Embed Size (px)
Citation preview
KS2 Writing Moderation Workshop March 2018
Agenda
Teacher assessments
The revised ‘pupil can’ statements for
assessing KS2 writing
Working towards the expected standard
Working at the expected standard
Working at greater depth
KS2 ARA
KS2 statutory external moderation
Moderation visits take place in June - schools will be informed on the 18th May.
If selected for external moderation, schools must not submit their data until after the visit has taken place.
The sample of pupils (15% of the cohort or 5 children in a single class) is chosen by moderators on the day and must cover the range of attainment within the cohort (but not pre-key stage standards).
Teacher assessment: changes for 2017-2018
The guidance has been expanded this year to include all aspects of teacher assessment
STA has introduced revised teacher assessment frameworks for writing only
Greater emphasis on composition
Statements for grammar, punctuation & spelling are less prescriptive
A more flexible approach that allows for a particular weakness not to prevent an accurate judgement of a pupil’s attainment overall
Exemplification 2018
Exemplification materials for supporting teacher judgements have been
updated to reflect changes to the statutory teacher assessment frameworks.
For KS2 there are four collections published for use in 2018:
o Dani - working towards the expected standard (replaces Alex)
o Morgan / Leigh - working at the expected standard
o Frankie - working at greater depth within the expected standard
Morgan’s work provides just sufficient evidence of a TA judgement of EXS;
Leigh’s work is close to GDS but doesn’t meet enough GDS statements.
Commentaries have been amended to reflect the revised
statements. (Evidence check boxes have been retained in
order to show how each collection meets the standard. There
is no requirement for schools to use the same approach.)
Assessing writing
The advice re independence has not changed:
- Teachers must base their judgements on writing that has been produced independently.
- The national curriculum is clear that writing should also be produced through discussion with the teacher and peers.
- A piece of writing may provide evidence of a pupil demonstrating some ‘pupil can’ statements independently, but not others.
Assessing pupils with disabilities
A new section in the guidance covers all the advice for assessing pupils with disabilities in one place. In summary:
Schools are required to make reasonable adjustments for
pupils with disabilities.
If a pupil has a disability that physically prevents them from
demonstrating a ‘pupil can’ statement altogether, even with
reasonable adjustments in place, these statements can be
excluded from the teacher assessment judgement.
Teachers should use their professional discretion.
Assessing writing - ‘particular weakness’
Pupils must be assessed against all the statements within the standard they are being judged at.
They should meet all the statements except when a particular weakness (with a part or whole of a statement) would prevent a fair judgement.
This could be due to a specific learning difficulty (but is not limited to this).
The only consideration must be whether the weakness prevents an accurate judgement of the pupil’s overall attainment from being made.
STA’s non-debatable ‘particular weakness’ scenarios
There are 6 scenarios (two for each standard) where discretion
should be applied and 1 scenario where discretion should not be
applied (for expected standard).
They aim to provide a consistent and clear understanding of what
constitutes an exception.
Review the scenarios to consider why the decisions have been made.
Discretion should apply Discretion should not apply
WTS: Wesley and Wendy EXS: Lila
EXS: Ebrahim and Emmie
GDS: Graham and Gabriele
Revised ‘pupil can’ statements for WTS
The use of cohesive devices / different verb forms / coordinating and
subordinating conjunctions are no longer specified requirements of WTS.
A pupil’s handwriting does not now need to be joined to achieve WTS – it
just has to be legible.
Identifying the evidence
Use the KS2 writing checklist to look for evidence of the WTS ‘pupil can’
statements in the following two pieces of writing taken from Dani’s collection.
You should not make any judgements about the overall standard for
any of the individual pieces of writing.
E:
F:
Exemplification: Dani (WTS)
Dani is not yet able to maintain cohesion across a piece of writing.
Verb tenses are not secure.
Joined handwriting is not secure and spelling is inconsistent across the collection.
Reviewing the writing of your ‘WTS’ pupil
Can you find evidence of all the ‘WTS’ pupil can statements?
What are the next steps for the pupil?
Pre-key stage standard: PKG
Working at the expected standard (EXS)
EXS statements: revisions & updates
Explicit reference to awareness of the reader emphasises the
importance of the writer’s intended audience.
