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1

Introduction

1

Statutory responsibility for moderation

2

Key Stage 1 moderation planner

3

Dates of courses and meetings

5

Key Stage 1 moderation visits

6

Key points for SLT and teachers to consider

8

Quality assuring teacher assessment at Key Stage 1 - SLT Checklist

9

Suggested sources of evidence to validate teacher assessment

10

Tests and tasks

12

Reporting levels

13

Ensuring consistency of judgement between KS1 and KS2

14

Resources

15

Reading Conference Record - Level 2a

17

Reading Conference Record - Level 3

19

Croydon Record of Key Stage 1 Spring Moderation Visit

21

Croydon Summary Record of Key Stage 1 Moderation Visit

23

QCDA ‘Optional class record sheet’ 26

CONTENTS

1

This booklet is produced by Croydon moderation team, in collaboration with Kingston LA, in order to support Year 2 teachers head teachers and assessment co-ordinators in the administration of end of KS1 assessment. A copy will also be given to junior school assessment co-ordinators and head teachers, for information only. This booklet should be read in conjunction with the Assessment and Reporting Arrangements 2013 which can be found on the Standards and Testing Agency section of the DfE website.

bvv Croydon LA Contacts for Key Stage 1 Moderation

KS1 Moderation Manager Ann Longfield ann.longfield@croydon.gov.uk LA KS1 Moderators Shelley Davies shelley.davies@croydon.gov.uk Judith Lunnon Judith.lunnon@croydon.gov.uk Joyce Lydford joyce.lydford@croydon.gov.uk Valda Shrimpton valda.shrimpton@croydon.gov.uk Debbie Thomas debbie.thomas@croydon.gov.uk Rebecca Turvill rebecca.turvill@croydon.gov.uk Jo Wallin joanne2.wallin@croydon.gov.uk

Moderation Team for 2012-13

Caroline Barriball Assessment Leader and Year 2 teacher, St Peter’s Primary School

Shelley Davies LA Improvement Officer – Primary Mathematics

Tricia Farrelly Headteacher, Courtwood Primary School

Tracey Langridge Deputy Headteacher, Rockmount Primary School

Ann Longfield KS1 Moderation Manager

Judith Lunnon LA Improvement Adviser - Effectiveness of SEN Interventions

Joyce Lydford LA Improvement Officer – Primary Mathematics

Janine Sawh Assistant Headteacher and Year 2 teacher, Norbury Manor Primary School

Margaret Skelton Independent Consultant

Valda Shrimpton LA Improvement Officer – Data and Education Research

Debbie Thomas LA Improvement Officer – Primary English

Rebecca Turvill LA Improvement Officer – Primary Mathematics

Jo Wallin LA Improvement Officer – Primary Mathematics

INTRODUCTION

2

Local authorities

Local authorities are responsible for moderating teacher assessment judgements in maintained schools. STA is responsible for monitoring the local authority moderation process. Under these arrangements, local authorities must:

identify at least 25 per cent of their schools to receive external moderation visits each year and to set up arrangements that are appropriate for their area;

ensure that all schools receive an external moderation visit at least once in a four year cycle, and that schools where assessment is felt to be at particular risk of inaccuracy, or where there are other relevant circumstances (for example a teacher new to Year 2), are included more frequently;

appoint moderators with recent experience of the National Curriculum in primary schools and appropriate authority to moderate teacher assessments so that judgements are consistent in relation to national standards; Key Stage 1 Assessment and

moderate a sample of the teacher assessments of children in each Year 2 class in schools that are being moderated; and

notify the headteacher of each school whether the standards applied in making teacher assessments are appropriate and consistent in relation to national standards.

If the moderator judges that the standards applied are not consistent with national standards, the local authority should request that the headteacher arranges for relevant assessments to be reconsidered by the teachers concerned and moderate this process. If the moderator’s judgements continue to differ from the school’s after the steps outlined above have been completed, the local authority must substitute their assessment for that of the school’s

In addition, local authorities should:

Provide STA with an outline of their plans for the moderation process. External moderation of local authorities will support this additional check.

Provide STA with details of how teacher assessment outcomes have changed as a result of moderation visits, once all visits are concluded. The process for this will be communicated separately.

Headteachers and governing bodies

Headteachers and governing bodies are responsible for ensuring the accuracy of the teacher assessment judgements in their school. Headteachers and governing bodies have the following specific duties:

To permit the moderator to enter the premises of the school at all reasonable times.

To meet requests from the moderator for samples of children’s classwork (including tasks and tests administered and results) or any other information reasonably required.

To make time for the moderator to discuss the assessments with Year 2 teachers.

Teachers engaged in carrying out teacher assessments and marking tasks and tests should have adequate opportunities to become familiar with national assessment standards using funds available within the school’s overall resources.

