KS1 Standardisation – Mathematics February / March 2016

Aims of the session 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 exemplifications 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 securing national expectations.

Programme (AM) 08:45Registration and refreshments 09:00National update and moderation process 09:15Mathematics – what does ‘expected’ mean and national exemplification materials 09:45Work in groups to review national exemplification materials 10:30 BREAK 10:50Book scrutiny 11:35Next …

Programme (PM) 12:45Registration and refreshments 13:00National update and moderation process 13:15Mathematics – what does ‘expected’ mean and national exemplification materials 13:45Work in groups to review national exemplification materials 14:30 BREAK 14:50Book scrutiny 15:35Next …

Moderation External moderation is statutory. It gives confidence that schools’ TA judgements …are accurate and consistent with national standards, as specified in the interim TA frameworks and the national exemplification materials. (ARA KS1 Section ) Current arrangements are only in place for 2015/16 cycle and are being reviewed by the DfE for the following year. Schools must have a clear internal moderation process, which scrutinises TA in advance of any external moderation activity. This may include: –senior management of the school scrutinising evidence provided for TA judgements against the interim TA frameworks and national exemplification –inter-school moderation where teachers have an opportunity to scrutinise the evidence for judgements against each of the ‘pupil can’ statements within the standard awarded from the interim TA framework, using the national exemplification materials to support their judgements, with teachers from other schools

Teacher assessment At the end of KS1, teachers must make their judgements for each eligible pupil, taking into account the pupil’s progress and performance throughout the key stage. They must base their TA judgement on a broad range of evidence from across the curriculum for each pupil and use their knowledge of a pupil’s work over time, taking into account the pupil’s: –written, practical and oral classwork –results of the statutory KS1 tests –homework

Moderation visits Moderators will need a place to work to scrutinise the ‘trays of work’ against the Standards and the Exemplification Ideally teachers will be available for the moderator pair to speak to if additional evidence is required or if there are queries around the evidence If there is insufficient evidence or a concern about the accuracy of a judgement, the LA external moderator must request additional evidence and/or expand the sample as part of the visit. In certain cases, the sample may be expanded to include the whole cohort. (TA moderation guidance: LA requirements) Where the LA external moderator judges that there is insufficient evidence for the standard awarded (following discussion and further evidence), they must detail, within the visit note, the revised judgement and the reason for it. There is an appeals process in place should headteachers require it

Changes to end of Key Stage teacher assessment process Change of emphasis from moderation to validation Notification of moderation is after the pupil data submission date so not able to offer centre-based sessions that are aimed at statutorily moderated schools Focus of school visit is scrutiny of evidence, rather than teacher explanation Evidence evaluated during visit will only take account of work up to data submission date 25% of schools at both Key Stages (no longer 50% of infant schools) Earlier data submission date for teacher assessment: –KS2 27 th May 2016 –KS1 13 th June 2016

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 (can’t be used diagnostically as schools have done before) –Recommended timings for the tests given – but NOT strictly timed (indicative timings given – as in previous years)

KS1 tests – Mathematics 2 papers that must be taken in order –Paper 1 – Arithmetic –Paper 2 – Reasoning Children do not have access to equipment during the test but that is not the case for normal lessons Can read questions to pupils if requested but not numbers or symbols

Schools must use the exemplification materials to ensure a secure understanding of national standards, as a point of reference for teachers when making their own TA judgements, and to validate judgements across the school. (from the exemplification document)

To meet a particular standard within the interim TA framework, a pupil must demonstrate attainment of all of the statements within that standard and all the statements in the preceding standard(s). The judgement as to whether a pupil meets a statement is made across a collection of evidence and not on individual pieces. However, there needs to be sufficient evidence of consistent performance across several pieces of work, in order to demonstrate the pupil’s understanding and application of the statement.

teachers will have a considerably broader body of evidence for each pupil from across the curriculum on which to base their judgements. Can you include cross-curricular evidence? Science? Geography? Topic work? (e.g. using the rainforest graph work as a context for independent subtraction)

When making their TA judgements, teachers must: be familiar with the interim TA frameworks and exemplification materials ensure that for each pupil they check and record whether there is sufficient evidence for each of the statements within the standard, starting with those for ‘working towards the expected standard’ and, where appropriate, moving on to the ‘expected standard’ and ‘greater depth’.

In the exemplification… Notice that the narrative accompanying the tasks is what gives us the evidence of understanding as it sets the context, explains the tasks and sometimes clarifies what has gone before. These are isolated pieces of work. Your books should be already “telling the story” and providing much of the context over sequences of lessons. You should be capturing the evidence as you go through how tasks are presented, clear marking, annotations etc.

In your books… Sequences of lessons should already be “telling the story”. Ensure that tasks are clarified Level of independence / support is clear Reasoning and explanations are being captured – “thought” bubbles, asking for explanations, show / explain to me how you worked it out, feedback comments in marking with some “checking” questions

Capture the evidence daily along the way… Marking, annotations, thought bubbles, clarity around the tasks, “explain how you know”…

Don’t lose evidence along the way on whiteboards…get it all in books! It’s part of the learning journey.

In your pack, find the document entitled “Making a professional judgement”. Use this to consider a judgement for the work samples on your table. Where do you think Faye is with her understanding of number / place value / addition and subtraction? Given the statements that need to be evidenced, which ones does the teacher need to focus on for Faye?

Exemplification materials In your table groups review each of the pieces of evidence and discuss. Consider the annotation and context Why is each of these pieces of work used as exemplification for the national standard? Also, consider on your tables statements that you feel could be particularly problematic.

BREAK

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 that skills have been scaffolded and then applied in different context

Strong evidence…. The work in my books shows sequences of lessons where I have applied, practised and consolidated the core “Autumn Term” learning I am showing sufficient understanding at this time of the end-of-year “big ideas” The sequences of lessons in my book show clear learning journeys. My work shows conceptual understanding – and sufficient fluency and confidence with the learning to this point When I have carried out calculations, my use of appropriate mental skills and strategies is clarified in my work. My learning of mathematical concepts and skills is embedded in problem solving and related to appropriate contexts My work shows that I have rich opportunities to practise skills in varied ways that make me think Talk and discussion are a big part of my learning in mathematics. My reasoning and explanations are captured I use resources to support, explain and clarify my thinking

Book Scrutiny – mathematics Work in pairs Look at the evidence of one child who is likely to be meeting expectations at the end of KS1 Together review the books either to find gaps in the evidence base or work that exemplifies the standards 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 and teacher

If time… Look in your “at greater depth” books. Is there evidence of confidence and ability to work “at greater depth”? Are you seeing a difference between these books and those who are working at? Would a moderator clearly see the difference?

NB: Children in Year 2 will not be calculating over 100 but this is a good example of a teacher annotation to show the pupil’s mental strategy. Note how the teacher continues to probe understanding – and the pupil’s use of a visualisation alongside their explanation.

Quality teacher annotations give insight into a pupil’s mental fluency

Share any problems… 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.

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?

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 13 th June. Pupils who are absent…ensure there are no gaps in anyone’s learning. Anything else???

The next session… May Much of the session will be looking at portfolios of pupil work so that you feel confident with your evidence and have time to address any issues.