Agreement Trialling Wednesday/Thursday 3 & 4 May 2017 Westgate Hall 9.00 – 4.00

Agenda 8.45 Arrival and refreshments, delegates find seat according to plan. 9.00 Welcome and introductions – Sue Blakemore National Update – Moderator Training, Dispelling Myths, External Moderation Process 10.30 Break 10.45 Maths agreement trialling In pairs, cite and discuss the evidence, validate or challenge each other – 45 mins Moderators at each table discuss with their pairs any issues / questions – 15 mins Feedback from each Moderator / table to the whole room – 10 mins 12.00 Lunch – buffet lunch 12.45 Reading agreement trialling 14.00 Writing agreement trialling 15.15 Evaluation and Summary 15.30 Close

Moderation Training 8 experienced 8 new All have passed the STA standardisation exercise Involved training then examination of 3 collections of pupils’ work against the ITAFs and deciding on which standard the pupils had reached

Moderation timetable Friday 19 May – schools being moderated receive email notification from SB, Moderation Manager Week beginning 22 May – moderators telephone schools to arrange visit date and time Monday 12 June, 4.00 – 5.00 – Meet the Moderator meeting in Westgate Hall to discuss timetable of visit Wednesday 14 – 26 June – Moderation period Monday 26 June, 4.00 – 5.00 – Extra evidence session Thursday 29 June – all TA data submitted

Some common misconceptions This section comes from the National Moderator training and addresses some misconceptions and provides clarity to ensure consistency in the application of the statements in the interim framework.

Using sentences with different forms To meet the requirements of this statement, there may be appropriate use of each sentence form across a collection of writing, or multiple examples within a single piece of writing, for example commands in a set of instructions Evidence for this statement must include sentences which use the appropriate syntax for all 4 sentence forms (statements, questions, exclamations and commands)

Using sentences with different forms Providing the syntax is correct, this statement is met, even if the sentence demarcation has been omitted, for example, the question mark omitted at the end of a question. (The correct demarcation of sentences is assessed separately.) The statement refers to sentences with different forms Therefore, evidence for exclamations must be full sentences, for example What a fantastic goal he scored Whilst not incorrect, exclamative phrases, such as What an amazing adventure! don’t provide evidence for this statement

Using sentences with different forms It is not always necessary to demarcate an exclamation with an exclamation mark, for example What a sad day it was for Sally. How strange this afternoon has been… An exclamation mark can also be used to demarcate a command or a statement

Using expanded noun phrases It is possible to expand a noun phrase by adding words appropriately before and/or after the noun There is no requirement for an expanded noun phrase to include a specific number of adjectives

Expanded noun phrases - SAM one cold night (Piece C) the deep dark wood (Piece C) yellowish fur with black spots (Piece A) the grasslands of the burning Africa (Piece A) the biggest midnight feast in their life (Piece B) eyes like fire (Piece C)

Adding suffixes to spell some/most words correctly If the root word and suffix follow the spelling requirements of the KS1 programme of study, both must be spelt correctly, for example sadly, suddenly, closely

Common exception words The year 1 and year 2 common exception words are non-statutory Pupils are not required to evidence all the given common exception words in Appendix 1 across a range of writing

Spelling Incorrect spelling of words that require application of the statutory requirements for key stage 2 (see Appendix 1) should be disregarded, for example science (Y3/4)

Evidence for moderation Teachers must base their teacher assessment judgement on a broad range of evidence from across the curriculum for each pupil The evidence used can include the optional key stage 1 English grammar, punctuation and spelling test

Independence of work Writing is independent if it: Has been independently edited and / or redrafted by the pupil. This may be in response to self, peer, or group evaluation Is informed by clear learning objectives and limited success criteria which are not over detailed and do not over-aid pupils Is produced by pupils who have independently drawn on classroom resources such as dictionaries, thesauruses, word banks, classroom displays, books or websites for support or ideas Writing is not independent if: Edited as a result of direct intervention by a teacher or other adult, for example where the pupil has been directed to change specific words for greater impact, or where incorrect or omitted punctuation has been indicated Supported by success criteria that are over-detailed and over-aids pupils Produced with the support of electronic aids that automatically provide correct spelling, synonyms, punctuation, or predictive text

Success criteria Success criteria provide pupils with a means of successfully demonstrating their learning They can also support teachers’ judgements as to whether a pupil has achieved specific learning intentions in a piece of writing Pupils can use success criteria to assess their own work, address their own concerns, and identify areas for improvement

Success criteria If success criteria are over-detailed, they can impact on the independent nature of the writing, for example I have started a sentence with Suddenly or Quickly I have used when or because in some of my sentences I have used can’t, don’t or isn’t in my writing Success criteria should encourage pupils to focus on the criteria against which the work will be assessed, without modelling or over-scaffolding the expected outcome

Maths agreement trialling In pairs, cite and discuss the evidence, validate or challenge each other – 45 mins Moderators at each table discuss with their pairs any issues / questions – 15 mins Feedback from each Moderator / table to the whole room – 10 mins

Reading agreement trialling In pairs, cite and discuss the evidence, validate or challenge each other – 45 mins Moderators at each table discuss with their pairs any issues / questions – 15 mins Feedback from each Moderator / table to the whole room – 10 mins

Writing agreement trialling In pairs, cite and discuss the evidence, validate or challenge each other – 45 mins Moderators at each table discuss with their pairs any issues / questions – 15 mins Feedback from each Moderator / table to the whole room – 10 mins

Evaluation and Summary Please complete the evaluation form Any last questions? sue.blakemore@newcastle.gov.uk