Description of settings, characters and atmosphere can be depicted
in various ways, e.g. through the use of descriptive noun phrases, or
through characters’ thoughts, actions, reactions and relationships
with others. (Narrative = connected events: real or unreal)
Selecting vocabulary and grammatical structures to reflect what the
writing requires suggests an ability to use formal & informal devices.
Adverbials are now just one examples of cohesive devices.
Specific punctuation marks are now included only as examples.
Spelling test evidence is enough if pupils haven’t used the words.
Joined handwriting is now required – some evidence can come from
handwriting exercises
Examples of description in narrative writing
Morgan (EXS)
'Ana’s mother stroked her on the back.’
‘…allowed her clear tears fall freely down her cheeks’
This technique helps the reader to picture what is happening and to
learn about the characters without being told explicitly.
‘…is this me? Has she climbed into my mind?’
Rhetorical questions give information about the character (Macbeth)
and serve to create tension.
Leigh (EXS)
‘Determined to escape’ ‘Should I risk my life…?’
A fronted subordinate clause and a modal verb are used to describe
how the characters are feeling.
Activities
Study a short collection of writing from ‘pupil 1’What standard do you consider the pupil to be working at and why?What are the next steps for this pupil?
Review the commentary and compare it with the evidence you found.
The STA has provided schools with access to the set of standardisation materials used to train moderators (via NCA tools).It comprises a pupil’s collection of work and some individual pieces of writing that highlight attributes of greater depth.
Reviewing the writing of your ‘EXS’ pupilCan you find evidence of all the ‘EXS’ pupil can statements? What are the next steps?
4 statements
GDS: considerations for the four statements
1. Use quality texts as models and encourage pupils to ‘magpie’
favourite phrases from books they have read.
2. ‘Register’ refers to pupils selecting vocabulary and grammatical
structures appropriate to the context of the writing, e.g. a formal
letter of complaint versus casual dialogue.
3. No requirement for pupils to manage shifts between levels of
formality within a single piece of writing. However, pupils working
at ‘greater depth’ should make deliberate choices - a promotional
leaflet aimed at two audiences provides a good context.
4. As for the expected standard, not every punctuation mark must be
evident for the award of the standard.
Activity 3: unpicking a GDS statement:
This activity is taken from the STA’s standardisation materials.
Having explored Shakespeare’s play script, ‘Romeo and Juliet’, pupils were asked to write a letter from Juliet to her father, begging him to reconsider his decision to force her to marry Paris.
The GDS reference at the top of each piece of writing relates only to the activity and not to the standard that a pupil was judged to be working at.
You should not make any judgements about the overall standard for any of the individual pieces of writing - the task is to look for evidence of the above GDS statement.
‘The pupil can distinguish between the language of speech and writing and choose the appropriate register.’
Reviewing the writing of your ‘GDS’ pupilCan you find evidence of all the ‘GDS’ pupil can statements?
External moderation: key messages
Evidence of pupil performance should be derived from normal classroom practice
across the curriculum (not specific tasks or portfolios).
The professional discussion between teacher and moderator is essential and central
to the process. Pupils are likely to have improved over the course of the year but
may still make a mistake with something the teacher knows they are actually secure
in. The discussion allows teachers to talk through their judgements using evidence to
support their decision.
Some useful text types to cover (with a balance of fiction and non-fiction):
- recounts (letter / diary / newspaper report)
- promotional leaflets / persuasive reports (e.g. prospectus, guide to a place visited)
- story openings / narratives that move through time periods / narrative poetry
- non-chronological reports (e.g. about a made-up creature)
- instructions / explanations
Help and support from the STA
For general enquiries about national curriculum teacher assessment
or the teacher assessment frameworks, you can contact the STA at:
National curriculum assessments helpline: 0300 303 3013
Email: [email protected]
Visit the Primary Team website for useful links and resources…
Links to ‘The National Literacy
Trust’, ‘Literacy Shed’, ‘The Story
Kitchen’, ‘Descriptosaurus’…
www.nottinghamcity.gov.uk/primaryteam
The content of this document may be reproduced free of charge by schools provided that the material
is acknowledged as copyright of The Primary Team, Nottingham City Council, and it is reproduced
accurately including all logos of the copyright owners.
[email protected]© Copyright Primary Teaching and Learning, Nottingham City Council 2017
