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English Standardisation 2017
Year 2 Teachers – Spring term
Welcome!
Aims of the session • To secure your understanding of the interim
framework
• To support teachers in being ready for the end of Key Stage assessment through: – Discussion of specific work samples from each delegate’s
school
– Discussion about ‘on track’ to meet end of year expectations
– Clarification and exemplification about expectations in the interim teacher assessment framework
– Annotation of the work samples providing a commentary and agreed judgements as benchmarks for assessment of other children’s work in each delegate’s school
– Next steps for schools regarding securing national expectations.
Programme
• 08:45 Registration and refreshments
• 09:00 National update and moderation process
• 09:30 Writing – Expected standard
• 10:30 BREAK
• 10:50 Writing – At Greater Depth
• 12:00 Lunch
• 1:00 Reading – Expected standard
• 2:30 Break
• 2:45 Reading – At Greater Depth
• 3:30 Next steps and action planning
Teacher Assessment -
reading and writing
“Teacher Assessment (TA) is based on a broad
range of evidence from across the curriculum and
knowledge of how a pupil has performed over
time in a variety of contexts. It is carried out as
part of teaching and learning”
(ARA P.31)
Teacher Assessment -
reading and writing
In 2017, teachers must make judgements for each
eligible pupil against the standards set out in the
interim teacher assessment frameworks (or the
interim pre-key stage standards).
Teachers must use their knowledge of pupil’s work
over time, taking into account their:
• Written, practical and oral classwork
• Results of the statutory KS1 tests in reading (ARA P.31)
As a class teacher…
• You will have a strong sense of each pupil’s
attainment from across a range of work to make
your judgement
• You will be confident to portray that “strong
sense” of a pupil’s attainment, talking to a
colleague or a moderator, referring to the pupil’s
work over time.
Teacher Assessment
The pupil’s work must show that they consistently demonstrate
attainment in line with the wording of all the “pupil can”
statements within the standard they have been awarded, taking
account of any qualifiers. This does not mean that the pupil must
demonstrate the “pupil can” statements 100% of the time. Pupils
are likely to have improved over the course of the year and may
make a mistake with something the teacher knows they are
actually secure in. In making a decision that a pupil
consistently demonstrates attainment of a “pupil can”
statement, we expect teachers to exercise their professional
judgement. (Moderation guidance P.7)
Teacher Assessment
The teacher must be confident that the pupil
meets all the “pupil can” statements in the
preceding standards, but there is no requirement
to produce specific evidence for them. It is likely
that the pupil’s work for the standard they have
been awarded will also evidence the “pupil can”
statements in the preceding standard(s).
(Moderation guidance P. 7)
Children working below the test
standard
• Rochford Review - figure 1
outlines how schools
report children who do not
take the tests
• Pre-key stage 1
standard: ‘Foundations for
the expected standard’
Timetable for Assessing and
Reporting at end of Key Stage 1
• Pages 7-9 in ARA
• May – test administration window
• 19th May – schools notified if they are to be moderated
• 5th June – conversion tables for scaled scores published
• 5th – 29th June – Moderation window
• 29th June – deadline for school submission to LA (data team ask for it a week earlier to ensure errors can be amended before the deadline)
Moderation – things that changed last year
• Only 25% of schools with KS1 will be moderated
(2015 50% of infant schools were also
moderated)
• The evidence base is not a ‘best fit’ model.
Evidence for all statements in the interim
teacher assessment framework is required but
there is no requirement to produce specific
evidence for preceding statements if the teacher
is confident that the child meets them.
Moderation Guidance
• STA document states:
– 25% of maintained schools and 25% of academies
– LAs must not dictate what schools’ evidence should look
like or how it is presented for an external moderation visit
– In the majority of cases the STA would expect only one LA
external moderator per visit. The LA should clearly
communicate with the school the number of LA external
moderators that will be attending, who they are and their
role in the external moderation process.
– LAs must not ask schools to provide TA judgements in
advance of an external moderation visit
Hampshire approach
• 2 moderators – Provides enhanced professional dialogue
– Quality assures the judgements of the moderation team
– Enables new moderators to be fully trained and inducted
– Means that the visit can be completed in half a day instead of a full day
• Opportunity to submit data in advance – Moderators can select pupils ahead of the visit and notify
teachers up to half a day before
– Teachers have the opportunity to organise the full set of evidence for each child in advance of the visit
– Teachers can check their evidence and signpost if they choose to support their discussion with moderators
Moderation – maintaining best practice in Hampshire
• The discussion held by teachers and moderators
is key to the high quality and accurate
assessment that takes place in Hampshire so
we will provide opportunities for teachers to
meet with colleagues, moderators and subject
inspectors before the submission date, to give
confidence to teachers that they understand the
national expectations
During the visit…
• As in previous years – the moderators need to be satisfied as to the independent status of the work – although a range of evidence can be reviewed including work that is supported and guided – but needs to be signposted for levels of independence (no change)
• Notion of ‘sufficient’ evidence of ‘consistent performance across several pieces of work – in order to demonstrate understanding and application’
• The KS1 statutory tests and the converted scaled scores need to be part of the evidence base as these will have been used to inform the TA judgements.
