English Standardisation 2016

End of KS2 Summer term

Welcome!

Aims of the session To support the accuracy and consistency of teachers judgements through:

discussion of specific work samples from delegates schools

reference to common criteria

supportive discussion with moderators of end of Key Stage 2 Assessment

annotation of the work samples providing a commentary and agreed judgements as benchmarks for assessment of other childrens work in each delegates school

Programme AM 08:45 Registration and tea/coffee

09:00 Introduction

09:15 Writing: Working at Greater Depth

09:35 Standardisation Working at Greater Depth

10:30 Break

10:45 Top Tips for Greater Depth

11:00 Standardisation - Working at the Expected

Standard

11:30 Reading Exemplification

11:45 Close

Programme PM 12:45 Registration and tea/coffee

13:00 Introduction

13:15 Writing: Working at Greater Depth

13:35 Standardisation Working at Greater Depth

14:30 Break

14:45 Top Tips for Greater Depth

15:00 Standardisation - Working at the Expected

Standard

15:30 Reading Exemplification

15:45 Close

Moderation Guidance

Guidance is published for this year for both local authorities and schools (access via gov.uk)

LA requirements set out triggers for external moderation and may include:

new teaching staff

new senior leadership team

Ofsted concern

historical data concern

date of last external moderation

other local concern.

Moderation Guidance

Back to moderation with an emphasis on professional discussion, support and articulation of the standards

Process to be carried out alongside the school and school team rather than separately to them

Able to build on our best practices established over a number of years

Moderation will occur before data submission so schools will be able to submit further evidence up to the date of the team day

Will use the Interim Teacher Assessment Framework and the exemplification materials for 2016

Timescales

May 20th Schools informed of whether they are to be

included into statutory moderation cycle

May 23rd Moderators send introductory email to school

June 6th Moderation window opens KS1 and KS2

June 17th Moderation window closes KS1 and KS2

June 21st Mop up days - moderation

June 23rd Appeals second visits HIAS inspection team

June 24th Appeals second visits HIAS inspection team

June 30th Inter LA Eastern Region Panel

June 30th Data submission KS2 via NCA tools

Moderation Guidance

Schools will be notified with email and phone call on Friday 20th May

Schools will be asked to send us a list of pupils including their UPN and expected Teacher Assessment by Friday 27th May so that the moderators can select the pupils to be moderated

15% of the cohort (a minimum of 5 pupils) covering the full range of attainment in the cohort (WTS/EXS/GDS)

Notified of chosen pupils the day before the visit.

Moderation Guidance

The professional dialogue between the year 6 teachers and

the LA external moderator is essential. This allows the teacher

to talk through their judgements using the necessary evidence

to support their TA.

Evidence will consist of:

examples of pupils work

teachers knowledge of their pupils.

If teachers are confident in their judgements, they do not

need to refer to the exemplification materials. Schools may

wish to use the exemplification materials as guidance to

support teachers in making their own TA judgements and to

validate judgements across the school.

Moderation Guidance

Moderators must be assured that, through the review of

evidence and professional dialogue, any preceding

standards have also been met. There is no requirement

for teachers to provide additional information on

statements from any preceding standards.

If there is insufficient evidence to support teachers

judgements, the LA external moderator must

request to see other examples and potentially

expand the sample.

LA external moderators must be satisfied that the

work was completed independently.

Moderation Guidance

Where the LA external moderator judges that there

is insufficient evidence for the standard awarded,

they must detail, within the visit note, the revised

judgement and the reason for it.

If the moderator is unable to validate judgements

due to a systematic lack of evidence, they must

refer the school to the STA maladministration

team.

Moderation Guidance

The LA external moderator must provide the school with a

completed LA record of the visit, which includes:

the pre-validated TA data set

the agreed validated judgements

any pupils for whom the LA agrees to consider further

evidence and re-moderate

any decisions that the school intends to appeal

any concerns that require further action by the school or

LA

The LA external moderator must ensure that the record of

the visit is signed by the headteacher (or delegate) and LA

external moderator.

Moderation Guidance

LAs may refer to the exemplification materials if guidance

is required when undertaking an external moderation visit.

There is no requirement to provide tick sheets for an LA

external moderation visit.

If there is insufficient evidence to support teachers

judgements, the LA external moderator will request to see

other examples and potentially expand the sample.

