Writing Standardisation 2017

Year 6 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 Next steps for schools regarding securing national expectations.

Programme

• 08:45/12:45 Registration and refreshments

• 09:00/13:00 National update and moderation

process

• 09:30/13:30 Writing – Greater Depth

• 10:30/14:30 Working BREAK

• 11:00/15:00 Writing – Expected standard

• 11:50/15:50 Next steps and action planning

Teacher Assessment -

reading, writing, mathematics

and science

“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.30)

What teachers must

assess

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 (ARA P.30)

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 p6-7)

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 p7)

Children working below

the test standard

• Rochford Review - figure 1

outlines how schools

report children who do not

take the tests

• Pre-key stage 2

standards: ‘Foundations

for the expected standard’

Interim Pre-KS2 standards

• Foundations for the expected standard (PKF)

• Early development of the expected standard (PKE)

• Growing development of the expected standard (PKG)

• Working towards the expected standard (writing only) (WTS)

• Working at the expected standard (EXS)

• Working at greater depth at the expected standard (writing only) (GDS)

Timetable for Assessing and

Reporting at end of Key Stage 2

• Pages 7-10 in ARA

• 8-11th May – test administration

• 19th May – schools notified if they are to be moderated

• 5th – 29th June – Moderation window

• 29th June – deadline for school to submit TA data on NCA tools

• 4th July – Pupil results (raw and scaled scores) available on NCA tools

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 (this is non-statutory)

• 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

• 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’

Moderation feedback ’16

• Where schools’ judgments were accurate:

– They were clear about what each statement meant

and how that would be evidenced by the child

– Early understanding of the framework and the

implications for evidence enabled schools to design

tasks effectively to demonstrate the standards

– Teachers had strong ownership of the evidence and

were able to take moderators through the statements

Moderation feedback ’16

KS2 writing EXS - additional evidence required for:

– Integrating dialogue to convey character and advance the action

– Spelling and accuracy of punctuation including colons and semi-colons (also possessive apostrophes which is in the Y2 GDS standard)

– Passive voice

GDS - additional evidence required for: – Shifts between the levels of formality through selecting

vocabulary precisely and manipulating grammatical structures

– Colons and semi-colons

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.

END OF KS2 WRITING

Section 5

Additional guidance

Independence:

Independence:

Handwriting:

A return to Morgan for handwriting …

Belo

w e

xpecte

d

At expecte

d

Gre

ate

r d

epth

Alex

Frankie

Leigh

Morgan

Writing

exemplification

Teachers should refer to the

national curriculum programmes

of study for items marked *

‘most’ indicating that the statement is generally met

with only occasional errors

‘some’ indicating that the skill/knowledge is starting to be

acquired, and is demonstrated correctly on occasion, but

is not consistent or frequent.

STA key principles –

understanding the qualifiers

WORKING AT GREATER

DEPTH

Interim Teacher Assessment

Framework 2017

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

GDS – managing shifts between levels of formality through selecting

vocabulary precisely and by manipulating grammatical structures

• Discuss: What are we looking for when we identify shifts in

formality?

Vocabulary needs to be ‘selected precisely’ i.e. words appropriate

for level of formality / audience / purpose / time period etc.

Making choices e.g. informal ‘find out’ vs formal ‘discover’

EXS – selecting vocabulary and grammatical structures that

reflect the level of formality required mostly correctly

Vocabulary selection • Technical language

• Subject specific

language

• Contracted forms

• Colloquialism

• Abbreviation e.g. BFF

• Emotive language

Grammatical structures • Address the reader

• Patterns of everyday speech

• Idioms

• Bracketed asides

• Passive form

As a starting

point …

Examples

• To convey the writer’s thoughts and feelings about

subject matter e.g. informal personal comments that

may address the reader within a more formal report

• Interweaving fact and opinion

• Speech / quotes that shows characterisation within a

narrative or report

– e.g. through slang / colloquial language / contracted forms

/ question tags

• Explicit changes in genre e.g. a letter / note / advert

within a diary entry

TOP TIP - The way for children

to learn not to be ‘clunky’ in their

writing is from their reading –

quality texts by quality authors

Read, read and read

some more!

Continuum lines to explore language

Standard

English

Formal

Legal or

official

language

Slang or

‘messenger’

constructions

Informal

Reading and investigation

When exploring shifts in formality in Year 6,

children were encouraged to sort quotes

from their text driver on the continuum and

justify their positions.

1. ‘Fame’s not all it’s cracked up to be, miss.’

2. These pages have remained firm in the

conviction that the Queen’s own Detectives are to

be offered every courtesy and respect while they

unravel this notorious mystery.

3. ‘Oi! Show yourselves, Lord La-di-dah and

Wotsisface!’

4. The crowd, which had fallen silent, began to

mutter.

5. ‘I maintain the Lady’s maid is prime suspect,’

sniffed Lord Copperbole.