Statutory responsibility for moderation (from Assessment and Reporting Arrangements 2013)

3

Date External

information and requirements

Class teachers

HT/SLT/ Assessment

leaders

Other relevant CPD

November

30 November - Deadline for placing test orders on NCA tools website

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26 & 28 November - initial meetings for schools being moderated at KS1

26 & 28 November - initial meetings for schools being moderated at KS1

23 November – Maths “Subject Knowledge at KS1’ (day 1 of 3) course

30 November – ‘What makes a 1a/2c in mathematics and how to get them there’ course

December

7 December – ‘What makes a 2a/3c in mathematics and how to get them there?’ course

January

Moderator to contact moderated schools to book spring visit by 18th January

Begin to consider which pupils to chose as marker children

Decide on and store books to be used in the reading task

SLT provide support for spring visit Discuss selection of marker children

18 January ‘How to Achieve 3C in Writing’ course

February/ March

W/C 4 February schools receive tasks and tests. Electronic copies of tasks & tests can be downloaded from NCA tools

Spring moderation visit to discuss procedures, initial decisions on high attaining marker child in each class and range of evidence

11 March – ‘Assessment leaders’ update

12 March – ‘Spotlight on L1 assessment’ twilight session

Teachers act on moderator recommendations

Y2/3 cluster meetings (5/7/12/13/14 Feb)

SLT take appropriate action, if required, based on any recommendations from Spring moderation visit

April

Plan for SLT quality assurance of Year 2 marker children

Plan for Year 2/3 consistency of judgement and other transition arrangements

Key Stage 1 moderation planner

Dates are accurate at time of publication but may be subject to change

4

Date External

information and requirements

Class teachers

HT/SLT/ Assessment

leaders

Other relevant CPD

May

Summer moderation visit to ensure consistency of judgement, looking at evidence from high, average and low attaining marker children from each year 2 class, and discussing a sample of other children

Where required, teachers gather additional evidence to present at a Consistency of Judgement surgery

SLT take appropriate action, if required, based on any recommendations from Summer moderation visit

June

Cross borough appeals

21 June – Deadline for submitting end of KS1 assessments to LA

If school is asked to attend a ‘Consistency of Judgement’ surgery, teachers (plus a member of SLT) to attend one of the sessions (11

th and

13th June) By appointment at Leon House)

Final SLT quality assurance of judgements and data

21 June – Deadline for submitting end of KS1 assessments to LA

July

LA quality assurance of data from moderated schools & unmoderated schools

Data sent by the LA Performance Team to the DfE

Reports to parents

Transition meetings and handover of assessment information

1 July – ‘Assessment leaders’ update’

5

Dates Times Room/ Venue

Course No Course Title Audience

17.10.12 11.3.13 1.7.12

1.30-3.30 Leon House AL1/2012-13/9

AL1/2012-13/10 AL1/2012-13/16

Assessment co-ordinators' update

Assessment leaders

14.11.12 4.00-5.30 Leon House AL1/2012-13/15

Preparing for KS1 assessment (Non-moderated schools)

Y2 teachers and SLT

20.11.12 9:00-3:45 Leon House AL1/2012-13/20 Primary Assessment Conference

Assessment leaders Other school leaders Classroom teachers

26.11.12 28.11.12

1.30-3.30 9.30-11.30

Leon House AL1/2012-13/11 AL1/2012-13/12

KS1 moderation - initial meeting for schools

Y2 teachers and SLT (by invitation)

5.2.13 7.2.13 12.2.13 13.2.13 14.2.13

9.30-12.00 9.30-12.00 9.30-12.00 9.45-12.15 9.30-12.00

Gonville Academy Regina Coeli Primary

Chipstead Valley Primary St James the Great Primary

Wolsey Infant

TBC Y2/3 cluster meetings

Y2/3 teachers

12.3.13 4:00-5:30 Leon House AL1/2012-13/18 Spotlight on L1 assessment

Primary teachers

22.5.13 1:30-5:30 Leon House TBC

KS1 consistency of judgement surgery (non-moderated schools)

Y2 teachers

11.6.13 13.6.13

1:30 - 5.30 Leon House TBC

KS1 consistency of judgements surgery (moderated schools)

Y2 teachers

For full details and booking please use the following link:

