Ty Penallta

11th February 2009

Statutory Arrangements

Important Dates

Overview of Moderation Events (KS1 & KS2)

Overview of ‘Sampling’ arrangements & ‘Drop in’ sessions

Transition Arrangements

Tracker Roll-out

OSAMs

Ongoing Working Parties

11th February – ARR Update Meeting / Newspaper Report

12th February - Newspaper report writing training – Year 6 staff - (AM / PM session)

16th March – Year 2 / 6/ 7 Update Meeting

15th May – Deadline for writing sampling to be sent to LEA

1st ®, 2nd (I) & 3rd © June – Moderation Events

 4th & 5th June – Sampling feedback dates with Advisers

 12th June – Deadline for transfer of information on Voyager (KS1 & KS2)

 16th June – Year 7 Transition Managers training date for download of

data from Voyager

Cluster moderation requirements will be introduced from September 2008 for core subjects. These should support and strengthen teacher assessment and Key Stages 2-3 links by:

•enhancing existing arrangements for contact between teachers and the transfer of information about learners’ attainment

•developing a higher level of agreement of standards between primary and secondary schools, and

•increasing trust in the reliability of data in relation to individual learners’ attainment

• Key Stage 2/3 cluster group moderation should enhance existing transition arrangements between teachers and the transfer of information about learners’ attainment

The aim is for a rounded judgement that:

•Is based on a knowledge of how the pupil performs across a range of contexts and over a period of time

•Takes into account the different strengths and areas for development of that pupil’s performance

•Is checked against adjacent level descriptors to ensure that the level awarded is the closest match to the pupil’s performance in each attainment target/ subject

In order to arrive at a rounded judgement of a pupil’s performance in each attainment target/ subject, teachers’ judgements should be based on existing evidence of attainment and not on the basis of any projections of pupils’ future performance.

STANDARDISATION – involves the process of using samples of the work of the same learner or different learners to enable teachers to reach agreement on levels of attainment by confirming a shared understanding of the characteristics of a level

MODERATION – ‘best fit’ judgment is made on an individual learner’s level of attainment is made.

•Statutory Arrangements

•Important Dates

•Overview of Moderation Events (KS1 & KS2)

•Overview of ‘Sampling’ arrangements & ‘Drop in’ sessions

•Useful documentation

DEADLINE for samples to LEI: 15th May 2009

• Sampling this year is for Yr 2 and Yr 6

• Moving from Standardisation to Moderation

• Looking at range of writing as opposed to sampling and verifying 1 piece Requirements

1. 2 pupils writing books(to include Story (KS1) and Newspaper Report (KS2))

2. Each teacher in a Year 2 / Year 6 class to send books for 2 borderline pupils (suggestion: 2a/3c or 3a/4c or 4a/5c)

3. Only judgements to be made will be on the PACK of work (one level) not the individual pieces

4. Advisers will moderate the samples and provide opportunities to discuss feedback with Headteachers – 4th & 5th June 2009

What do I do well when I am writing a story?

How can I improve?

Name:_____________________

Date:______________________

LEVEL

I know I need to use full stops. 1

I am beginning to use a full stop at the end of my sentence.

2c

I use full stops and am beginning to use capital letters.

2b

I use capital letters and full stops correctly. I am beginning to use question marks and exclamation marks.

2a

I use capital letters, full stops and question marks correctly.Sometimes I use exclamation marks to add detail.

3

Punctuation

I can spell simple words. 1I can spell my everyday words. I try to use my letter sounds to help me spell new words.

2c

I try and spell new words by using letter sounds and thinking what letter patterns look like.

2b

All my everyday words are spelt correctly. I use my letter sounds and letter patterns to spell new words.

2a

I use all my letter skills to spell words that have lots of syllables. I usually spell these new words correctly.

3

Spelling

My letters face the right way and are the right shape.

1

The reader can read my writing. Most of my letters are the right size and face the right way.I must not mix my upper and lower case letters.

2c

My letter tails hang under the line and my tall letters are tall. I have not mixed upper and lower case letters in my words.

2b

My letters are correctly written and are the correct size. I have not mixed upper and lower case letters in my work.

2a

My writing is neatly joined and the reader can easily read it.

3

Handwriting

I have told a story using simple words and phrases.

