English Standardisation 2016 End of KS2 – Summer term Welcome!
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English Standardisation 2016
End of KS2 – Summer term
Welcome!
Aims of the session To support the accuracy and consistency of teachers’ judgements through:
• discussion of specific work samples from delegates’ schools
• reference to common criteria
• supportive discussion with moderators of end of Key Stage 2 Assessment
• 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
Programme AM 08:45 Registration and tea/coffee
09:00 Introduction
09:15 Writing: Working at Greater Depth
09:35 Standardisation – Working at Greater Depth
10:30 Break
10:45 ‘Top Tips’ for Greater Depth
11:00 Standardisation - Working at the Expected
Standard
11:30 Reading Exemplification
11:45 Close
Programme PM 12:45 Registration and tea/coffee
13:00 Introduction
13:15 Writing: Working at Greater Depth
13:35 Standardisation – Working at Greater Depth
14:30 Break
14:45 ‘Top Tips’ for Greater Depth
15:00 Standardisation - Working at the Expected
Standard
15:30 Reading Exemplification
15:45 Close
Moderation Guidance
Guidance is published for this year for both local authorities and schools (access via gov.uk)
LA requirements set out ‘triggers’ for external moderation and may include:
• new teaching staff
• new senior leadership team
• Ofsted concern
• historical data concern
• date of last external moderation
• other local concern.
Moderation Guidance
• Back to moderation with an emphasis on professional discussion, support and articulation of the standards
• Process to be carried out alongside the school and school team rather than separately to them
• Able to build on our best practices established over a number of years
• Moderation will occur before data submission so schools will be able to submit further evidence up to the date of the team day
• Will use the Interim Teacher Assessment Framework and the exemplification materials for 2016
Timescales
May 20th Schools informed of whether they are to be
included into statutory moderation cycle
May 23rd Moderators send introductory email to school
June 6th Moderation window opens KS1 and KS2
June 17th Moderation window closes KS1 and KS2
June 21st Mop up days - moderation
June 23rd Appeals second visits – HIAS inspection team
June 24th Appeals second visits – HIAS inspection team
June 30th Inter LA – Eastern Region Panel
June 30th Data submission KS2 via NCA tools
Moderation Guidance
• Schools will be notified with email and phone call on Friday 20th May
• Schools will be asked to send us a list of pupils including their UPN and expected Teacher Assessment by Friday 27th May so that the moderators can select the pupils to be moderated
• 15% of the cohort (a minimum of 5 pupils) covering the full range of attainment in the cohort (WTS/EXS/GDS)
• Notified of chosen pupils the day before the visit.
Moderation Guidance
The professional dialogue between the year 6 teachers and
the LA external moderator is essential. This allows the teacher
to talk through their judgements using the necessary evidence
to support their TA.
Evidence will consist of:
• examples of pupils’ work
• teachers’ knowledge of their pupils.
If teachers are confident in their judgements, they do not
need to refer to the exemplification materials. Schools may
wish to use the exemplification materials as guidance to
support teachers in making their own TA judgements and to
validate judgements across the school.
Moderation Guidance
Moderators must be assured that, through the review of
evidence and professional dialogue, any preceding
standards have also been met. There is no requirement
for teachers to provide additional information on
statements from any preceding standards.
• If there is insufficient evidence to support teachers’
judgements, the LA external moderator must
request to see other examples and potentially
expand the sample.
• LA external moderators must be satisfied that the
work was completed independently.
Moderation Guidance
Where the LA external moderator judges that there
is insufficient evidence for the standard awarded,
they must detail, within the visit note, the revised
judgement and the reason for it.
If the moderator is unable to validate judgements
due to a systematic lack of evidence, they must
refer the school to the STA maladministration
team.
Moderation Guidance
The LA external moderator must provide the school with a
completed LA record of the visit, which includes:
• the pre-validated TA data set
• the agreed validated judgements
• any pupils for whom the LA agrees to consider further
evidence and re-moderate
• any decisions that the school intends to appeal
• any concerns that require further action by the school or
LA
The LA external moderator must ensure that the record of
the visit is signed by the headteacher (or delegate) and LA
external moderator.
Moderation Guidance
LAs may refer to the exemplification materials if guidance
is required when undertaking an external moderation visit.
There is no requirement to provide tick sheets for an LA
external moderation visit.
