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improving standards in learning and teaching:
the role of the subject leader in moderating work samples
Analysis can provide:
Insights into the standards attained by different pupils:•progress (learning over time)•rate of learning •attainment of different groups of pupils (inclusion)
Insights into the quality of teaching:•match of work to pupils attainment•quality of marking•range of activities
Analysis can provide:
Insights into pupils’ attitudes to work:
•quality of presentation
•completion of work
Insights into leadership and management:
•compliance with school policies
What evidence might we have?
• Extent to which standards are in line with national expectations
• Progression of skills throughout the school
• Coverage of skills throughout the school
• Standards of presentation / pupils attitudes
• Are needs of all learners being met
Useful reference material:
NC level descriptors.
NC in action website examples www.ncaction.org.uk/
QCA foundation subject assessment materials.
Ofsted – inspecting subjects 3-11, guidance for inspectors of schools.
The moderation process
1. Skills progression
• Make sure you clearly understand what the key skills are for the subject [use National Curriculum].
• Make sure you have a skills progression for each skill at each level – for primary up to Level 5.
• This could be supplemented with examples from the commentary sections of the pupil examples on the ‘NCinaction’ website.
2. Collecting work samples
• Notify all colleagues in advance that you will be collecting samples at the end of a term / set date. Give them a copy of the skills progression and make sure they are aware of expected standards (levels) for their year group.
• Get a spread of achievement – lower, core, higher and a rough idea of how many other pupils are represented by each sample given.
• Make sure they understand why you are doing this – to improve standards of learning+teaching.
• Give examples of what the evidence might be – not just stuff in books.
3. Moderating the work
• Scrutinise the work samples against the skills progression and the expected attainment for that year group.
• Use pupil work examples from ‘NCinaction’ website examples to support the process and inform judgements.
• Collect evidence - photographs / photocopies of work.
• Make a note of areas where learning outcomes successfully meet expected attainments. Make a note of those where it does not.
4. Give feedback to teachers
• Give individual feedback to teachers focused on successes – related to the progression of skills statements.
• Give suggestions of what they need to improve to help children secure progression within or to the next level.
• Some issues may be worthy of whole school feedback or development.
• Repeat the cycle later in the year.
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