http://cpd.croydonlwb.org/

Dates of courses and meetings

6

Purpose of visits The purposes of the moderation visits are to help ensure consistency, reliability and validity of teacher assessment across Year 2 classes. There are two visits, one in the spring term and one in the summer term. Moderators will contact schools to agree a suitable date for the visits by Friday 18th January. End of key stage judgements are made against national curriculum level descriptors. In order to facilitate this, moderators will use APP materials, Croydon assessment and next steps sheets and, where appropriate, P level exemplification. The moderation visits Spring term visit The purpose of the spring moderation visit is to clarify procedures and requirements, and to look at the way in which judgements are arrived at. To do this, moderators will look at a current range of evidence from one high attainer in each class for reading, writing and mathematics and to comment informally on the judgements made. This meeting is intended to be supportive, with the opportunity for teachers or a SLT member to clarify issues and ask questions. The judgements made at this point will not be final judgements; the purpose is to help teachers feel confident that their judgements are in line with other schools and national expectations, and to allow time for the collection of appropriate evidence. During the summer visit, the moderators will re-visit judgements made about the levels at which these children are working, as they will have made progress since the spring visit. Before the meeting, the school will need to complete the relevant sections of the spring moderation visit form (see p 20). Summer term visit The purpose of summer term moderation visit is to look at a range of assessment information for three ‘marker’ children from each Year 2 class; one high attainer, one average attainer and one low attainer in reading, writing and mathematics. There will be at least two moderators at this visit. In larger schools there may be more. Before the meeting, the school will be asked to complete the relevant sections of the KS1 moderation summary record, showing the teacher assessments for the three ‘marker’ children from each class (see p22). The moderator will also want to see a copy of class tracking sheets (e.g. shaded sheets) for reading, writing and mathematics During the first part of the meeting, teachers will talk to moderators about the marker children, then moderators will look at the completed form and the range of assessment information, left for them by the teacher, for each of the ‘marker’ children. This information could include a range of examples of children’s work, teacher notes and records, and anything else that the teacher thinks could be useful. It would be very helpful to the moderator if pieces of work in children’s books that the teacher has used for assessment could be indicated in some way e.g. with post-its, and information given as to whether those pieces of work have been done independently. Please include the child’s current reading book (this should be a book that the child can read largely independently).

Key Stage 1 moderation visits

7

Following this, the moderators will feed back to the teachers and SLT. However, if the moderators think that there is not enough information to agree the level/sublevel, they may suggest that some time is given for the teacher to collect extra information and either fax it to the moderators, or make an appointment to attend one of the ‘Consistency of Judgement’ surgeries. At this point, teachers and SLT members will decide if they agree with the moderators’ judgement, or wish to collect and present more evidence. Where judgements are changed, the moderator will look at the tracking sheets with the teacher and SLT member and discuss whether any other children’s levels/sublevels will need to be adjusted, and take a copy of the relevant tracking sheets away with them. If any changes need to be made, before submitting their data to the LA, the school will need to update and send a copy of the QCDA ‘Optional class record sheet’ for that class to Ann Longfield, the KS1 moderation manager, before Friday 21st June. The moderation team is required to check data sent to the Performance Team before it is sent to the DfE. Any issues will be discussed by the link adviser and the head teacher. The consistency of judgement surgeries If further assessment information is needed by the moderator, teachers may be asked to come to the consistency of judgement surgeries in June (see p5 for dates). Teachers do not need to stay for a whole session, but book an appointment to suit them, by ringing Glynis Jones on 020 8726 7358. Appeals If there is a disagreement about a child’s level/sublevel between the moderator and the teacher that cannot be solved, the following procedures would be used:

A meeting to scrutinise the assessment information between the head teacher, the class teacher and LA Moderation Manager;

If there is still a dispute, then a follow up visit by moderators from another local authority to further quality assure the process will be arranged.

Supply Cover The headteacher must ensure teachers are given sufficient non-contact time to administer and mark the tasks and tests, or to undertake activities in order to make their teacher assessment judgements. Funding for supply cover is available within the school’s overall resources.

(KS1 ARA 2013 p19)

See p20 and p22 of this handbook for copies of the moderation visit forms. These are also available to download from the Key Stage One Moderation room on Fronter (see p14 of this handbook for details about how to access this room).

8

General

How are decisions about levels made? Have SLT, subject leaders, and, particularly, Year 3 teachers been involved in the process?

Do teachers attend the Year 2/3 moderation cluster meetings?

Have the marker children been used to make judgements about all children? Have judgements about children other than marker children been sampled?

Have the KS1 tasks and tests been administered?

Range of evidence

Does the evidence collected demonstrate to the moderators the range of knowledge, skills or concepts that the child is able to consistently employ (i.e. not just a ‘one off’ example)?

Does the evidence show the moderator the child’s performance in a range of contexts over recent months?

Are the contexts for the evidence sufficiently clear for the moderators to form a judgement, including a clear indication of whether the work is independent?

Does the evidence (including the teacher’s knowledge) help demonstrate to the moderator how the decision about the child’s current level of attainment has been reached?

Reading

Does your school have evidence relating to the assessment focuses for reading?

In guided reading notes, does the language used indicate progress, targets and levels rather than general comments? It is then easier to use to make level judgements.

Writing

Across the year, do children have the opportunity to do unaided writing in a range of text types, giving a wide variety to consider when you come to make your final judgement?

Is there evidence of writing from across the curriculum? Maths

Is there a broad evidence base to support judgements about what children know, understand and can do? (e.g. photographs/ whiteboard examples/guided group notes/annotated plans etc)

Is there an indication whether tasks are independent or done with support?

Looking at children’s books /work, can differentiation be seen? Are all children, particularly higher attaining children, being challenged so that they show what they can do?

