The Department for Education sent shockwaves through the schools sector in June 2013 when it announced that levels would be removed and not replaced.
The Key conducted a survey in November indicating that a majority of respondents felt the removal of levels would have a negative effect on schools’ ability to assess pupils’ progress. However, in speaking to school leaders recently, I have discovered a growing sense of excitement about the opportunities afforded by the removal of levels. Here, I share some of the new approaches that have been described to me.
Sam Hunter, headteacher of Hiltingbury Junior School in Hampshire, asked each of her subject co-ordinators in English and maths to break down the programmes of study in the new national curriculum into key skills and knowledge areas. Because these areas are based on the content of the new curriculum, the number in each subject varies. For example, mathematics contains 16, including “addition”, “subtraction” and “fractions”, while reading and writing each contain six.
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