Lessons learned from KS1
writing moderation 2016
EXS - additional evidence required for:
– Exclamatory sentences – particularly using the four
types of sentence properly within their own writing
– Accurately spelling words with suffixes
GDS - additional evidence required for:
– Using the full range of punctuation – possessive
apostrophes
– Spelling most words with contracted forms
Practise the professional
conversation… • Use today as an opportunity to practise talking
about your pupils’ learning.
• Be prepared to be challenged!
• Use this as a useful opportunity help you strengthen provision and evidence
• Make useful notes to help you adjust planning and provision as necessary.
WRITING
Section 5
Additional guidance for writing
Independence:
Independence:
‘Pupil can’ statements:
Handwriting:
Writing
Sentences with different forms
Questions
• Interview a witness
• Information leaflet
• Preparing for research
• Poster
Statement
• Information leaflet
• Poster
• Newspaper
Command
• Instructions
• Royal declaration
• Rules
Exclamation
• Expression of viewpoint
• Expression opinion
• 1st person
• Writing in role
• Diary / letter
Expanded noun phrase
Adjectives describe nouns and are useful building blocks in phrases – the tall girl .
Phrases are groups of words that work together; in a phrase, there will be
one word that all the other words modify.
In the sentence above, “girl” is a noun; “the girl” is a simple noun phrase.
This can then be expanded with an adjective: “the tall girl” is an expanded noun phrase, albeit a very straightforward one.
Contracted forms
Investigate contracted
forms within the rich
text.
Remember:
You are only looking
for evidence against
the performance
standards…
Book Scrutiny – writing
• Work in a pair
• Look at the evidence of one child
• Together identify evidence of exemplification of working at the
expected standard (EXS) or a child working towards the
expected standard (WTS)
• Together identify gaps in the evidence base of exemplification of
working at the standards the books
• Make notes on what evidence is there, level of independence and
whether it is sufficient
• Make a note of any missing evidence that would have helped
support the judgement
• Decide upon “next steps” for the child and for you as teacher
When making a
judgement …
• To meet a particular standard within the interim TA
framework, a pupil must demonstrate attainment of all of
the statements within that standard and all the
statements in the preceding standard(s).
• The judgement as to whether a pupil meets a statement
is made across a collection of evidence and not on
individual pieces. However, there needs to be sufficient
evidence of consistent performance across several
pieces of work, in order to demonstrate the pupil’s
understanding and application of the statement.
BREAK
WORKING AT GREATER
DEPTH
capital letters, full stops, question marks, exclamation marks,
commas in a list, possessive apostrophe
Commas in a list
Write a list of items a character wants to
take on a journey.
What ingredients do I need to buy to
make my cake?
Use in expanded noun phrases
Apostrophe for possession
The Queen’s…
• hat
• soldiers
• guards
• horses
Emily Brown’s…
• rabbit
Review your evidence
• Look at your evidence base for pupils
working at / towards GDS.
• Is there sufficient evidence?
• Are there any gaps?
• What are your next steps and actions?
What makes good evidence
for standardisation?
• Clear learning objectives showing a range of domains have been taught
• Clear annotation for the level of support
• Clear success criteria reflecting the teaching input over the learning journey
• Clear skills being ‘scaffolded’ and then applied in different purposes for writing
• A range of fiction and non-fiction writing
• Opportunities for sustained writing
Book Scrutiny – GDS
• Work in a pair
• Look at the evidence of one child
• Together identify evidence of exemplification of working at greater depth within the expected standard (GDS)
• Together identify gaps in the evidence base of exemplification of working at that standard in the books
• Make notes on what evidence if there, level of independence and whether it is sufficient
• Make a note of any missing evidence that would have helped support the judgement
• Decide upon “next steps” for the child and for you as teacher
When making a judgement …
• To meet a particular standard within the interim TA
framework, a pupil must demonstrate attainment of all of
the statements within that standard and all the
statements in the preceding standard(s).
• The judgement as to whether a pupil meets a statement
is made across a collection of evidence and not on
individual pieces. However, there needs to be sufficient
evidence of consistent performance across several
pieces of work, in order to demonstrate the pupil’s
understanding and application of the statement.
