Experienced

Year 2 Teachers

Moderation

Emma Cherry

Sophie Newman

Aims

To understand how external moderation

will work in 2020.

To review exemplification materials and

Teacher Assessment Frameworks.

To gain a clear understanding of

acceptable evidence for reading.

To identify differences between WTS, EXS

and GDS writing.

Moderation of the end of KS1

assessments

External moderation is statutory.

It gives confidence that schools’ TA

judgments are accurate and consistent

with national standards.

Schools will be notified on or after 15th

May

External Moderation Window

The moderation window is between

Tuesday 2nd June and Thursday 25th June

KS1 warehouse model for moderation will

be on the 15th, 16th and 17th of June.

Unaltered visit is possible

1. What are the

Teacher Assessment

Frameworks?

Frameworks

To demonstrate that pupils have met a

standard, teachers will need to have

evidence that the pupil demonstrates

consistent attainment of all statements

within the standard and all the statements

of any preceding standards.

Frameworks

Some of the statements contain qualifiers

(some, many, most) to indicate that pupils

will not always consistently demonstrate a

required skill.

Further guidance to support teachers in

making consistent judgments in provided

as part of the exemplification material.

2. Particular

weakness

Particular Weakness Teachers can use their discretion to ensure that on

occasion, a particular weakness does not prevent an accurate judgement of a pupil’s attainment overall being made. The overall standard of attainment, set by the ‘pupil can’ statements, remain the same.

While a pupil’s writing should meet all the statements (since they represent the key elements within the NC) teachers can use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement of a pupil’s overall attainment being made. This approach applies to English writing only.

A teacher’s professional judgement takes precedence, but teachers must be able to justify their decisions during moderation.

Particular Weakness

Teachers must have good reason to judge that this is the most accurate standard to describe the pupil’s overall attainment.

Can relate to a part or the whole of a statement (or statements); the only consideration is whether it prevents an accurate judgement from being made overall.

A particular weakness may well relate to a specific learning difficulty, but it is not limited to this.

In addition, a specific learning difficulty does not automatically constitute a particular weakness which would prevent an accurate judgment.

It should be clear that the pupil was taught and assures against all aspects of the framework

3. Coherence

Working towards the expected standard

Write sentences that are sequenced to form

a short narrative (real or fictional)

Working at the expected standard

Write simple, coherent narratives about

personal experiences and those of others

(real or fictional)

Working at greater depth

Write effectively and coherently for different

purposes, drawing on their reading to inform

the vocabulary and grammar of their writing

4. ADDITIONS

REVISIONS

PROOF – READING

Make simple additions,

revisions and proof-reading

corrections to their own writing

All of them are done to

improve work

ADDITIONS

Words, phrases or sentences inserted into a text to enhance effect.

REVISIONS

Changes to or removal of content.

PROOF-READING

Finding and correcting spelling, punctuation and grammar mistakes.

5. FAQ

Do pupils with learning difficulties such

as dyslexia or dyspraxia have to meet

the ‘pupil can’ statements relating to

spelling and handwriting?

The particular weakness may relate to a specific

learning need, such as dyslexia or dyspraxia, but

it is not limited to this, nor does it automatically

constitute a particular weakness which would

prevent an accurate overall judgement.

Do pupils have to use all forms

of co-ordination in order to be

awarded the ‘pupil can’

statement?

Pupils working at the expected standard

are likely to use different co-ordinating

conjunctions. However, the emphasis is on

being able to join clauses in the context

of a piece of writing, rather than

demanding the use of specific

conjunctions.

Do pupils who are working at

GD within the expected

standard have to use all the

punctuation that is taught in

the Key stage?

Yes. The expectation is that pupils can use

all of the punctuation taught within the

key stage 1 national curriculum of study

‘mostly correctly.’

Spelling KS1

A pupil’s standard in spelling should be evident throughout their writing. However, spelling tests, including the optional KS1 GPS test, can provide additional evidence of pupils’ independent spelling.

At KS1 phonetically plausible but incorrect spellings should be regarded as errors unless the statement makes it explicit that they can be accepted (eg. spelling some words correctly and making phonetically plausible attempts at others)

The framework refer to the word lists (English NC appendix1) to exemplify the words that pupils should be able to spell. The common exception words listed are non-statutory examples to show words with grapheme-phoneme correspondences that do not fit in with that has been taught so far. Pupils are not required to use all of the examples of the common exceptions words; teacher should assess the words that pupils do use.

Teachers and moderators should disregard incorrect spellings of words that require application of the statutory requirements for KS2.

If a child is secure in demarcation of capital letters for names

and demarcation, but uses them within words, does this

constitute a particular weakness? Can they meet the ‘WT at EXP standard given all their other statements are met across a

collection of evidence?

Pupils ‘working at the expected standard’ at KS1 are required to demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly where required. A teacher may judge the incorrect use of capital letters to constitute a particular weakness.

In a particular weakness scenario for KS1, if the child cannot proof read effectively, how can this be deemed ‘working at greater depth within the expected standard’?