GREATER DEPTH

A return to Morgan for handwriting

Belo

w e

xpecte

d

At e

xpecte

d

Gre

ate

r d

epth

Frankie

Leigh

Morgan

Alex

Clear attempt to adapt for audience and

purpose

Not consistently or effectively

awareness of the intended audience, and there is a clear attempt to adopt vocabulary

and grammatical structures

formality is not always maintained and

there is an over-reliance on the structures of

spoken language in some pieces

consistently and confidently broad range of tasks effectively adapted for purpose and

audience.

Vocabulary choices are consistently

appropriate sometimes ambitious

adaptation for purpose and audience is enhanced

by the distinctive and independent voice ...

consistent selection of a sequence of varied verb

forms, often patterned or using repetition within a

paragraph to achieve a particular dramatic effect

Working at the expected standard Working at greater depth

using passive and modal

verbs mostly appropriately

using inverted commas, commas for

clarity, and punctuation for

parenthesis mostly correctly, and

making some correct use of semi-

colons, dashes, colons and

hyphens

using the full range of punctuation

taught at key stage 2, including

colons and semi-colons to mark the

boundary between independent

clauses, mostly correctly.

selecting verb forms for meaning

and effect

and grammatical structures

selecting vocabulary

that reflect the level of formality

required mostly correctly

selecting vocabulary precisely

managing shifts between levels

of formality through

and by manipulating grammatical

structures

Creating atmosphere

Writing exemplification KS2

managing shifts between levels of formality

through selecting vocabulary precisely and by

manipulating grammatical structures

p.24

p.18

p.22

selecting verb forms for meaning and

effect

p.10

using the full range of punctuation taught at key

stage 2, including colons and semi-colons to mark

the boundary between independent clauses,

mostly correctly

Evidence and Independence

Evidence

Range of writing produced as part of their

normal classroom practice.

Evidence is likely to be found in work from the

entire year.

Evidence and Independence Specific advice on independent work for writing:

if writing evidence has been redrafted by the pupil, this is acceptable as independent work. The redrafted work may be in response to self, peer or group evaluation, or after discussion with the teacher

pupils can also independently use classroom resources, such as dictionaries

it would not be independent if the work was modelled or heavily scaffolded, copied or paraphrased, or where the teacher has directed the pupil to change specific words or punctuation

LA external moderators must be satisfied that the work was completed independently. If the work was not independent, the school must ensure that the evidence clearly identifies the amount of support a pupil has received.

What makes good evidence

for standardisation? Clear learning objectives showing a range of

knowledge, understanding and skills have been taught

Clear annotation for the level of support

Clear success criteria reflecting the teaching input over the learning journey

Clear skills have been scaffolded and then applied in different purposes for writing

A range of fiction and non-fiction writing

Opportunities for sustained writing

Book Scrutiny writing

Work in a pair

Look at the evidence of one child

Together identify evidence of exemplification of working at the standards in the books

Together identify gaps in the evidence base of exemplification of working at the standards the books

Make notes on the form

Make a note of any insufficient evidence that would have helped support the judgement. Need to be forensic with this aspect.

Decide upon next steps for the child and teacher

Standardisation Face to

Face

Working together:

Choose a partner from a different school.

Decide on Moderator, Teacher role.

Review the tray of work for evidence of At Greater Depth

Identify sufficient evidence for descriptors

Identify strengths and areas for development

Utilise the Moderators on the tables to support your discussions

Reviewing the process

What sort of evidence easiest to find?

What sort of evidence is most difficult to find?

What were the discussions around sufficient

evidence?

Did the process help to identify next steps for

teacher and for the child?

BREAK

Second sample

Now swap roles (Teacher/Moderator) and review

the second sample.

Be as specific and constructive as possible.

Reviewing the process

What sort of evidence easiest to find?

What sort of evidence is most difficult to find?

What were the discussions around sufficient

evidence?

Did the process help to identify next steps for

teacher and for the child?

Next steps

What questions re teaching and learning, the

curriculum and independence do you need to

unpick back at school?

Which aspects do you require more evidence

of?

What will you need to teach or strategies use in

order to address gaps?

A few ideas

TASK DESIGN IS VITAL TO PROVIDE OPPORTUNITIES: e.g.

e.g. Diary entry

Selecting verb

forms for meaning

and effect:

Reflecting on an

event has

happened, author

considering their

feelings now and

looking towards the

impact on the

future.

Managing shifts

in formality:

Inserting another

reason to write

within the diary

e.g. letter, note,

advert, phone

conversation etc.