READING
Lessons learned from KS1
reading moderation 2016
Evidence in reading was frequently light – book bands, reading diary, guided reading records, phonics tests; but with little evidence that was explicit to the standards
GDS - additional evidence required for: – Predicting what might happen on the basis of what
has been read so far
– Making links between the book that they are reading and other books that they have read
Possible evidence
• Reading book
• Teachers records / notes
• Response to reading – book reviews
– character descriptions / role on the wall
– art work or labelled diagrams to reflect details of the text
• SAT reading papers
• Miscue analysis / PM Benchmarking
• Common exception word tracking
• Yr1 / Yr2 Phonics Screening check data
Interim Teacher Assessment
Framework 2017
Reading
Age appropriate text
Book Bands
They are ‘an orange reader’…
What does it
mean?
What does the text
demand of the reader?
polysyllabic
words
words that
contain affixes
unfamiliar
vocabulary
Longer, more
complex sentence
structures
The document contains material that exemplifies all of the
statements within the KS1 interim TA framework for ‘working at
the expected standard’.
The pupil can:
Video Evidence Transcript
How to Hide a
Lion
A Squash and a
Squeeze
The Day the
Crayons Quit
The Three Little
Javelinas
A Squash and a
Squeeze
read accurately most words of two or
more syllables X X X
read most words containing common
suffixes X X X
read most common exception words. X X X
In age-appropriate pupil can:
read words accurately and fluently
without overt sounding out and
blending, e.g. at over 90 words per
minute
X X X
sound out most unfamiliar words
accurately, without undue hesitation. X X X
In a familiar book that they can already read accurately and fluently, the pupil can:
check it makes sense to them
X
answer questions and make some
inferences on the basis of what is
being said and done. X
X
How to Hide a Lion
• Insert video clip
EXS Evidence
Reading to teacher – I Will Not Ever Never Eat a Tomato
In the class reading corner, Daniel selected I Will Not Ever Never Eat a Tomato by Lauren Child.
He read it independently and then shared the book with his teacher.
T: Why will she not eat all of her vegetables?
D: It’s because she doesn’t like them…I don’t think she
has ever tried them…she just thinks she doesn’t like them.
note: Simple plausible inference about characters using
evidence from the text
T: Why did Charlie say ‘Green drops from Greenland’?
D: He’s trying to trick her so that she will eat them.
(Also able to identify that in the end Lola caught Charlie
out at his own game by saying tomatoes were
‘moonsquirters’.)
note: Inferential reading shows understanding of the
humour in the story
T: Why did the author shape the text like that?
D: He’s (author) done it like that because it’s fish and fish
live in the sea. It makes the writing more interesting if it’s
in different shapes.
• Read a range of key words automatically without
support and confidently blended phonemes to read a
variety of Phase 5 and 6 words.
• Although Daniel paused at full stops he was not yet
reading fluently or with expression.
• Straightforward information was recalled about the
main characters Charlie and Lola
• Daniel is able to make inferences about the main
characters and their behaviour. He links these
inferences to the text to back up his ideas.
• Located and discussed effective language choices,
e.g. ‘green drops from Greenland’ (to describe peas).
• Gave reasons for his choice of book: 'I chose this
book because I like it and I watch it on the television.
My favourite character is Charlie…he’s just like me.
I’m a boy and I’ve got a little sister'
• Identified this book as a story book and was aware of
other books by the same author.
Review your evidence
• Look at your evidence base for pupils
working at / towards EXS.
• Is there sufficient evidence?
• Are there any gaps?
• What are your next steps and actions?
BREAK
WORKING AT GREATER
DEPTH
The pupil can, in a book they are reading
independently:
Transcript
Fantastic Mr Fox The Sound
Collector
The Tear Thief
make inferences on the basis of what is
said and done X X X
Predict what might happen on the basis
of what has been read so far X X X
make links between the book they are
reading and other books they have read. X X X
The document contains material that exemplifies all of the
statements within the KS1 interim TA framework for ‘working at
greater depth’.
Fantastic Mr Fox
GDS Evidence
Paper 2 –
Inference
questions
Review your evidence
• Look at your evidence base for pupils
working at GDS or towards GDS.
• Is there sufficient evidence?
• Are there any gaps?
• What are your next steps and actions?
Reading Journals
• Activities are completed independently
• Focus on inference, prediction and making links
• Easily accessible evidence when making a
judgement
Primary / End of Key
Stage Statutory
Assessment – for all
STA updated
documents e.g.
exemplification
Primary/ Course
materials/ KS1
standardisation
Use password:
KS1standard to access
materials from today
(no logon required)
Use the English Moodle for
KS1 standardisation course
materials!
Use the English Moodle
for updates on the front
page ‘news’
Share any issues…
• Are there any burning issues you would like to
discuss?
• Ensure you leave here today with confidence
and clarity – and the tools to work with to
support your judgements.
Next steps …
• What questions 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?
Some thoughts…
• Carry out tests early on in May – then any
“uncharacteristic errors” can be dealt with in
class work before 29th June.
• Pupils who are absent…ensure there are no
gaps in anyone’s learning.