1

My story has a setting and begins to tell a story. Sometimes I can tell the middle and ending of the story.

2c

My story has a setting, a middle and an ending. I am beginning to write about what happens to the character.

2b

My story has 4 main parts linked by events. I can tell the reader about the setting of the story and describe my characters.

2a

My story has 4 main parts linked by events. Sometimes I describe the setting of my story. I am beginning to write about the character's feelings or why he/she does something. I try to make my story interesting to the reader.

3

Structure

I use simple words and phrases to write my story.

1

I am beginning to use simple describing words to give my story detail.

2c

I am beginning to use a variety of describing words.

2b

I am beginning to use a wide range of desrciptive words and phrases to give my story detail.

2a

I choose my words for variety and to interest the reader. I am beginning to use alliteration and similies to add detail and interest.

3

Vocabulary

I use short simple phrases in my story.

1

My writing is sometimes like the way I speak. I must try not use the word ' and' to join my sentences.

2c

I am beginning to write extended sentences.I am beginning to use connectives ' But', 'So', 'After that'

2b

Some of my sentences are extended when I have used a variety of connectives, 'but', 'so', 'suddenly' etc.I am beginning to write descriptive phrases.

2a

I use a variety of imperative verbs and descriptive langauge to write extended sentences.My instructions are usually grammatically correct and clearly organised.

3

Grammar

My writing is joined and you

can read it3

My writing is neat and my

letters are f ormed correctly4

I have my own style of

handwriting which is joined,

neat and easy to read

I know when to use joined and

printed styles

Handwriting and Presentation

5

I can spell simple w ords that I use

ev ery day

I try to spell w ords I don't know

I can spell w ords w hich follow easy

spelling rules4

I can spell most of the w ords I use

I know spelling rules for harder w ords

Spelling

3

5

At least 2 of my sentences

have a capital letter and a f ull

stop

2

I know what a sentence is

At least half of my writing has

capital letters and f ull stops

Sometimes I use speech marks

in my stories

Most of my writing has capital

letters and f ull stops in the

right place

I can use commas in lists

I am beginning to use commas

to separate parts of sentences

I can use speech marks in the

right places

Almost all my sentences have

capital letters and f ull stops in

the right places

I can use commas to make my

writing interesting and to

introduce and conclude speech

I can use apostrophes to show

when something belongs to

someone

I can use apostrophes to show

when words have been

shortened e.g. can't

I can use brackets

I can use dashes

I can set out dialogue properly

I use diff erent types of

sentences to make my writing

interesting

I like to use a range of

punctuation to make my

writing more exciting

I can use semi colons, colons

or dashes to structure long

sentences

Punctuation

4

5

I use 'and' and ' then' to

join sentences2

I use but, when, so and

because to join sentences

I use simple adjectives to

describe nouns

I use adverbs

My subjects and verbs agree

I use lots of diff erent words

to join sentences e.g. if , when,

rather than, although, however

I think of diff erent ways to

begin sentences

I use interesting nouns.

I use powerf ul verbs

I chose words and phrases

caref ully so that they create

an eff ect

I use adventurous vocabulary

My pronouns and tenses agree

I use simple and complex

sentences to shape my writing

I use imaginative words

I use unusual words

I use technical vocabulary

I create special eff ects in my

writing e.g. suspense

I use similes and metaphors to

make my writing powerf ul

I use patterns in my sentences

e.g. Alliteration

Style

3

4

5

What do I do well when I am

writing a news report? How can I improve?

Name:______________________

Date:_______________________

LEVEL

My writing looks like a news

report2

My writing has an

introduction, inf ormation

about what is happening and a

simple conclusion

I write about what I think and

f eel

My writing makes sense

I present inf ormation clearly

and I include details

My writing is interesting

I connect diff erent parts of

the report

I have included interviews

I have ended my reports

suitably

I use paragraphs f or main

ideas

My report is well organised

My report is very interesting

and you want to keep reading

it

My report is convincing and

sounds real

I have tried to summarize

events in the introduction

I have included f actual

inf ormation as well as

personal comments and

interviews

I f eel that I have control over

my writing

I always use paragraphs

Purpose and Organisation

3

5

4

My new targets are:

Dates for Moderation events: 1st – 3rd June 2009

Sessions facilitated by Advisers / Teachers

English

Oracy (Presentation / Role Play)

Mathematics

Number AT2

•Slightly amended A3 overall sheet• New Learner Profile sheets to make recording specific observations easier• Reduced workload as much as we can• Two new strands to be moderated

This year

This years task

To assess pupils skills in presentation and role play through group or individual

based activities.

