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Experienced
Year 2 Teachers
Moderation
Emma Cherry
Sophie Newman
Aims
To understand how external moderation
will work in 2020.
To review exemplification materials and
Teacher Assessment Frameworks.
To gain a clear understanding of
acceptable evidence for reading.
To identify differences between WTS, EXS
and GDS writing.
Moderation of the end of KS1
assessments
External moderation is statutory.
It gives confidence that schools’ TA
judgments are accurate and consistent
with national standards.
Schools will be notified on or after 15th
May
External Moderation Window
The moderation window is between
Tuesday 2nd June and Thursday 25th June
KS1 warehouse model for moderation will
be on the 15th, 16th and 17th of June.
Unaltered visit is possible
1. What are the
Teacher Assessment
Frameworks?
Frameworks
To demonstrate that pupils have met a
standard, teachers will need to have
evidence that the pupil demonstrates
consistent attainment of all statements
within the standard and all the statements
of any preceding standards.
Frameworks
Some of the statements contain qualifiers
(some, many, most) to indicate that pupils
will not always consistently demonstrate a
required skill.
Further guidance to support teachers in
making consistent judgments in provided
as part of the exemplification material.
2. Particular
weakness
Particular Weakness Teachers can use their discretion to ensure that on
occasion, a particular weakness does not prevent an accurate judgement of a pupil’s attainment overall being made. The overall standard of attainment, set by the ‘pupil can’ statements, remain the same.
While a pupil’s writing should meet all the statements (since they represent the key elements within the NC) teachers can use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement of a pupil’s overall attainment being made. This approach applies to English writing only.
A teacher’s professional judgement takes precedence, but teachers must be able to justify their decisions during moderation.
Particular Weakness
Teachers must have good reason to judge that this is the most accurate standard to describe the pupil’s overall attainment.
Can relate to a part or the whole of a statement (or statements); the only consideration is whether it prevents an accurate judgement from being made overall.
A particular weakness may well relate to a specific learning difficulty, but it is not limited to this.
In addition, a specific learning difficulty does not automatically constitute a particular weakness which would prevent an accurate judgment.
It should be clear that the pupil was taught and assures against all aspects of the framework
3. Coherence
Working towards the expected standard
Write sentences that are sequenced to form
a short narrative (real or fictional)
Working at the expected standard
Write simple, coherent narratives about
personal experiences and those of others
(real or fictional)
Working at greater depth
Write effectively and coherently for different
purposes, drawing on their reading to inform
the vocabulary and grammar of their writing
4. ADDITIONS
REVISIONS
PROOF – READING
Make simple additions,
revisions and proof-reading
corrections to their own writing
All of them are done to
improve work
ADDITIONS
Words, phrases or sentences inserted into a text to enhance effect.
REVISIONS
Changes to or removal of content.
PROOF-READING
Finding and correcting spelling, punctuation and grammar mistakes.
5. FAQ
Do pupils with learning difficulties such
as dyslexia or dyspraxia have to meet
the ‘pupil can’ statements relating to
spelling and handwriting?
The particular weakness may relate to a specific
learning need, such as dyslexia or dyspraxia, but
it is not limited to this, nor does it automatically
constitute a particular weakness which would
prevent an accurate overall judgement.
Do pupils have to use all forms
of co-ordination in order to be
awarded the ‘pupil can’
statement?
Pupils working at the expected standard
are likely to use different co-ordinating
conjunctions. However, the emphasis is on
being able to join clauses in the context
of a piece of writing, rather than
demanding the use of specific
conjunctions.
Do pupils who are working at
GD within the expected
standard have to use all the
punctuation that is taught in
the Key stage?
Yes. The expectation is that pupils can use
all of the punctuation taught within the
key stage 1 national curriculum of study
‘mostly correctly.’
Spelling KS1
A pupil’s standard in spelling should be evident throughout their writing. However, spelling tests, including the optional KS1 GPS test, can provide additional evidence of pupils’ independent spelling.
At KS1 phonetically plausible but incorrect spellings should be regarded as errors unless the statement makes it explicit that they can be accepted (eg. spelling some words correctly and making phonetically plausible attempts at others)
The framework refer to the word lists (English NC appendix1) to exemplify the words that pupils should be able to spell. The common exception words listed are non-statutory examples to show words with grapheme-phoneme correspondences that do not fit in with that has been taught so far. Pupils are not required to use all of the examples of the common exceptions words; teacher should assess the words that pupils do use.
Teachers and moderators should disregard incorrect spellings of words that require application of the statutory requirements for KS2.
If a child is secure in demarcation of capital letters for names
and demarcation, but uses them within words, does this
constitute a particular weakness? Can they meet the ‘WT at EXP standard given all their other statements are met across a
collection of evidence?
Pupils ‘working at the expected standard’ at KS1 are required to demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly where required. A teacher may judge the incorrect use of capital letters to constitute a particular weakness.
In a particular weakness scenario for KS1, if the child cannot proof read effectively, how can this be deemed ‘working at greater depth within the expected standard’?