The child occasionally fails to identify and then correct spelling and punctuation errors when she is proofreading her work. Her teacher considers that this constitutes a minor particular weakness. This scenario demonstrates that this occasional inconsistency should not prevent the pupil from being judged as ‘working at greater depth within the expected standard’

At KS1, if a pupil uses a challenging word that is

beyond the KS1 programme of study, must the root

word and the suffix be spelt correctly to meet the

statement: add suffixes to spell most words

correctly in their writing (for example, –ment, –ness,

–ful, –less, –ly*)?

In the spelling of words with suffixes, both the root

word and the suffix must be correct if the root word

uses the rules and patterns taught in the KS1

programme of study. If the root word uses spelling

rules and patterns which have not yet been taught,

any errors in the root word should be ignored and

providing the suffix is applied and spelt correctly, it

can be used as evidence for the statement.

Handwriting

A pupil’s standard of handwriting should be evident throughout their writing. When assessing it, teachers should consider evidence in a pupil’s independent writing to judge whether the statements have been met. Handwriting books or handwriting exercises can provide additional evidence, but this would not be sufficient on its own.

• Pupils who are physically unable to write may use a word processor. Pupils who are physically able to write may also choose to word- process some of their writing, where appropriate. It is advised the spelling and grammar functions are disabled.

Should teachers ‘shoe-horn’ in

evidence?

Teachers should not ‘produce’ evidence.

It should be evident in a pupil’s work what

they can and cannot do. Every

requirement within frameworks is

expected only when it is relevant within

the context of that piece.

6. Training Activity

7. The Process

Statutory Requirements at the

end of Y2:

All pupils must be teacher assessed against the

Teacher Assessment Frameworks, the Pre-key

Stage Standards or P scales

All pupils should be considered for the KS1 tests

All pupils who did not reach the expected

standard in the phonic check last year should

be considered for retaking the check again this

year

Sample of Moderation day

agenda 1. Introductions, purpose & expected outcomes. Moderator will have

their authorization email and explain the appeals procedure

2. Short discussion about whole school assessment processes, including standardization & moderation within & beyond the school

3. Professional discussion with all year 2 teachers; teachers articulate reasons for judgments; if there are concerns, moderators may ask for

more evidence from the sample children or evidence from

additional children; informal feedback is provided.

4. Final feedback: moderators will explain where TA have been accurate & where TA judgments have been changed, explain what

the school needs to do if levels have been changed(eg. Gather

more evidence, arrange a revisit, change data for submission);

provide a short written record of the visit which is signed by the

Headteacher when they get their feedback

Validating their Judgements

In the discussion, teachers should do the vast majority of the talking and present evidence including tests and articulate the reasons for their judgments. This is to demonstrate their understanding of the national standards. They will work through each of the ‘I can’ statements within the standard awarded, using exemplification materials to support them.

At the end of the moderation, feedback will be given to the teacher and headteacher. Headteachers are invited to the end of the session.

KS1: Assessment and Reporting

Arrangements (ARA)

This guidance sets out the statutory

requirements for key stage 1 (KS1)

national curriculum assessment and

reporting for the 2019 to 2020 academic

year. Updated each year. It is produced

by the Standards and Testing Agency

(STA).

Maladministration

Potential maladministration may include:

A concern relating to the teacher

assessment process within the school;

Lack of independent work

Changes to teachers assessment

judgments by senior school staff to

influence school assessment outcomes

Evidence to support TA

outcomes

TA judgments must:

Take into account the pupil’s progress and performance throughout the key stage

Be based on a broad range of evidence from across the curriculum, including the teacher’s knowledge of the pupil’s work over time, taking into account the pupil’s:

-written, practical and oral class work

-results of KS1 tests

-homework

Suitable evidence for moderation

LA external moderators must be satisfied as to the

independent status of the evidence. (defined next

slide)

You must ensure the evidence clearly identifies the

amount of support a pupil has received

You need to provide evidence of pupils’

independent work as well as examples of direct

modelling, use of prompts and/or guided group

work for reading, writing and mathematics

You must provide the scripts and results from SATs

and explain how they have been used to inform

you teacher judgments

Independent writing

If success criteria are generated, they can still be

followed as the children will need knowledge and

understanding to apply them accurately

Word banks, dictionaries, working walls and other

resources can be provided but you must tell the

moderator

Making changes and editing writing are a key part of the

writing process but teacher of peer feedback MUST be

generic, e.g. ‘add more adverbs to show where it is taking place’ rather than ‘add an adverbial here’

Independent writing

Is NOT copying shared or modelled

writing or writing that has been heavily

scaffolded

The use of devices that correct spellings is

not appropriate

8. Reading

TESTS

The tests inform TA and not the other way

round. Tt’s not appropriate to just submit

tests as evidence for moderation.

There are expectations regarding

administration (ie independence) because

they are used as evidence as well

Maladministration

Who is responsible for monitoring ?

Verbal Evidence

Can be accepted if specific examples

are given against the TAF statements.

The teacher must be able to demonstrate

evidence/examples.

Just saying they are great readers etc

wouldn’t be accepted.

Videos

9. Own Books