CREATING PURPOSEFUL OPPORTUNTIES FOR SHIFTS IN

FORMALITY:

Embed a letter/ phone call/ diary entry within a narrative

Address the reader with a more informal tone within a formal text

Expressing personal asides/ reflections informally within a more formal

text

In argument/ persuasion using statistics alongside personal anecdotes

Using colloquial language in dialogue, within a narrative.

Examples from fiction

In Katherine Woodfines The

Mystery of the Clockwork

Sparrow, the formal tone of the

reward offer contrasts with Joes

speech.

In Harriet Goodwins Gravenhunger a

letter from the main characters mother is

discovered, introducing the novels

central mystery

A note is passed in Robin

Stevens Murder Most

Unladylike, using brief sentences

and an informal tone to get

straight to the point.

In this scene from Philip Pullmans The

Scarecrow and his Servant, the

register used for a poster captures the

Scarecrows attention

Steve Parker: Animal

Diaries

Using an established author to investigate varying verb form for

meaning and effect

Some ideas for teaching colons and

semi colons

NB: none of these should be over used.

Children need to learn to use them where

appropriate and for impact.

Description: detail sentence A colon is placed between the descriptive first part of the sentence and

the latter half of the same sentence in which details are added.

I woke up early: the alarm had not even gone off.

Same but different sentences A colon is placed between the first part of a sentence and the latter

part, when the latter repeats an idea in different words (usually more

emphatically).

You can do it: you will do it! He loves food: he eats everything!

Source: Get your head around punctuation(and how to teach it )

By Alan Peat

Understanding semi colons:

A semi colon indicates that there is more to say on a

subject than has already been said.

It is used to indicate that parts of a sentence are linked

rather than separate. Each part could be written as a

separate sentence, but the semi colon/s indicate that

each part adds (or relates) to the previous part/s.

Taken as a whole all of the parts form a single idea or

theme.

Source: Get your head around punctuation(and how to teach it )

By Alan Peat

Semicolon in contrasting parts sentences The semicolon can replace a conjunction e.g. while, but, whereas

It was once a beautiful fishing village; it is now a jungle of hotels. Weekdays pass slowly; weekends rush by. Some people believe in capital punishment; others believe it is

barbaric.

Semi colons in a time sequence sentence A series of events in time order

The battle began; we rushed toward the enemy; we screamed as we ran; lifted our swords; cut into human flesh and if we were lucky, lived to tell the tale.

A semi colon should not be followed by

AND or BUT

Source: Get your head around punctuation(and how to teach it )

By Alan Peat

Recap on Expected

Standard

Standardisation Face to

Face

Working together:

Choose a partner from a different school.

Decide on Moderator, Teacher role.

Review the tray of work for evidence of At Greater Depth

Identify sufficient evidence for descriptors

Identify strengths and areas for development

Utilise the Moderators on the tables to support your discussions

READING EXEMPLIFICATION

Use of the KS2 reading exemplification

Schools must use the interim TA frameworks to ensure that their TA judgements are accurate.

If teachers are confident in their judgements, they do not need to refer to the exemplification materials. The exemplification materials are there to help teachers make their judgements where they want additional guidance.

The judgement as to whether a pupil meets a statement is made across a collection of evidence and not on individual pieces.

This document consists of pieces of work drawn from different pupils.

The material contains transcripts that exemplify all statements

within the KS2 interim TA framework for working at the

expected standard.

Evidence Videos Transcripts Writing

KS2 interim TA framework for

working at the expected standard.

Poor Vera The Boy in

the Striped

Pyjamas

The

Executioners

Daughter

Tommy and

Sarah

The Boy in

the Striped

Pyjamas 2

read age-appropriate books with

confidence and fluency (including

whole novels) x x x x

read aloud with intonation that

shows understanding x x x x

work out the meaning of words

from the context x x x

explain and discuss their

understanding of what they have

read, drawing inferences

and justifying these with evidence x x x x x

predict what might happen from

details stated and implied x

retrieve information from non-fiction x

summarise main ideas, identifying

key details and using quotations for

illustration x x

evaluate how authors use

language, including figurative

language, considering the

impact on the reader

x

make comparisons within and

across books x x

Primary / End of Key

Stage Statutory

Assessment for all

STA updated documents

e.g. exemplification

Primary/ Course

materials/ KS2

standardisation

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Aims of the session To support the accuracy and consistency of teachers judgements through:

discussion of specific work samples from delegates schools

reference to common criteria

supportive discussion with moderators of end of Key Stage 2 Assessment

annotation of the work samples providing a commentary and agreed judgements as benchmarks for assessment of other childrens work in each delegates school