Assessing Foundation Subjects In Primary: How Would I Do It?

After working with a couple of deputies from two different schools in a trust over the course of two days, one of them asked me this:

What you would do if you were starting from scratch with the curriculum and assessment?

We had spent the two days very productively, talking around this issue as a basis of our discussions and decision-making about assessing pupils working at greater depth (see this blog post if you're interested in this). Both schools had different curricula and different assessment processes and reporting requirements so whilst we did in many ways answer the question, we weren't there to find an answer to that question.

So here it is now. My answer to that question. The one we are all asking in one way or another at the moment. How can we assess the foundation subjects in primary schools?

I think I would:

• Ensure there was a strong rationale for teaching each subject - that for each subject there was a purpose, or a set of goals to be aiming for, and that those goals were based on the desired outcomes for pupils, and cross-referenced with the purposes and aims for that subject in the National Curriculum document. I would have no more than 10 of these goals. These goals would go beyond the memorisation of facts - way beyond (see the blog post referenced below for the sort of thing I'm thinking).

  
  

  • For more on this read 'Curriculum-Making: Start With The End In Mind' here: https://www.aidansevers.com/post/curriculum-making-start-with-the-end-in-mind

    
    

• Develop the curriculum so as to make the curriculum content (e.g. objectives, key facts/knowledge statements, big questions) the vehicle for pupils achieving the goals set out for each subject. This would mean that the memorisation or even the application of knowledge (substantive, procedural or disciplinary) wasn't the end goal, but that learning said knowledge would cause pupils to move towards achieving the bigger, broader goals.

  
  

  • I'd particularly be thinking in terms of Christine Counsell's idea of fingertip and residual knowledge. More on that here: https://www.aidansevers.com/post/send-provision-across-the-curriculum-start-and-end-points

    
    

• Have teachers assess formatively, and in an ongoing manner, against the goals in relation to the content taught. It might be the case that teachers of younger children assess against fewer of the goals depending on the age-appropriateness of them. Teachers would not have to evidence or record any of this, other than in their own ways, for their own use, however they would be expected to be able to communicate knowledgeably about their pupils (e.g. in a pupil progress meeting, parents' evening or end of year report) and their planning and teaching would be evidence of their knowledge of pupils' varying needs. Additionally, conversations with pupils would be evidence that they were exhibiting progress towards the goals.

  
  

• I would not have checklists, ticksheets, records or evidence to be used for summative purposes, and therefore would not be compiling or reporting quantitative data about individual pupil achievement in foundation subjects. I would not require teachers to assess against each individual objective, piece of key knowledge or KPIs. I believe this to be too onerous for teachers to the point where it either wouldn't be done at all or wouldn't be done well enough to make it worth anything. I also believe it would have a comparatively small impact on pupils when looked at as a cost-benefit ratio.

  
  

• As a result, subject leaders would have to carry out other forms of monitoring and evaluation to gain an understanding of how things are going in their subject. Speaking with teachers and pupils would be the key part of this. This admittedly may result in an increase in workload for teachers in their capacity as subject leader, but this could be mitgated for by the provision of training and time.

I believe that in this way several things would be achieved:

• A pupil-centred approach leading to responsive teaching

• A lack of increase in teacher workload

• An improved foundation for judgement-making about pupil achievement

If you are interested in developing a solution for assessing foundation subjects in your primary school, here's your 3-step plan:

1. Drop me an email

2. Have a phone call with me to talk about your school

3. We'll work together to empower you and your staff to enhance teaching and to enrich your pupils' lives