Home Menu

Curriculum and assessment

 
Curriculum_assessment_2 icon.jpg

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. 

Reception baseline assessment: autumn 2020

The government has made the pragmatic decision to delay the statutory implementation of the reception baseline assessment by 12 months to September 2021.  

This was the decision which we had recommended following the clear message from members that, given the current context, it would not be appropriate or indeed possible to press ahead with the statutory implementation of the baseline assessment in September 2020.  We are pleased that the DfE has listened to our advice and the views of our members.

Early adopter year

The government is offering schools a voluntary opportunity to participate in the reception baseline assessment in the autumn and schools have been sent a unique link and password to sign up by 24 July 2020.

Participation is entirely a choice for each school, even after signing up.

Those schools who want to participate will receive assessment materials shortly before the October 2020 half term, with the assessment window opening for six-weeks after the October half term.

Key stage 1 statutory assessments

In terms of the wider implications, this delay could mean that the removal of key stage one statutory assessments is also put back.

We are urging the government to explore how it might be possible to stick to the original timescales when it comes to removing key stage one assessments. This is in line with our long-standing position of reducing the number of statutory tests and assessments that take place in the primary years overall.    

First published 13 July 2020