used in Literacy for all year groups.

www.symphonyassessment.weebly.com

Year Group Year 1 (page 1 of 2)Point 7 9 11Grade 1C 1B 1A

Assessment Milestone Step 1 Step 2 Step 3

Refer to non-statutory guidance for exemplification

Number and Place Value

■count to and across 50, forwards and backwards, beginning with 0 or 1, or from any given number.

■read numbers to 20 in numerals; ■order numbers up to 50 and say one more and one less using

concrete objects or pictorial representations■using quantities or objects, count in multiples of 2

■identify and represent numbers using objects and pictorial representations

■use language one more and one less in practical situations using concrete objects or pictorial representations

■count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

■count, read and write numbers to 100 in numerals; count in multiples of twos and tens

■count in multiples of twos to 50 and tens to 100■given a 2 digit number, identify one more and one less

■identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less

than (fewer), most, least■read and write numbers from 1 to 20 in numerals

■begin to recognise odd and even numbers■begin to understand the place value of tens and units

■count beyond 100, forwards and backwards, beginning with 0 or 1, or from any given number

■able to say one more or one less than a number beyond 100■count in multiples of 2s, 5s and 10s to 100■given a number, say one more and one less

■write numbers 1-20 in numerals and words (not necessarily spelt correctly)

 

Addition and Subtraction

■start to read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs within 10

■being to know number bonds to 10 (using concrete objects or pictorial representations)

■solve one-step problems that involve addition and subtraction using concrete objects

■use the vocabulary associated with + and – (e.g. add, take away, more, less, subtract, minus)

■read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs within 20 [e.g. 7+6=13, 5-3=2, and 13 =

7+6, 2=5-3]■know bonds of all numbers to 10 (with concrete objects or pictorial

representations)■represent and use number bonds

■add and subtract one-digit and two-digit numbers to 20, including zero■solve one-step problems that involve addition and subtraction, using concrete

objects and pictorial representations, and missing number problems such as 7 = [ ] – 9.

■understand the vocabulary associated with problem solving

■represent and use number bonds and related subtraction facts within 20 (using concrete objects or pictorial

representations)■begin to know bonds of all numbers to 20 (using concrete

objects or pictorial representations) 

Multiplication and Division

■begin to know doubles up to double 5■begin to know halves up to 10

■solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, with the support

of the teacher.■recognise patterns of numbers in 10x table

■begin to know corresponding halves■begin to know doubles to double 10

■solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations with the support of

the teacher.■recognise patterns of numbers in X2, X10

■recognise odd and even numbers

■group objects into 2,5,or 10 to aid counting■solve one-step problems involving multiplication and division, by calculating the answer using concrete objects,

pictorial representations and arrays with the support of the teacher.

■recognise patterns of numbers in x2, x10, x5 

Fractions ■recognise, find and name a half as one of two equal parts of a shape■find half of a quantity less than 10 using concrete objects

■recognise, find and name a half as one of two equal parts of an object, shape or quantity using concrete objects

■recognise, find and name a quarter as one of four equal parts of an object, shape using concrete objects

■recognise, find and name a quarter as one of four equal parts of an object, shape or a quantity using concrete objects

 

Problem Solving and Reasoning

Pupils demonstrate mastery of the expectations of this year group by solving increasingly complex problems and reasoning mathematically, using the content above.

Symphony Assessment System

Expectationswww.symphonyassessment.weebly.com

• By the end of the school year, a Year 4 child might be expected be achieving a grade 4B, a year 5 child a 5B etc.

• It should also be noted that the expectations of the New National Curriculum (and, therefore, the SAS) are far higher than the old National Curriculum.

• There may, therefore, be a period of adjustment as the majority of children ‘catch up’ with the new, higher expectations – no one need worry; this will be dealt with sensitively

Symphony Assessment System

Communication with Parentswww.symphonyassessment.weebly.com

We will be letting you know how your child is progressing towards age-related expectations

through:• The new February Mid-Year progress report• Parents’ Evenings• Pupils’ targets• End of Year Reports

Symphony Assessment System

Validitywww.symphonyassessment.weebly.com

• This is a system being used in the 13 Symphony Schools in Leicestershire and a further 150 schools across the country who have purchased the product from us.

• The Government has charged schools with the responsibility for designing their own assessment models; we are well ahead of the game and at the forefront of supporting other schools.