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Teacher standards and links to curriculum and assessment
National context EYFS new framework September
2012
New National Curriculum 2014
Teacher assessment / moderation
Focus on early reading and phonics
New National Curriculum – Key messages for school leadership
New National Curriculum is significantly different, and it has huge implications for you and your school
Not just what you have to teach (National Curriculum), but what you need and want to teach (basic and local) to meet the needs of your children and the local community.
Effective links between these 3 elements are key to the successful outcomes for your children
Radical changes to the assessment system – implications for the language of progress
National timeline
Jan 2011: Review Launched Jan – April 14 2011 Call for Evidence Spring 2012 – call for evidence stage 2 September 2012 New Draft
Programmes of Study for English, maths, science and PE available to schools
September 2014 Implementation of all subjects in new national curriculum*
What do Ofsted think?
Inspectors must consider whether the schools leadership:
Provides a broad and balanced curriculum that meets the needs of all pupils;
Ensures the curriculum meets the needs, aptitudes and interest of pupils
Promotes a successful progression to the next stage of education, training or employment
What do Ofsted think?
The school’s curriculum provides highly positive , memorable experiences and rich opportunities for high quality learning.
Well organised imaginative and effective opportunities for learning for all groups.
Promotes positive behaviour. Provides a broad range of experiences that
contribute well to pupils’ achievement. Contributes well to pupils spiritual, moral,
social and cultural development.
Key developments in Assessment
Y1 phonics screening check Teacher assessment of writing at Y6
2012 Y6 Grammar and spelling for 2013
Questions to consider:
How prepared are all of your staff to: ‘Contribute to the design and provision of an
engaging curriculum’… especially in the light of the proposals for a slimmed national curriculum and with increased local choice of curriculum content? (Section 4 Plan and teach well structured lessons)
Make accurate and productive use of assessment ( section 5)… ensuring assessments are manageable, purposeful and formative, especially in the light of an increased focus on teacher assessment following Lord Bew’s review of statutory assessment in the Primary years and existing focus in KS3?
Questions to consider: Demonstrate an understanding of and take
responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject’? ( Section 3 demonstrate good subject and curriculum knowledge)
If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics ( section 3)
The questions above are directly quoted from the new standards… how will you consider and prioritise the other statements and ensure your staff understand and can apply the standards?
Questions to consider:
If you have already developed a teaching and learning policy- how well does this reflect the new standards?
In order to ‘promote good progress and outcomes by pupils’( section 2) how will you develop teachers understanding of what good and outstanding progress looks like in short, medium and longer term time frames?
Making links to the Ofsted Framework for the Quality of Teaching – to what extent do teachers understand and use the criteria to self- reflect and offer professional advice to colleagues?
Have all staff agreed what is meant by key components of effective teaching and learning such as progress, pace and depth of learning? What evidence could teachers use to exemplify these aspects?
In order to ‘keep their knowledge and skills as teachers up-to-date and are self-critical’ how does the leadership use the performance management process to foster a learning ethos and support staff to evaluate the impact of any CPD?
Questions to consider:
For NQT’s
New standards replace the existing core standards
Decision based on ‘what should reasonably be expected of an NQT’ ( page 3)
Judgement to reflect ‘consolidation of training, and demonstration of ability to meet standards consistently over a sustained period’
