The UK national curriculum

 

The UK national curriculum, examinations and qualifications

The exams merry-go-round

Walk into any bookshop and it's hard to believe Letts didn't introduce exams! A quick glance at the array of revision guides demonstrates the importance and emphasis now placed on assessing little Annie or Ahmed. For some parents, exams prove an occasion to swell with pride, as their child soars over the hurdles. Others seem to limp along, attempting to find a different way to cross the hurdle, dodge it, or not even getting an invitation to attempt it. However, we are told testing is designed to help spot problems and to allow children to be given appropriate help and support, so don't be despondent if your child doesn't fly first time, but do work with teachers and other professionals to help sort problems and difficulties.

The National Curriculum for England and P levels

Introduction

The National Curriculum for England and Wales is the framework used by all state schools in both countries. Children work at different levels according to age and ability. There are 4 key stages, with national testing at the end of each (the fourth being GCSE course in the uk at which point the national curriculum no longer applies). By the end of key stage 1 (age 7), the average child is expected to achieve national curriculum level 2; this rises to level 4 at the end of key stage 2 and level 5 or 6 by the end of key stage 3. Only the most able pupils will achieve a level 8 with an additional exceptional performance category for those who achieve beyond this. Such performance is rare. In exceptional cases, schools can choose to disapply weaker students from some elements of the national curriculum.

Some children with special needs will be working below level one of the national curriculum. They are assessed according to P scales. Pupils aged 5-16 who are working at, or towards P levels are likely to need significant help and prompting with tasks and activities. P scales exist for all national curriculum subjects (including PSHE and RE). There are 8 levels of performance, with each describing some of the important knowledge, skills, and understanding that pupils may gain from the programmes of study of the national curriculum.

Levels P1 to P3 show the earliest levels of general attainment with subject-focused examples. Levels P4 to P8 show subject-related attainment, designed with transition to the national curriculum in mind. There is no expectation that a child will achieve a particular P scale by a given age, or that they will work through the P scales at a predetermined rate. However, attainment of a level by a particular age may help identify the likely rate of progress through the P scales.

Children do not undergo any formal assessment or testing and unlike the national curriculum, the awarding of a P level is left to the professional judgment of staff. It is expected that teachers will use their knowledge of the child, consider the contexts in which learning takes place and gather evidence from a variety of sources, to support their decisions and to make a 'best-fit judgment' based on everyday activity and continual monitoring and assessment.

The following from the document: 'Towards The National Curriculum in Maths' published by the DfES, helps illustrate P levels: in number, P levels range from level one where a pupil will: 'Encounter activities and experiences. May be passive or resistant. May show simple reflex responses. Any participation is fully prompted.' Illustrated by the example: 'Tolerate or show pleasure in hair brushing and hand massage as adult uses words like 'more'.'

Number level 3 states: 'Begin to communicate intentionally. Seek attention through eye contact, gesture or action. Request events or activities. Participate in shared activities with less support. Sustain concentration for short periods. Explore materials in increasingly complex ways. Observe the results of their own actions with interest. Remember learned responses over more extended periods.' And is illustrated by the example: 'Show some awareness of taking turns in a game or event. Offer items to people in turn.'

At level 4, subject related attainment is introduced eg 'Show an interest in number activities and counting.' With the given example: 'Experience numbers as names - bus routes, house numbers.' By level 8 this will have graduated to: 'Begin to use number names beyond ten - number of players in a team, houses in a street or count the number of pupils in the class or group.'

Unlike the standard national curriculum there is no expectation that a child will achieve a particular P scale by a given age, or to work through the p scales, at a predetermined rate. However attainment of a level by a particular age may help identify likely rate of progress through the P scales. The subject-related attainments of P4 to P8 are designed with transition to the national curriculum in mind.

Awarding of a P level is left to staff who are asked to use their professional judgment to decide the P level awarded. It is expected teachers will use their knowledge of the child, consider the contexts in which learning takes place, and gather evidence from a variety of sources to support their decisions. These 'best-fit judgments' are based on everyday activity and continual monitoring and assessment, there is no requirement for special testing or assessment to take place.




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