Is there enough assessment information for children performing at L3? Does evidence include the range across the attainment targets and strands within them? Will there be evidence of the four different aspects of calculation?

Are there enough examples of Using and Applying and investigative work?

Are there examples of children’s mental maths abilities (notes on approaches/methods; explanations; reasoning, from yourself or a TA from guided group work, mental starters, etc)?

Key points for SLT and teachers to consider

9

This set of questions is intended to support SLT in managing the moderation process and in reviewing end of KS1 assessment practice.

1. Which members of the SLT are involved in the quality assurance of the assessments?

2. What is the role of the SLT in the assessment and moderation process?

3. How do you know that teacher assessment at the end of KS1 is providing useful and accurate data for your school?

4. Do your Y2 teachers have a full set of the QCA exemplification materials?

5. Do you expect the assessment outcomes to differ much from last year? How and why?

6. How will you check the ‘big picture’ of the assessments before they are submitted to the LA e.g. Are there significant changes to previous years’ outcomes?

7. What plans are in place for detailed analysis of the assessment outcomes to identify issues or areas for further learning?

8. What plans are in place for the transfer of the assessment information to the Year 3 teacher(s)?

9. For Infant Schools: How and when are the Junior School staff involved in the moderation process?

Comments/action points

Quality assuring teacher assessment at Key Stage 1 Senior Leadership Checklist

10

Writing

Evidence of independent, sustained writing in literacy and across the curriculum Range of writing including fiction and non-fiction including more demanding text types Big writing or special writing (including pieces of writing completed for assessment purposes) Both annotation and developmental marking of children’s writing, showing success against the

learning objective and prompts for improvement, give additional information to moderators Moderators will expect to see at least 5-6 pieces of independent writing at the assessed level.

These pieces should show a range of text types Reading

Reading records, particularly guided reading records, including evidence across the range of

assessment focuses

Post-it notes or annotations made during focused sessions

Observation notes, e.g. TA observes response of pupils during shared reading/observation of

pupil on a self-chosen reading or writing activity

Discussions with/notes from other adults who are

involved in reading activities with children

Reading journals

Running records

Information about book band child is working within

Where appropriate, phonics tracking sheet

Example of book that child is able to read

independently

Mathematics

Pupils` contributions during whole class work e.g. from oral and mental starters, working from mini-whiteboards/ IWB etc

Observation of pupils engaged in everyday mathematical tasks, problem-solving or investigative activity-with a note of how they explained their strategies, if no written work or working is available

Notes of responses during focus group work

Photographic, annotated evidence of practical activities Open-ended mathematical activities which provide

children with opportunities to show a range of strategies. See ‘Taking the Lid Off’ in the Fronter KS1 moderation room

Annotation and developmental marking of children’s

mathematics give additional information to moderators. Annotations regarding strategies or resources used are particularly helpful.

Investigative activities

Moderators will expect to see a range of independent maths which is weighted towards number, calculation and using and applying

Cross curricular mathematics can be included as part of the evidence

Extension questions at the end of a child’s maths e.g. ‘What would happen if...’ or ‘Can you ask your own question...’

Suggested sources of evidence to validate teacher assessment

11

General

Teachers are not required to show the moderator everything the child has done – they need to select sufficient evidence that best exemplifies the level/sublevel the child is working at

They carry additional assessment information in their head. Moderators will discuss all marker children with teachers in order to share this information

Where children have completed KS1 tests and tasks, these can be included as part of the assessment portfolio although this is not a requirement. However, completing the KS1 tests and tasks is a requirement, and moderators will check that they have been, are being or will be completed, depending on the time of the visit

There is no need to photocopy work for submission to the moderators. It is perfectly acceptable to present children’s books in their entirety. It is useful to mark (e.g. with post-its) those pieces of work which you consider are evidence of the level of the teacher assessment. However, if a school opts to use photocopies, it is important that they are legible and complete.

Evidence may come from more informal assessments and from planned focussed assessment opportunities

Other record keeping which indicates the level at which the child is working should also be included

12

Choosing which tasks and tests to use

Schools must use the 2007 and 2009 Key Stage 1 National Curriculum tests. They may have been ordered from the NCA tools website at www.education.gov.uk/ncatools or previously supplied by QCDA. The following table may help teachers decide which task or test materials are most appropriate. There is flexibility about which years’ tests can be administered, as teachers may choose to administer the 2007 tests to some children in the class and 2009 tests to others. However, teachers must ensure that for the writing tasks, the longer and shorter tasks and spelling test are from the same year. Teachers should select tasks and tests appropriate to the level at which each child is judged to be working.

Children judged to be working

Reading Writing (including

spelling) Mathematics

Towards level 1 Optional use of reading task.

Optional use of writing task.

Optional use of mathematics task.

At level 1 Use the level 1 reading task.

Use the two writing tasks (longer and shorter) from 2007 with the 2007 spelling test, or the two writing tasks from 2009 with the 2009 spelling test.

Use the level 1 task (from a bank of previous tasks).