The child occasionally fails to identify and then correct spelling and punctuation errors when she is proofreading her work. Her teacher considers that this constitutes a minor particular weakness. This scenario demonstrates that this occasional inconsistency should not prevent the pupil from being judged as ‘working at greater depth within the expected standard’
At KS1, if a pupil uses a challenging word that is
beyond the KS1 programme of study, must the root
word and the suffix be spelt correctly to meet the
statement: add suffixes to spell most words
correctly in their writing (for example, –ment, –ness,
–ful, –less, –ly*)?
In the spelling of words with suffixes, both the root
word and the suffix must be correct if the root word
uses the rules and patterns taught in the KS1
programme of study. If the root word uses spelling
rules and patterns which have not yet been taught,
any errors in the root word should be ignored and
providing the suffix is applied and spelt correctly, it
can be used as evidence for the statement.
Handwriting
A pupil’s standard of handwriting should be evident throughout their writing. When assessing it, teachers should consider evidence in a pupil’s independent writing to judge whether the statements have been met. Handwriting books or handwriting exercises can provide additional evidence, but this would not be sufficient on its own.
• Pupils who are physically unable to write may use a word processor. Pupils who are physically able to write may also choose to word- process some of their writing, where appropriate. It is advised the spelling and grammar functions are disabled.
Should teachers ‘shoe-horn’ in
evidence?
Teachers should not ‘produce’ evidence.
It should be evident in a pupil’s work what
they can and cannot do. Every
requirement within frameworks is
expected only when it is relevant within
the context of that piece.
6. Training Activity
7. The Process
Statutory Requirements at the
end of Y2:
All pupils must be teacher assessed against the
Teacher Assessment Frameworks, the Pre-key
Stage Standards or P scales
All pupils should be considered for the KS1 tests
All pupils who did not reach the expected
standard in the phonic check last year should
be considered for retaking the check again this
year
Sample of Moderation day
agenda 1. Introductions, purpose & expected outcomes. Moderator will have
their authorization email and explain the appeals procedure
2. Short discussion about whole school assessment processes, including standardization & moderation within & beyond the school
3. Professional discussion with all year 2 teachers; teachers articulate reasons for judgments; if there are concerns, moderators may ask for
more evidence from the sample children or evidence from
additional children; informal feedback is provided.
4. Final feedback: moderators will explain where TA have been accurate & where TA judgments have been changed, explain what
the school needs to do if levels have been changed(eg. Gather
more evidence, arrange a revisit, change data for submission);
provide a short written record of the visit which is signed by the
Headteacher when they get their feedback
Validating their Judgements
In the discussion, teachers should do the vast majority of the talking and present evidence including tests and articulate the reasons for their judgments. This is to demonstrate their understanding of the national standards. They will work through each of the ‘I can’ statements within the standard awarded, using exemplification materials to support them.
At the end of the moderation, feedback will be given to the teacher and headteacher. Headteachers are invited to the end of the session.
KS1: Assessment and Reporting
Arrangements (ARA)
This guidance sets out the statutory
requirements for key stage 1 (KS1)
national curriculum assessment and
reporting for the 2019 to 2020 academic
year. Updated each year. It is produced
by the Standards and Testing Agency
(STA).
Maladministration
Potential maladministration may include:
A concern relating to the teacher
assessment process within the school;
Lack of independent work
Changes to teachers assessment
judgments by senior school staff to
influence school assessment outcomes
Evidence to support TA
outcomes
TA judgments must:
Take into account the pupil’s progress and performance throughout the key stage
Be based on a broad range of evidence from across the curriculum, including the teacher’s knowledge of the pupil’s work over time, taking into account the pupil’s:
-written, practical and oral class work
-results of KS1 tests
-homework
Suitable evidence for moderation
LA external moderators must be satisfied as to the
independent status of the evidence. (defined next
slide)
You must ensure the evidence clearly identifies the
amount of support a pupil has received
You need to provide evidence of pupils’
independent work as well as examples of direct
modelling, use of prompts and/or guided group
work for reading, writing and mathematics
You must provide the scripts and results from SATs
and explain how they have been used to inform
you teacher judgments
Independent writing
If success criteria are generated, they can still be
followed as the children will need knowledge and
understanding to apply them accurately
Word banks, dictionaries, working walls and other
resources can be provided but you must tell the
moderator
Making changes and editing writing are a key part of the
writing process but teacher of peer feedback MUST be
generic, e.g. ‘add more adverbs to show where it is taking place’ rather than ‘add an adverbial here’
Independent writing
Is NOT copying shared or modelled
writing or writing that has been heavily
scaffolded
The use of devices that correct spellings is
not appropriate
8. Reading
TESTS
The tests inform TA and not the other way
round. Tt’s not appropriate to just submit
tests as evidence for moderation.
There are expectations regarding
administration (ie independence) because
they are used as evidence as well
Maladministration
Who is responsible for monitoring ?
Verbal Evidence
Can be accepted if specific examples
are given against the TAF statements.
The teacher must be able to demonstrate
evidence/examples.
Just saying they are great readers etc
wouldn’t be accepted.
Videos
9. Own Books