If there is insufficient evidence to support teachers’
judgements, the LA external moderator will request to see
other examples and potentially expand the sample.
GREATER DEPTH
A return to Morgan for handwriting …
Belo
w e
xpecte
d
At e
xpecte
d
Gre
ate
r d
epth
Frankie
Leigh
Morgan
Alex
‘Clear attempt to adapt for audience and
purpose’
‘Not consistently or effectively …’
‘…awareness of the intended audience, and
there is a clear attempt to adopt vocabulary
and grammatical structures …’
‘…formality is not always maintained and
there is an over-reliance on the structures of
spoken language in some pieces
‘…consistently and confidently … broad range
of tasks… effectively adapted for purpose and
audience.’
‘Vocabulary choices are consistently
appropriate … sometimes ambitious’
‘…adaptation for purpose and audience is enhanced
by the distinctive and independent voice ...’
‘…consistent selection of a sequence of varied verb
forms, often patterned or using repetition within a
paragraph to achieve a particular dramatic effect
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
Writing exemplification KS2
• managing shifts between levels of formality
through selecting vocabulary precisely and by
manipulating grammatical structures
p.24
p.18
p.22
• selecting verb forms for meaning and
effect
p.10
• 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
Evidence and Independence
Evidence
• Range of writing produced as part of their
normal classroom practice.
• Evidence is likely to be found in work from the
entire year.
Evidence and Independence Specific advice on independent work for writing:
• if writing evidence has been redrafted by the pupil, this is acceptable as independent work. The redrafted work may be in response to self, peer or group evaluation, or after discussion with the teacher
• pupils can also independently use classroom resources, such as dictionaries
• it would not be independent if the work was modelled or heavily scaffolded, copied or paraphrased, or where the teacher has directed the pupil to change specific words or punctuation
LA external moderators must be satisfied that the work was completed independently. If the work was not independent, the school must ensure that the evidence clearly identifies the amount of support a pupil has received.
What makes good evidence
for standardisation? • Clear learning objectives showing a range of
knowledge, understanding and skills have been taught
• Clear annotation for the level of support
• Clear success criteria reflecting the teaching input over the learning journey
• Clear skills have been scaffolded and then applied in different purposes for writing
• A range of fiction and non-fiction writing
• Opportunities for sustained writing
Book Scrutiny – writing
• Work in a pair
• Look at the evidence of one child
• Together identify evidence of exemplification of working at the standards in the books
• Together identify gaps in the evidence base of exemplification of working at the standards the books
• Make notes on the form
• Make a note of any insufficient evidence that would have helped support the judgement. Need to be forensic with this aspect.
• Decide upon “next steps” for the child and teacher
Standardisation – Face to
Face
Working together:
• Choose a partner from a different school.
• Decide on ‘Moderator’, ‘Teacher’ role.
• Review the ‘tray of work’ for evidence of – At Greater Depth
• Identify sufficient evidence for descriptors
• Identify strengths and areas for development
• Utilise the Moderators on the tables to support your discussions
Reviewing the process
• What sort of evidence easiest to find?
• What sort of evidence is most difficult to find?
• What were the discussions around sufficient
evidence?
• Did the process help to identify next steps for
teacher and for the child?
BREAK
Second sample
• Now swap roles (Teacher/Moderator) and review
the second sample.
• Be as specific and constructive as possible.
Reviewing the process
• What sort of evidence easiest to find?
• What sort of evidence is most difficult to find?
• What were the discussions around sufficient
evidence?
• Did the process help to identify next steps for
teacher and for the child?
Next steps …
• What questions re teaching and learning, the
curriculum and independence 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?
A few ideas…
TASK DESIGN IS VITAL TO PROVIDE OPPORTUNITIES: e.g.
e.g. Diary entry
Selecting verb
forms for meaning
and effect:
Reflecting on an
event has
happened, author
considering their
feelings now and
looking towards the
impact on the
future.
Managing shifts
in formality:
Inserting another
reason to write
within the diary
e.g. letter, note,
advert, phone
conversation etc.
CREATING PURPOSEFUL OPPORTUNTIES FOR SHIFTS IN
FORMALITY:
• Embed a letter/ phone call/ diary entry within a narrative
• Address the reader with a more informal tone within a formal text
• Expressing personal asides/ reflections informally within a more formal
text
• In argument/ persuasion using statistics alongside personal anecdotes
• Using colloquial language in dialogue, within a narrative.