At level 2 Use the level 2 task or the level 2 test. Teachers may decide that different children will benefit from different approaches. For example, the task might be more appropriate than the test for children working at the lower end of level 2.

Use the two writing tasks (longer and shorter) from 2007 with the 2007 spelling test, or the two writing tasks from 2009 with the 2009 spelling test.

Use the level 2 test.

At level 3 Use the level 3 test.

No need to use the level 2 task or test if level 3 is not achieved.

Use the two writing tasks (longer and shorter) from 2007 with the 2007 spelling test, or the two writing tasks from 2009 with the 2009 spelling test.

Use the level 3 test.

No need to use the level 2 task or test if level 3 is not achieved.

Tests and tasks

13

How many tasks or tests should be used?

The Key Stage 1 tasks and tests are designed to test children’s knowledge and understanding of the Key Stage 1 programmes of study in English and mathematics. They provide a snapshot of children’s attainment.

Teachers must administer National Curriculum tasks and tests to help them arrive at a secure judgement for their final teacher assessment at the end of Key Stage 1. As a minimum, this will mean a task or test in reading, writing and mathematics for each child, except those judged to be working below level 1. The teacher should decide which tasks or tests should be used for each child, taking into account their knowledge of the level at which the child is working. Teachers can use the tasks and tests to inform their assessment judgements at any time during the year, but children are not to be tested more than once during the year in each subject or attainment target.

Equipment for the mathematics tests

Children are allowed access to hundred squares and number lines up to 30, as well as tens and units apparatus, for the level 2 mathematics tests.

No equipment should be provided for the level 3 tests. Please refer to the KS1 Assessment and Reporting Arrangements 2013 for details relating to:

Access arrangements for the Key Stage 1 tasks and tests (Section 5)

Administering the Key Stage 1 tasks and tests (Section 6)

One teacher assessment level will be reported; task and test results are not reported

The P scales should be used for children with SEN working below level 1

Children working towards level 1 of the National Curriculum who do not have a special educational need should be reported as ‘NOTSEN’. This includes children who are working towards level 1 solely because they have English as an additional language.

Schools are required to report sublevels only at L2 (i.e. 2c, 2b, 2a). At L1 and L3, only the level needs to be reported. Moderators are required to use the same system. However, schools will find it more useful internally to pass on information about sublevels at L1 and L3, as this makes it easier to track progress.

Reporting levels

14

It important to ensure consistency of judgement between Key Stage 1 and Key Stage 2 in order to:

support Year 3 teachers to have a good understanding of how end of KS1 assessments are made

avoid discrepancies and disagreements between judgements by having accuracy of assessment throughout the school

make certain that pupils make good progress across key stages

set meaningful and accurate targets from current levels of attainment

ensure continuity of learning (extension of understanding)

avoid re-teaching of all skills when not needed by having knowledge of prior learning

support a professional dialogue between Year 2 and 3 teachers through: informal discussions formal transition meetings which involve SLT members regular cross phase moderation attendance by Year 2 and 3 teachers at LA run cross-phase moderation

meetings or school cluster meetings opportunities for Year 3 teachers and TAs to visit their classes in the summer

and observe children

ensure a smooth transition in learning into KS2 through strategies such as: completing work in the summer term in books which can continue to be used in

Y3 Year 2/3 transition projects which involve Year 3 teachers and TAs working with

Year 2 classes in the summer term and Year 2 teachers working with Year 3 classes in the autumn term

Ensuring consistency of judgement between KS1 and KS2

15

Support for KS1 end of year assessment and moderation process on Fronter

1. Log into Fronter http://fronter.com/croydon

2. Navigate to the Croydon Primary Gateway

3. Navigate to the Assessment Room

4. Click on the link to the Key Stage One Moderation Room

Resources

16

Other information to support end of KS1 assessment can be found in:

KS1 Assessment and Reporting Arrangements 2013

Building a picture of what children can do (QCDA)

NC in Action – website (www.ncaction.org.uk)

The KS1 moderation room on Fronter (see p15)

Assessing Pupil Progress (APP) assessment guidelines and standards files

Croydon’s ‘Next Steps’ sheets and other support materials, available in the Assessment Room on Fronter (see p15)

17

Reading Conference Record - Level 2a

Child’s Name:

Books: Types of text (circle where relevant): Fiction Non-fiction Chapter book Picture Book Familiar text Familiar author Unknown text and author Teacher chosen Child chosen

The key questions below constitute a range of generic questions relating to each of the reading assessment focuses. Not all of these questions will be asked in a single reading conference. In many instances, more specific questions relating to a particular text or part of a text will be valuable in assessing the child’s decoding and comprehension skills. Series of related questions which probe a child’s thinking and give them the opportunity to justify their answers are particularly valuable. A series of mini-conferences over the course of reading a longer text would give useful information about how the child tackles a more challenging text from beginning to end.

Assessment Focus

Key Questions Comments/Dates

AF1 Use a range of strategies, including accurate decoding of text, to read for meaning

What can you do when you don’t know a word?

