Assessment and progression
In June 2013, Michael Gove MP, Secretary of State for Education announced that as part of reforms to the national curriculum,
the current system of 'levels' used to report children's attainment and progress would be removed and not be replaced.
Prescribing a single detailed approach to assessment does not fit with the curriculum freedoms the Department for Education are seeking to give to schools.
The new programmes of study set out what should be taught by the end of each key stage. Schools now have the freedom to
develop a curriculum which is relevant to their pupils and enables them to meet these expectations.
Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression.
The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and
whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents.
Ofsted's inspections will be informed by whatever pupil tracking data schools choose to keep.
The Society is supportive of the removal of 'levels' but is aware that a vacuum has emerged in its place. In consultation
with the art, craft and design education community and experts in assessment and progression we have prepared A Framework
for Progression, Planning for Learning, Assessment, Recording and Reporting as a guide for teachers working at
Key Stages 1-3 and including reference to the Early Years Foundation Stage and Key Stage 4.
The Framework for Progression, Planning for Learning, Assessment, Recording and Reporting is available for downloading in two sections.