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.