KS1 Standardisation - Writing November 2015

Aims of the session To support the accuracy and consistency of teachers’ judgments through: –Discussion of specific work samples from each delegate’s school –Discussion about ‘on track’ to meet end of year expectations –Clarification about expectations in the interim teacher assessment framework –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 –Next steps for schools regarding deepening children’s writing over the next phase.

Programme (AM) 08:45Registration and refreshments 09:00Introduction 09:15Writing – what does ‘on track’ mean? 09:30 Exemplar materials 10:00Standardisation session 1 10:30 BREAK 10:45Standardisation session 2 11:15Deepening the learning – what does ‘on track’ mean for the next phase? 11:35Next …

Programme (PM) 12:45Registration and refreshments 13:00Introduction 13:15Writing – what does ‘on track’ mean? 13:30 Exemplar materials 14:00Standardisation session 1 14:30 BREAK 14:45Standardisation session 2 15:15Deepening the learning – what does ‘on track’ mean for the next phase? 15:35Next …

KS1 tests – key changes Changes to the testing regime –Previous tests and tasks replaced by a new set of tests, which will be different each year –Raw scores will be converted into a scaled score so that there can be a comparison each year with different tests against an agreed standard –KS1 conversion tables will be published at the beginning of June 2016 –Tests to be administered during May, but not on any set days –Recommended timings for the tests given

KS1 tests – key changes English reading –2 papers: 1 with text and questions combined 1 more challenging text with the questions in a separate booklet –All pupils should be given the opportunity to sit both papers Grammar, punctuation and spelling –Emphasis on technical aspects of grammar –Separate spelling test –No English writing test Mathematics –New arithmetic test introduced

New to Year 2 ARA is now available to download as complete document Worth returning to the Test Frameworks and reviewing the expectations

Test Framework – expected standard KS1

Interim teacher assessment framework – key messages from English team Reading - A clear emphasis on 'fluency' and 'accuracy' Implications for the curriculum... Do children have sufficient time to practise and build fluency? Do we teach pupils to read in phrases / read for meaning rather than word by word? Writing - An emphasis on the technical accuracy rather than C&E If schools are endeavouring to securing all ‘domain bricks’ pupils should be technically proficient however... we must ensure writing is taught and applied within meaningful contexts - C&E still has a large part to play.

Interim teacher assessment framework

KEY MESSAGES: Continue to plan from a wide range of rich literary drivers. Do not teach to the interim assessment frameworks Do you have enough planned for this academic year?

Aims of the English curriculum The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding; develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage use discussion in order to learn; they should be able to elaborate and explain with clarity their understanding and ideas; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Aims of the English curriculum The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding; develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage use discussion in order to learn; they should be able to elaborate and explain with clarity their understanding and ideas; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Child uses their knowledge and understanding in a different context Child can explain their understanding to others Recall of knowledge is the core of everything the child is able to do Child redrafts and edits ‘making ever better choices’ Child makes their own independent and adventurous choices to suit a range of audiences and purposes Child compares and contrasts their work with others Apprentice Competent Expert

APPRENTICE WRITER Makes choices based heavily on previous successes Copies words and phrases directly from models into own writing Relies heavily on the model text to shape their own writing Uses SC as a checklist Relies upon scaffolds and frames to support writing structure Relies upon adult guidance and reminders to include essential elements of writing Writing is functional Makes inappropriate choices at word, sentence and text level

COMPETENT WRITER Draws upon model texts as a guide to shape their own writing Writes intentionally rather than functionally Is aware of differences in genres and/or forms of writing Is able to make appropriate choices of features and organisation according to the genre and/or form Can make increasingly appropriate choices at word, sentence and whole text level Is able, at least some of the time, to adapt choices based on previous successes to the needs of the current task

EXPERT WRITER Uses awareness of intended outcome to drive choices made Choices made when writing are based on the breadth of experience of model texts to date Writing is developed effectively to match the purpose Can select an appropriate form or genre of writing to effectively communicate in a given situation Draws upon the range of experiences they have had and makes appropriate word, sentence and whole text level choices, especially when writing for familiar purposes, genres or forms

Journey to ‘mastery’, within statements Writes expanded noun phrases to describe and specify (Y2, P1)

Writes expanded noun phrases to describe and specify (Y2) Apprentice: Know and understand what an adjective and a noun is/does Generate lists of synonyms to describe and specify with my teacher and peers Uses known describing words (either from the text or provided by the teacher) Writes simple noun phrases once modelled by the teacher ( adjective + noun) Competent: Use a zone of relevance to sort adjectives in order of effectiveness / appropriateness / relevance Use ‘shades of meaning’ to explore synonyms and select the most effective words to convey my viewpoint Use pairs of adjectives and commas within a list Expert: Play with the word order, explore the different effects of moving adjectives within a sentence (pre-modifying adjectives and post-modifying adjectives) Use compound adjectives to describe

What makes good evidence for standardisation? Clear learning objectives showing a range of domains have been taught Clear annotation for the level of support Clear success criteria reflecting the teaching input over the learning journey Clear skills been scaffolded and then applied in different purposes for writing A range of fiction and non-fiction writing Opportunities for sustained writing

Example Materials – discuss with colleagues

Face to Face - standardisation activity 1: Work in a pair Look at the evidence of one child The teacher talks about their judgement, backing this up by signposting/exploring the evidence Make notes on the form Make a note of any missing evidence that would have helped support the judgement Decide upon “next steps” for the child

Apprentice Competent Expert EOY - ARE (Year 2) EOY - ARE (Year 1) Today’s task: Are they out of the starting blocks? Have they made ‘sufficient’ progress such that you would consider them to be ‘on track’ at this milestone? Have the children been given opportunities to demonstrate sufficient understanding?

APPRENTICE WRITER Makes choices based heavily on previous successes Copies words and phrases directly from models into own writing Relies heavily on the model text to shape their own writing Uses SC as a checklist Relies upon scaffolds and frames to support writing structure Relies upon adult guidance and reminders to include essential elements of writing Writing is functional Makes inappropriate choices at word, sentence and text level

Reviewing the process What questions were most useful? What sort of evidence is most difficult to find? What were the most difficult issues to resolve? 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. Record your findings on Moderation Form. Be as specific and constructive as possible.

COMPETENT WRITER Draws upon model texts as a guide to shape their own writing Writes intentionally rather than functionally Is aware of differences in genres and/or forms of writing Is able to make appropriate choices of features and organisation according to the genre and/or form Can make increasingly appropriate choices at word, sentence and whole text level Is able, at least some of the time, to adapt choices based on previous successes to the needs of the current task

Deepening … Looking a Year 2 example – noun phrases Are they competent or not? Why? Implications for moving forward?

Thinking ahead How will you ensure by the next session children are clearly on a journey to meet the aims of the National Curriculum for Year 2? fluency clarity coherence accuracy What will you change? Improve? Expect?

Next steps … What questions do you need to unpick back at school? Which areas of writing are ‘securely on track’, ‘not on track’, ‘close to being on track’ or ‘on track to be beyond’? What will you need to teach or strategies use in order to address gaps?