Examples from fiction…
In Katherine Woodfine’s ‘The
Mystery of the Clockwork
Sparrow’, the formal tone of the
reward offer contrasts with Joe’s
speech.
In Harriet Goodwin’s ‘Gravenhunger’ a
letter from the main character’s mother is
discovered, introducing the novel’s
central mystery…
A note is passed in Robin
Steven’s ‘Murder Most
Unladylike’, using brief sentences
and an informal tone to get
straight to the point.
In this scene from Philip Pullman’s ‘The
Scarecrow and his Servant’, the
register used for a poster captures the
Scarecrow’s attention…
Steve Parker: Animal
Diaries
Using an established author to investigate varying verb form for
meaning and effect
Some ideas for teaching colons and
semi colons …
NB: none of these should be over used.
Children need to learn to use them where
appropriate and for impact.
Description: detail sentence A colon is placed between the descriptive first part of the sentence and
the latter half of the same sentence in which details are added.
I woke up early: the alarm had not even gone off.
Same but different sentences A colon is placed between the first part of a sentence and the latter
part, when the latter repeats an idea in different words (usually more
emphatically).
You can do it: you will do it! He loves food: he eats everything!
Source: Get your head around punctuation(…and how to teach it )
By Alan Peat
Understanding semi colons:
A semi colon indicates that there is more to say on a
subject than has already been said.
It is used to indicate that parts of a sentence are linked
rather than separate. Each part could be written as a
separate sentence, but the semi colon/s indicate that
each part adds (or relates) to the previous part/s.
Taken as a whole all of the parts form a single idea or
theme.
Source: Get your head around punctuation(…and how to teach it )
By Alan Peat
Semicolon in ‘contrasting parts’ sentences The semicolon can replace a conjunction e.g. while, but, whereas
It was once a beautiful fishing village; it is now a jungle of hotels. Weekdays pass slowly; weekends rush by. Some people believe in capital punishment; others believe it is
barbaric.
Semi colons in a ‘time sequence’ sentence A series of events in time order
The battle began; we rushed toward the enemy; we screamed as we ran; lifted our swords; cut into human flesh and if we were lucky, lived to tell the tale.
A semi colon should not be followed by
AND or BUT
Source: Get your head around punctuation(…and how to teach it )
By Alan Peat
Recap on Expected
Standard
Standardisation – Face to
Face
Working together:
• Choose a partner from a different school.
• Decide on ‘Moderator’, ‘Teacher’ role.
• Review the ‘tray of work’ for evidence of – At Greater Depth
• Identify sufficient evidence for descriptors
• Identify strengths and areas for development
• Utilise the Moderators on the tables to support your discussions
READING EXEMPLIFICATION
Use of the KS2 reading exemplification
• Schools must use the interim TA frameworks to ensure that their TA judgements are accurate.
• If teachers are confident in their judgements, they do not need to refer to the exemplification materials. The exemplification materials are there to help teachers make their judgements where they want additional guidance.
• The judgement as to whether a pupil meets a statement is made across a collection of evidence and not on individual pieces.
• This document consists of pieces of work drawn from different pupils.
The material contains transcripts that exemplify all statements
within the KS2 interim TA framework for ‘working at the
expected standard’.
Evidence Videos Transcripts Writing
KS2 interim TA framework for
‘working at the expected standard’.
Poor Vera The Boy in
the Striped
Pyjamas
The
Executioner’s
Daughter
Tommy and
Sarah
The Boy in
the Striped
Pyjamas 2
read age-appropriate books with
confidence and fluency (including
whole novels) x x x x
read aloud with intonation that
shows understanding x x x x
work out the meaning of words
from the context x x x
explain and discuss their
understanding of what they have
read, drawing inferences
and justifying these with evidence x x x x x
predict what might happen from
details stated and implied x
retrieve information from non-fiction x
summarise main ideas, identifying
key details and using quotations for
illustration x x
evaluate how authors use
language, including figurative
language, considering the
impact on the reader
x
make comparisons within and
across books x x
Primary / End of Key
Stage Statutory
Assessment – for all
STA updated documents
e.g. exemplification
Primary/ Course
materials/ KS2
standardisation
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Aims of the session To support the accuracy and consistency of teachers’ judgements through:
• discussion of specific work samples from delegates’ schools
• reference to common criteria
• supportive discussion with moderators of end of Key Stage 2 Assessment
• 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
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