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Curriculum, assessment and qualifications

NAHT is working to ensure that the curriculum supports the learning, progress and success of all pupils. NAHT supports the principle that a broad and balanced curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares pupils for the opportunities, responsibilities and experiences of later life.

NAHT is campaigning to:

Support schools to provide a broad and balanced curriculum for their pupils

Challenge the government policy, including EBacc, which may narrow the curriculum
Enable and support schools to successfully deliver statutory Relationships, Sex and Health Education
Lobby for improvements to government policy which supports schools to deliver inclusive education and fulfil their responsibilities under the public sector equality duty
Support schools to deliver effective careers education for all pupils
Support schools to deliver high-quality Religious Education to all pupils
Provide guidance, materials and information to support schools in educating pupils about environmental issues.

Ensure a valid and proportionate approach to statutory assessment in primary schools

Lobby the government to reconsider the introduction of the multiplication tables check
Lobby the government to ensure changes to the Early Years Foundation Stage and Early Learning Goals are appropriate and relevant for the early years sector
Influence the development and implementation of the reception baseline assessment
Support members to implement the new statutory assessment for pupils with SEND
Identify and challenge the STA over any impact on members of the contract change to deliver statutory assessment in the primary phase
Engage with the STA to influence changes and improvements to statutory assessment including moderation and maladministration
Campaign for KS2 SPAG to be made non-statutory and oppose any additional statutory testing in the primary phase

Ensure the KS4 and KS5 qualification framework and examination system is fit for purpose

Press the government, Ofqual and exam boards to ensure that reformed qualifications, both academic and vocational, meet the needs of all pupils and schools
Explore the issue of grade reliability, identifying solutions and improvements which are supported by members and pressing the government and Ofqual for appropriate action
Inform members of the latest developments in secondary assessment through engagement with Ofqual, JCQ and awarding organisations.

Teacher assessment frameworks for the 2018/19 academic year onwards

Standards and Testing Agency (STA) has published today, 14 February 2018, the teacher assessment frameworks for the 2018/19 academic year onwards.

This is to provide teachers with advance notice of the revised versions to be used from next year for both KS1 and KS2.

Key Stage 1 Teacher assessment frameworks for 2018/19

In summer 2019, teachers must use these frameworks to make statutory teacher assessment judgements for pupils at the end of key stage 1 in English reading, English writing, mathematics and science.

The revised English writing frameworks are the same as those introduced for 2017/18 and remain unchanged for 2018/19 onwards.

Key Stage 2 Teacher assessment frameworks for 2018/19

In summer 2019, teachers must use these frameworks to make statutory teacher assessment judgements for pupils at the end of key stage 2 in English writing and science.

The revised English writing frameworks are the same as those introduced for 2017/18 and remain unchanged for 2018/19 onwards.

The frameworks do not include English reading and mathematics because schools will no longer be required to make statutory teacher assessment judgements in these subjects from 2018/19.

Comparability over time

NAHT is pleased that STA has explicitly recognised the lack of comparability between years in the teacher assessment for KS1 and KS2 with the following text included on the webpage:

Key Stage 1:

Changes made to the 2017/18 English writing and 2018/19 English reading, mathematics and science frameworks mean that judgements made using the revised versions will not be directly comparable to those made using the previous interim versions.

Key Stage 2:

Changes made to the 2017/18 English writing and 2018/19 science key stage 2 teacher assessment frameworks mean that judgements made using the revised versions will not be directly comparable to those made using the previous interim versions.

First published 15 February 2018

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