Can you use your phonics to sound out this word?

What could that word be …? Does that make sense?

You said … Do we say it like that?

Miss out the tricky word and read to the end of the sentence – what would make sense?

Think about what the story is about – what would fit?

AF2 Understand, describe, select or retrieve information, events or ideas from texts & use quotation & reference to text

Can you find the part of the text / story that tells us that…?

Describe the sequence of the main events in the story

What did you find that was interesting in this book?

Can you find the words / sentence / paragraph that tells us that…?

What are the two/ three most important things that happen in this part of the book?

Can you tell me three things about this character? How do you know?

What does … say /feel / think when … happens?

What do the characters’ actions tell us tell us about them?

What is the character saying? What does this tell us about them?

What are the relationships between the characters?

Can you describe the setting? How do you know it is like this?

What are some of the key words in the text that tell us about the setting / action / characters?

What do the illustrations /headings/ diagrams tell us?

Can you find information on…? How did you go about finding it?

AF3 Deduce, infer or interpret information, events or ideas from texts

What is this story/text about? What is the main theme/event? How do you know? What clues can you find (in the text/ illustrations) to support your thinking? Which words/phrases give you clues? Does anything else give you more information about this?

Has anything like this ever happened to you? What clues in the text tell you if it is the same/ different?

What did _____ do in the story? Why did ____ behave in such a way? How do you know? How did ____ feel? Which words/phrases/ illustrations tell you that? What else tells you?

What do you think will happen next? Why?

What does the writer want you to feel about/react to this character/event? What tells you that?

What does this picture tell you about the story/ information? How?

What does the writer want to you to know about ____?

What are the key points to remember ___?

AF4 Comment on the structure and organisation of texts, including grammatical and presentational features at text level

What clues are there on the covers of the book to tell you what the book is about?

Where would I find out about ___ in this book? How would I use the contents page/index/glossary/ headings to help me?

How can I use alphabetical order to help me?

How can I quickly find the information I need on a page?

How do you use … (organisation feature)? How does it help you to understand this text?

What is the purpose of the writing in the box/in italics?

Why has the author used bold print/italics?

What are the differences between fact and fiction?

Do you need to read all of a non-fiction book to find the information you are looking for? Why not?

How do the headings/ illustrations/diagrams/photographs support our

18

understanding of the text?

Assessment Focus

Key Questions Comments

AF5 Comment on the writers’ uses of language including grammatical & literacy features at word & sentence level

Which verbs / adverbs / adjectives / connectives have been used in this section? What is the effect?

Which words / phrases tell us that…?

Which words do you think are particularly effective? Why?

The author used the phrase… What do you think he meant by that?

Is there a pattern in the way the author writes?

How does the dialogue help to move the story on?

What technical vocabulary has been used? How does this support you as a reader?

What does this word tell us about the character / setting etc?

How is the atmosphere / mood conveyed in this text?

AF6 Identify and comment on writers' purposes and viewpoints, and the effect of the text on the reader

What do you think of this story / text so far? Why?

What do you think is the main purpose of this text/story/book?

What are the key messages of the text?

Why do you think the author wrote this story/book? Why do you think the author wrote this story/book this way?

How does the story/book make you feel? Do you think the author intended this? How do you know?

What effect does this story/book have on the reader?

What would you change if you were the author?

How does this story/book make you feel?

How successful do you think the author has been in …(persuading / explaining, etc)

Would you recommend this text to someone else? Who?

AF7 Relate texts to their social, cultural & historical contexts & literary traditions

Has anything like this ever happened to you / anyone you know?

How does this book relate to e.g. life in another country / different family settings?

How does this text fit in with what we know about… (time / place)

How does this story help you understand more about …?

Has this text changed your views / understanding about …? How?

Who is telling this story?

Why do you think this story has been told?

What do you know about this genre?

Reading dispositions

Can you think of another book we have read with a similar character/where this has happened before?

Can you think of another book by this author/illustrator?

Can you choose the book you want/need and explain why you have chosen it?

Why is this favourite book? Has it always been your favourite book? Which books did you like most when you were small? Which books do you like now?

Which book/text would you like to share most with a friend/adult?

Look through these books/texts about ….. Which one would you like to read? Explain why you have chosen this one

Why do you like this book better than the others?

What books/stories/rhymes do you read/enjoy on your own?

Next steps for the child as a reader

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Reading Conference Record - Level 3 (Questions in italics can also be found on Level 2a sheet)

Child’s Name:

Books: Types of text (circle where relevant): Fiction Non-fiction Chapter book Picture Book Familiar text Familiar author Unknown text and author Teacher chosen Child chosen

The key questions below constitute a range of generic questions relating to each of the reading assessment focuses. Not all of these questions will be asked in a single reading conference. In many instances, more specific questions relating to a particular text or part of a text will be valuable in assessing the child’s comprehension. Series of related questions which probe a child’s thinking and give them the opportunity to justify their answers are particularly valuable. A series of mini-conferences over the course of reading a longer text would give useful information about how the child tackles a more challenging text from beginning to end.