From ‘Emily and the Detectives’

by Susie Day in Mystery and

Mayhem (2016)

TASK This piece from Frankie’s collection

was awarded the shifting formality

standard.

Read through the unannotated

photocopy.

1. Identify where Frankie has selected

vocabulary precisely

2. Identify the grammatical structures that

demonstrate shifts from formal to

informal

3. Discuss how Frankie has ‘managed’

the shifts rather than forcing them

Second person

address to the

reader

Subject

specific

vocabulary

Passive form

Impersonal

constructions

Command to

the reader

FORMAL

INFORMAL

Precise

nouns

Second person

question

Informal vocabulary

End with personal

testimony

Subject

specific

vocabulary Replicates

spoken/ everyday

language

Personal testimony

Second person

In your set of books …

• look for evidence of managing shifts

between levels of formality through selecting

vocabulary precisely and by manipulating

grammatical structures.

• selecting verb forms for meaning and

effect

How might ‘selecting verb forms’ be seen in children’s

work?

• Present tense dialogue within past tense narrative

• A diary that reflects on what has happened in the past tense, how

they are feeling now in the present tense and worrying about what

might happen next in the future tense

• A tourist guide – distinguishing between what happened in the past

and what it is like to go there now

Some possibilities …

teachers are embracing

this idea and taking in

lots of ways now

She went to the window and looked out.

Her eyes went to the church tower, where

the gilt pennants caught the last brightness

of the sun. Soon she would see them

under another, colder light. Her way into

the garden would be through the tall

wrought-iron gates dividing it from the

graveyard. She would take a deep breath

before entering the graveyard, then march

along the path, looking to neither left nor

right for fear of gliding spirits, misty

shapes. Not, she reminded herself, that

there was any need to be afraid of ghosts.

She had always known they were there,

and was now actually on terms with one,

and becoming fond of him.

She went to the window and looked out.

Her eyes went to the church tower, where

the gilt pennants caught the last brightness

of the sun. Soon she would see them

under another, colder light. Her way into

the garden would be through the tall

wrought-iron gates dividing it from the

graveyard. She would take a deep breath

before entering the graveyard, then march

along the path, looking to neither left nor

right for fear of gliding spirits, misty

shapes. Not, she reminded herself, that

there was any need to be afraid of ghosts.

She had always known they were there,

and was now actually on terms with one,

and becoming fond of him.

Simple past tense verbs set

the scene.

Modal verbs used to show

that the character is running

through her plan for the

evening in her head.

Past perfect ‘had always

known’ to show long

duration, rather than simple

past ‘she knew’.

Progressive form to show

developing relationship -

‘becoming’. Contrast

with perfect form –

“had become

fond…”

In your set of books …

• look for evidence of selecting verb

forms for meaning and effect.

WORKING AT THE

EXPECTED STANDARD

Interim Teacher Assessment

Framework 2017

Remember:

You are only

looking for

evidence

against these

performance

standards…

‘Creating atmosphere’

Senses

Show not tell

– revealing a

mood

Imagery

Word

choice

Varying

sentence

length

Setting,

weather,

time of day

These are possible

techniques children

may use – NOT a tick

list

• Creating atmosphere, and integrating dialogue to convey

character and advance the action

• Creating atmosphere, and integrating

dialogue to convey character and advance

the action

FOR EXAMPLE:

• Dialogue within narrative

• Quotations from eye witnesses in newspaper

report

Would you go to a wedding in a swimsuit?

Grammar helps you make choices about dress code, as a writer. As there are different dress codes, so it is in language. There are spoken codes and written codes and particularly now in the age of texting, tweeting and blogs, many shades in between.

using a range of cohesive devices*,

including adverbials, within and across

sentences and paragraphs

The ones we are secure on:

• Noun / pronoun agreement

• Adverbials linking time / chronology / sequence / place etc.

• Conjunctions

Maybe ones we have not considered before?

• Subheadings guide the reader to specific sections

• Labelled diagrams linking to main text

• Chains of reference - thread of same key ideas / themes

through the piece

• Logical sequence through the piece

• Gradual shift from the general to the specific

• Ellipsis (in NC as a cohesive device)

using passive and modal verbs

mostly appropriately

• A large foot was placed on Lily’s precious bundle

– it was the bully.

• The flowers had been trampled by the dogs.

(past perfect passive)

• … she was quickly summoned. (agent withheld

– creates tension)

using inverted commas, commas for clarity,

and punctuation for parenthesis mostly

correctly, and making some correct use of

semi-colons, dashes, colons and hyphens

Morgan p.29 – Working at the Expected standard

In your set of books …

• … look for evidence of the following:

• using a range of cohesive devices*, including adverbials, within and across sentences and paragraphs

• 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

Primary / End of Key

Stage Statutory

Assessment – for all

STA updated

documents e.g.

exemplification

Primary/ Course

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standardisation

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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.