Learner Profile

Oracy – Presentation

Nature of task completed:Name:Level given for task:Year:

Level Descriptors ObservedPartly

ObservedMight memorise/ read a very short script (a sentence) and need prompting to deliverDelivery barely audible, hesitant and expressionlessNo awareness of audience e.g. eye-contactWill memorise/ read a more extended script (a few short sentences)Speaks audibly but might not project voice sufficiently for a large audience e.g. school assemblyDelivery still fairly hesitant with little or no expressionLittle or no awareness of the audience e.g. eye-contactWill deliver a more extended, well-organised presentationStill reliant on prepared script, reading it or memorising it rather than using notes as promptsWill speak clearly without undue hesitancy, may be too rapid owing to nerves; some limited variation in expressionIs aware of audience and knows what makes a good delivery (eye-contact, pace, intonation etc.) but lacks confidence to translate this knowledge into practiceWill speak confidently and clearly, projecting voice effectively to a large audienceBeginning to move away from a script, identifies significant information and organises it into notes; uses the notes more appropriately so that some eye-contact witht the audience is made.Shows awareness of audience by beginning to use some expression, gesture or movementNot confident taking questions from the audienceConfident, even assertive presenter e.g. will command attention by waiting until the audience is ready and is comfortable taking questions from the audienceMakes well-organised notes, choosing detail to hold interest, and uses the notes as prompts to enable them to make eye-contact with the audienceGood awareness of the needs of listeners, will use a number of devices to engage interest; varying tone, pitch and pace, using pauses effectively, emphasising detail with gesture and movementA lively and engaging presenterWill synthesise key information in notes which are comprehensive yet succinct and uses the notes unobtrusively as an aide memoire during the presentationShows a keen awareness of the audience by employing a wide range of expressive presentational skills which engage the listener

5

6

1

2

3

4

Learner Profile

Oracy – Role Play

Nature of task completed:Name:Level given for task:Year:

Level Descriptors ObservedPartly

ObservedNot confident in roleRelies on others, usually an adult, to keep the dialogue goingVery brief statement but generally appropriately to the roleMore confident in roleCan keep a simple conversation going without the intervention of an adultMakes comments appropriate to the role in simple sentencesPortrayal is basically consistent with the role, adapting the tone and language of the character to a degree and some appropriate body language/ movementNot able to develop and sustain the role beyond the basicMake comments to the role using more complex sentencesMore concerned with own role rather than interacting with others in the scenarioPortrayal is more convincing and shows a valid attempt to interpret the character beyond the basicStatements are consistent with the role and tone, pace and body language is varied to try to develop the characterInteracts appropriately witho others in the scenarioPortrayal not only consistent but more fully developed and sustained in vocalisation, body language and movementSound interpretation leads to a balanced view of the character, not one-dimensionalInteracts confidently and sensibly with others in the scenarioSense of personal engagement with the character portrayed; lively and engaging performancePortrayal is convincing and sustained by verbal and non-verbal meansIf a character from a text some direct quotation will be used.Interaction with others shows a good awareness of relationships

5

6

1

2

3

4

A3 Progression in Oracy sheet

Exemplar MaterialsLearner Profile

Oracy – Presentation

Nature of task completed: Child A carried out a presentation task on an interest of their choice (being a Guinea Pig owner). Name:Level given for task:Year:

Level Descriptors ObservedPartly

ObservedMight memorise/ read a very short script (a sentence) and need prompting to deliverDelivery barely audible, hesitant and expressionlessNo awareness of audience e.g. eye-contactWill memorise/ read a more extended script (a few short sentences)Speaks audibly but might not project voice sufficiently for a large audience e.g. school assemblyDelivery still fairly hesitant with little or no expressionLittle or no awareness of the audience e.g. eye-contactWill deliver a more extended, well-organised presentationStill reliant on prepared script, reading it or memorising it rather than using notes as promptsWill speak clearly without undue hesitancy, may be too rapid owing to nerves; some limited variation in expressionIs aware of audience and knows what makes a good delivery (eye-contact, pace, intonation etc.) but lacks confidence to translate this knowledge into practiceWill speak confidently and clearly, projecting voice effectively to a large audience Beginning to move away from a script, identifies significant information and organises it into notes; uses the notes more appropriately so that some eye-contact witht the audience is made.

