Saying goodbye to levels Will Millard explores some of the new approaches schools are devising to replace curriculum levels
Weighing up the assessment revolution You could be forgiven for feeling a little dizzy with all the changes to assessment policy and practice, not least the removal of levels. The NFER’s Liz Twist offers a summary of the changes to date and advice on handling the new assessment regime
Assessment – what we know so far Deciphering the new assessment and accountability requirements for primary schools is no small challenge. Camilla Erskine and Sue Walton discuss what is proposed and what it means for schools
Preparing for English and mathematics We’ve left the basics until last. In the final article in our series on preparing for the new curriculum, Suzanne O’Connell focuses on the national curriculum for English and maths and the advice available for those gearing up for September 2014
Are you ready for life after levels? ‘Levels’ and ‘sub-levels’ are key vocabulary in staffroom discourse. What will happen when this established method of assessing pupil progress is removed from the primary school glossary? Suzanne O’Connell investigates.
Creative approaches to literacy and the SPAG tests Will the new spelling, punctuation and grammar tests produce an assembly line of rote-learning at the expense of creativity? Alison Wilcox looks at how we can tackle the tests, but still engage our pupils
Case study: Supporting transition Using its Pupil Premium funding, Frederick Bird School has engaged the services of clinical and educational psychologists as part of its work to help prepare their year 6 pupils for transition to secondary school. Headteacher Christine Lockwood explains
Raising the primary standards bar, again Just when schools thought they were safe, the floor standards have been raised again. Suzanne O’Connell looks at what the new expectations will mean for primary schools
Closing the poverty- attainment gap The Future Leaders charity works to develop outstanding school leaders in challenging secondary schools. It is now expanding its work to the primary sector and is appealing for applicants. Heath Monk explains
The grammar test Suzanne O’Connell takes a look at the new grammar, punctuation and spelling test and some of the criticism it has received
Assessment advice Assessment in primary schools must be appropriate to the learning context and the learner’s needs. Rebecca Clarkson and Liz Twist consider what good assessment looks like and offer their research-based advice on effective practice
Improving progress through Assessment for Learning Dr Joanna Goodman reflects on the role of Assessment for Learning