Assessment Focus Key Questions Comments/Dates

AF1 Use a range of strategies, including accurate decoding of text, to read for meaning

How do you tackle words that you are having difficulty in reading? What strategies do you/could you use?

AF2 Understand, describe, select or retrieve information, events or ideas from texts & use quotation & reference to text

Describe ...main ideas/interesting facts/things you didn’t know before about... in this book

Can you find the words / sentence / paragraph / section of the story/text/book that tells us that…?

What does … say /feel / think when … happens?

Why are the characters behaving in this way at this point in the story?

What do the characters’ actions/ what the characters are saying tell us about them now? Has this changed since earlier in the story?

What are the relationships between the characters? Do the relationships change over time? How?

How does the setting influence the characters / action?

Which key words/phrases in the text tell us about ...(setting / action / characters)? What else gives us similar information?

What do the illustrations / heading/diagrams tell us about ....?

AF3 Deduce, infer or interpret information, events or ideas from texts

What is the main theme/event in this story? How do you know? What clues can you find to support your thinking? Which words/phrases tell you? Does anything else give you more information about this?

What sort of book/story is this? What clues can you use to support your ideas?

Have you ever had a similar experience? How does yours compare to what is happening in the book?

What did _____ do in the story? Why did ____ behave in such a way? How do you know? How did ____ feel? Which words/phrases/ illustrations tell you that? What else tells you?

What does the writer want you to feel about/react to this character/event? What tells you that?

Do the pictures/illustrations give the same or different information as the text? In what ways is it the same/different? Why are they different?

What does the writer want to you to know about? How do you know?

What do you think will happen next/at the end? Why do you think this? Have your predictions about what will happen changed since you started this book? Why?

AF4 Comment on the structure and organisation of texts, including grammatical and presentational

features at text level

Where would I find out about ___ in this book? How would I use the contents page/index/glossary/ headings to help me? Would you change anything to help you find the information?

How can I use alphabetical order to help me (particularly for more complex index)?

How can I quickly find the information I need on a page?

What is the purpose of the writing in the box/in italics?

How does this (organisational feature) help you to read this text?

How do the headings/ illustrations/diagrams/photographs support our understanding of the text? Has the author made good choices? Is this the heading/…./ you would have chosen?

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Assessment Focus Key Questions Comments/Dates

AF5 Comment on the writers’ uses of language including grammatical & literacy features at word & sentence level

Which words / phrases tell us that…?

Which words do you think are particularly effective? Why?

The author used the phrase… What do you think he meant by that? How could he have written it differently

Which words / phrases tell the reader that the main theme / idea is …?

Is there a pattern in the way the author writes?

How does the dialogue help to move the story on?

What technical vocabulary has been used? How does this support you as a reader?

What does this word /phrase tell us about the character / setting etc? Why is it effective?

How is the atmosphere / mood conveyed in this text?

AF6 Identify and comment on writers' purposes and viewpoints, and the effect of the text on the reader

What do you think of this story / text so far? Why? Has your view of it changed since the beginning? Why?

Have there been any surprises/upsets that have changed your thinking about this story/text? Explain why

How does this text make you feel? Do you think that’s what the author wants you to feel? How do you know?

What do you think is the main purpose of this text/story/book?

What are the key messages of the text/story/book?

What do you think the author’s viewpoint is on …? Why do you think this? Do you agree with the author’s viewpoints?

What effect does this text/story/book have on you?

What has the author done to support this?

How successful do you think the author has been in …(persuading / explaining, etc)

Would you recommend this text to someone else? Who? Why do you think they would like it?

AF7 Relate texts to their social, cultural & historical contexts & literary traditions

How does this book relate to e.g. a period in history / life in another country / different family settings?

How does this text fit in with what we know about… (time / place)

How does this story help you understand more about …?

Has this text changed your views / understanding about …? How?

Who is narrating this story? Why is it being told by them? Would it be different if the author had chosen someone else? How?

What do you know about this genre?

Why do you think this story/book has been written?

If the story/book appeared on television/film what might be kept and what might be changed?

Reading dispositions

Which authors/series/themes do you particularly like? What appeals to you about them?

Can you choose the book you want/need and explain why you have chosen it?

Look through these books/texts about ….. Which one would you like to read? Explain why you have chosen this one. Which book would you least want to choose? Can you explain why?

Why do you like this book better than the others?

What stories/rhymes do you read/enjoy at home/on your own?

Do you recommend books to others? Do you read books recommended/read to you that you haven’t tried before?

Does watching films make you want to read more books? Which books have you chosen this way?

Next steps for the child as a reader

21

Croydon Record of Key Stage 1 Spring Moderation Visit

School to complete the shaded sections in readiness for the moderation visit

School: Names of Teachers:

Number of Classes:

Date of visit:

How have class teachers been supported in arriving at their present judgements?