Shows awareness of audience by beginning to use some expression, gesture or movement Not confident taking questions from the audienceConfident, even assertive presenter e.g. will command attention by waiting until the audience is ready and is comfortable taking questions from the audience

Makes well-organised notes, choosing detail to hold interest, and uses the notes as prompts to enable them to make eye-contact with the audience Good awareness of the needs of listeners, will use a number of devices to engage interest; varying tone, pitch and pace, using pauses effectively, emphasising detail with gesture and movement

A lively and engaging presenterWill synthesise key information in notes which are comprehensive yet succinct and uses the notes unobtrusively as an aide memoire during the presentationShows a keen awareness of the audience by employing a wide range of expressive presentational skills which engage the listener

5

6

1

2

3

4

Comments and Points of NoteHannah produced a well organised presentation, supported by a Powerpoint presentation with text and images. There was structure to the content but maybe a slide identifying / outlining what would be discussed would have been useful as would a recap slide or a recap verbally. Aspects discussed included: Breeds, How I became an owner, Guinea pig essentials, bathing and clipping nails, funny pictures – including Guinea pig Olympics and finishing with a slide inviting questions. Also Hannah could work on developing a little more fluency between slides. The presentation was clearly heard, informative, lively and fun and kept the audience attention. Children asked relevant questions which were largely answered quite well, although this is an area that could be developed further with a little more depth on occasions.

Way ForwardTo further develop aspects of organisation (above), using notes, along with the ability to ad lib – developing further use of bullet points with less text upon slide, images or other props. Also for Hannah to gain greater recognition of which detail may better hold interest. To further develop ability to answer questions posed not jumping straight into an answer but forming and providing a clearer answer.

• 3 borderline pupil profiles• Any further examples that support judgements

What do staff need to bring to moderation?

FAQ

To assess pupils’ use and understanding of number and

algebra, using a range of class-based evidence.

•Borderlines e.g. 2/3

•2 pupils

Pupil Record Sheets (KS1)Level W - 2

Pupil Record Sheets (KS2)Example: Levels 2 - 3

Useful Resources

Useful Resources

Useful Resources

Frequently Asked Questions

Q. What area of maths are we focussing on?

R. Number (AT2)

Q. What do we have to do?

A. Complete the A3 pupil record sheet - Use a range of evidence, e.g. assessments, optional assessments, and any other assessments used by the school to reach your final judgements.

Q. Should they be borderline examples?

A. Yes

Q. Should I assess in sub-levels?

R. Yes

Q. What do I need to bring with me for the moderation day?

A. Two borderline pupils’ maths books and any other supplementary evidence, e.g. school-based assessments.An annotated A3 sheet for each pupil, highlighted to demonstrate the levels they are working at.

• Adviser training sessions February 10th

• 8 Year 5 teachers will be trained with Advisers on March 4th 2009 taking into account local need

• Subsequent local training will take place after this date

• Will be completed on Voyager for all Year 2 and Year 6 pupils (internal transfers also possible)

• DEADLINE for submission of this data: June 13th 2008

• All information will be checked by LEI Advisers for any anomalies

• This information will then be fed directly into the DEWI system for WAG uploads

• All KS3 Transition Co-ordinators to export the data during the following week

NEXT STEPS

• Clinics offered for Clerks / teachers new to Year 2 & Year 6

Twilight session 25th February, 2009

Ty Penallta, Chamber

How do you track pupils? / groups? /

Target Set?

How do you

intervene/ direct

resources?

How do you

report? Parents?

Govs? How do you

challenge?

How do you

monitor AfL?

How do you

moderate standards?

How do you

transfer data?

• Task & Finish Assessment Strategy Group

•Ongoing Skills Working Party (FP – KS2)

• FP Assessment Task & Finish group (Exemplification materials / Policy)

• AfL Toolkit

• English SOW - FP