Session 3 Writing Moderation L3 Look at examples of writing. Agree in your groups whether they are high, secure or low L3.

Session 3Session 3

Writing Moderation L3Writing Moderation L3

Look at examples of writing. Agree in your groups whether they are high, secure or low L3.

Language Quiz!Language Quiz!

Morpheme

The smallest unit of meaning.

Suffixes and prefixes are morphemes.

Morpheme CountMorpheme Count

A word may consist of :

• One morpheme (house)• Two morphemes (house/s; hous/ing)• Three or more morphemes (house/keep/ing;

un/happi/ness).

Lexical WordLexical Word

Words which are not function words are called content words (or lexical words): these include nouns, verbs, adjectives, and most adverbs.

E.g. The CAT SAT on the MAT.

Function wordFunction word

A word expressing a formal or grammatical purpose.

Inflected EndingInflected Ending

Modifies form of word to express a particular grammatical function or attribute, e.g.

past tense

plurals

adverbs

Comma SplicingComma Splicing

• A comma splice is a sentence in which two independent clauses are joined by a comma with no conjunction. For example:– It is nearly half past five, we cannot reach town

before dark.[1]

Noun PhraseNoun Phrase

A wider term than “noun”…

e.g..• A lot of money• My younger sister• A new car • The best team in the world

Coordinating ConnectivesCoordinating Connectives

and, but, or and so

These join and are placed between two clauses of equal weight.

Do you want to go now or shall we wait longer?

Leading and managingLeading and managing the implementation the implementation

of APPof APP

Session 4

Assessment for Learning StrategyAssessment for Learning Strategy

• Forms a significant part of the Government’s commitment to developing personalised learning and improving rates of progression

• Support schools in using assessment to improve provision

• Improve the quality of the assessment process

Assessment for Learning StrategyAssessment for Learning Strategy

Aims to ensure that :• every childevery child knows how they are doing, and

understands what they need to do to improve and how to get there;

• every teacherevery teacher is equipped to make judgements about pupils’ attainment and knows how to use this assessment to plan next steps in learning

• every schoolevery school has in place structured and systematic assessment systems

• every parent and carerevery parent and carer knows how their child is doing, what they need to do to improve.

Primary Timeline For Implementation of AFL/APP

DiscussionDiscussion

What do you perceive as the

barriers?

Currently, what are the successes?

What steps have you taken to develop the use of the APP materials in your school?