Evidence Base (moderators to tick those seen) Teacher knowledge

Assessment records (e.g. shaded sheets, AM7 spreadsheets etc)

Evidence of pupils’ reading level - guided reading records, pen portrait, running records, reading conference record, the pupil’s current reading book

Evidence of pupils’ independent and sustained writing – fiction and non-fiction, cross curricular evidence

Evidence of pupils’ independent work in mathematics (particularly AT1 and AT2) – including problem solving and investigations, mathematics in meaningful contexts, annotations including annotated photographs

Next steps marking and pupils’ responses which contribute to the evidence base

Moderators’ summary comments/recommendations

Signed: Moderator................................................................... Headteacher................................................................

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READING

NAME OF PUPIL CLASS LEVEL

PRESENTED MODERATOR COMMENT

HIGHER ATTAINING PUPIL (likely to be Level 3* by the end of the year)

WRITING

NAME OF PUPIL CLASS LEVEL

PRESENTED MODERATOR COMMENT

HIGHER ATTAINING PUPIL (likely to be Level 3* by the end of the year)

*In the event that no pupils are currently predicted to be Level 3 by the end of the year, please present pupils who are predicted to be Level 2a by the end of the year

MATHEMATICS

NAME OF PUPIL CLASS LEVEL

PRESENTED MODERATOR COMMENT

HIGHER ATTAINING PUPIL (likely to be Level 3* by the end of the year)

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Croydon Summary Record of Key Stage 1 Moderation

School to complete the shaded sections in readiness for the moderation visit

School: Names of Teachers:

Number of Classes:

Date of visit:

Evidence Base (moderators to tick those seen) Teacher knowledge

Assessment records (e.g. shaded sheets, AM7 spreadsheets etc)

Evidence of pupils’ reading level - guided reading records, pen portrait, running records, reading conference record, the pupil’s current reading book, observation of pupils’ reading

Evidence of pupils’ independent and sustained writing – fiction and non-fiction, cross curricular evidence

Evidence of pupils’ independent work in mathematics (particularly AT1 and AT2) – including problem solving and investigations, mathematics in meaningful contexts, annotations including annotated photographs

End of KS1 test papers and tasks

Next steps marking and pupils’ responses which contribute to the evidence base

Internal moderation already taken place (please tick) Year/phase group

Moderation with Y3 teachers

SLT moderation (including subject leaders, assessment co-ordinator and/or headteacher)

Whole school

School clusters

Other (please give details)

Have any judgements been amended as a result of the moderation visit (details overleaf)? Is the school required to present further evidence? Fax Consistency of Judgement Surgery Further moderation visit (please circle) Areas of strength: Areas for development:

Key Stage One assessment agreed YES NO FURTHER EVIDENCE TO BE PRESENTED Signed: Moderator................................................................... Headteacher................................................................

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Each class teacher must present evidence for three children (one below age-related expectations, one at age-related expectations and one above age-related expectations). These can be different children for different subjects. See below for the levels that moderators would usually expect to see. NB: these are indicative levels only; however, the higher attainers presented for each subject should be pupils working at Level 3 unless there are no children working at this level. Level 2 judgements must be by sub-level (ie.2C, 2B or 2A). Teacher assessments for these children should be recorded on the tables below and overleaf.

READING

NAME OF PUPIL (personal & family name)

CLASS M/F TEACHER

ASSESSMENT MODERATED

LEVEL MODERATOR COMMENTS (where applicable)

PUPIL(S) ATTAINING BELOW AGE-RELATED EXPECTATIONS (indicative levels – high level 1 or 2c)

PUPIL(S) ATTAINING AGE-RELATED EXPECTATIONS (indicative level – 2b)

PUPIL(S) ATTAINING ABOVE AGE-RELATED EXPECTATIONS (indicative level – level 3)

WRITING

NAME OF PUPIL (personal & family name)

CLASS M/F TEACHER

ASSESSMENT MODERATED

LEVEL MODERATOR COMMENTS (where applicable)

PUPIL(S) ATTAINING BELOW AGE-RELATED EXPECTATIONS (indicative levels – high level 1 or 2c)

PUPIL(S) ATTAINING AGE-RELATED EXPECTATIONS (indicative level – 2b)

PUPIL(S) ATTAINING ABOVE AGE-RELATED EXPECTATIONS (indicative level – level 3)

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MATHEMATICS

NAME OF PUPIL (personal & family name)

CLASS M/F TEACHER

ASSESSMENT MODERATED

LEVEL MODERATOR COMMENTS (where applicable)

PUPIL(S) ATTAINING BELOW AGE-RELATED EXPECTATIONS (indicative levels – high level 1 or 2c)

PUPIL(S) ATTAINING AGE-RELATED EXPECTATIONS (indicative level – 2b)

PUPIL(S) ATTAINING ABOVE AGE-RELATED EXPECTATIONS (indicative level – level 3)

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QCDA ‘Optional class record sheet’

27

Notes: