1. Tuesday 15 th March 2016 KS2 Teacher Assessment Moderation for Writing

2. Key changes for KS2 assessment in 2016 New tests Test administration window Interim teacher assessment frameworks Test orders Modified test materials Test results in performance tables Science sampling tests Floor standards Progress measures

4. Clarifications from the STA Evidence to support TA judgements KS2 ‘working at the expected standard’ HW for KS1 & KS2 The use of exemplification materials ‘independent’ writing Exclamations & exclamation marks Ofsted & the RSCs use of the interim TA frameworks https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/506177/Clarification_key_stage_1_and_2 __teacher_assessment_and_moderation_guidance.pdf

5. Moderation of Teacher Assessment 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. https://www.gov.uk/guidance/2016-key-stage-2- assessment-and-reporting-arrangements-ara

6. Key Documents

7. AIMS To have a greater understanding of the expected standard in writing for the end of Key Stage 2. To have a greater understanding of the expectations of teacher assessment. To moderate work alongside colleagues. To understand the procedures should your school be selected for external moderation. To meet the Swindon KS2 writing moderation team.

8. Moderation - Statutory Schools and LAs have a statutory duty to ensure that teacher assessment is accurate and in line with national standards. Local authority has responsibility to ensure that moderation of KS2 assessment is carried out in line with statutory guidance as specified in the 2015/16 KS2 ARA.

9. National TA data submission date Key stage 2 deadline: 30 June 2016 Schools must not re-submit TA data after the deadline without authorisation from STA or the LA. LAs will moderate 25% of schools in their area Schools will be notified of a visit on or after 20 May 2016 Minimum sample of 15% across the cohort, or a minimum of 5 pupils. Different pupils must be selected for each subject. The sample must cover the full range of attainment within the cohort.

10. Local Authorities LAs have a statutory duty to moderate a minimum of 25% of schools within their area to validate KS2 English writing TA judgements. They must also moderate any academies that have chosen to be part of their arrangements. The guidance for LAs includes details of the moderation process and how to carry out moderation visits. During the visits, LA external moderators must scrutinise evidence of pupils’ work in English writing. LA external moderators provide an independent, professional validation of the school’s TA by reviewing a sample of evidence. If the LA external moderator is unable to validate the school’s TA judgements, the data set submitted by the school must be amended to ensure that the TA judgements are in line with the appropriate standard within the interim TA frameworks. KS2 ARA 2016 (p25)

11. Local Authority contact Sarah Foulkes

12. Swindon Moderation Team Sharon Peapell, Deputy Head, Haydonleigh Jo Cook, Deputy Head, Covingham Park Will Webb, Assistant Head, Liden Polly Van den Daele, Assistant Head, Haydonleigh Sarah Ryan, Year 6 teacher, Oakhurst Kelly Hall, Year 6 teacher, Mountford Manor

13. Interim teacher assessment framework at the end of key stage 2 - writing Demonstrate the ‘National Standard’ at which each pupil is working.

15. Interim teacher assessment framework at the end of key stage 2 - writing To show that pupils have met the standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard.

16. KS2 interim frameworks for TA For English writing - 3 standards: working towards the expected standard working at the expected standard working at greater depth within the expected standard. Each standard contains a number of ‘pupil can’ statements. Teachers need to judge a pupil demonstrates attainment of all statements within a standard and all the statements in the preceding standard(s).

17. Suitable evidence for moderation The local authority (LA) external moderator will scrutinise evidence produced during day-to-day teaching to validate the school’s judgements. This will avoid creating any additional workload for teachers. The evidence must show that the pupil demonstrates attainment of all of the ‘pupil can’ statements within the standard and all the statements in the preceding standard(s).

18. Key stage 2 writing - essential requirements The LA external moderator will expect to see a range of writing that includes both fiction and non-fiction. The evidence can come from pupils exercise books and other examples of written work for a range of purposes and audiences. Written work drawn from other subjects should also be used alongside any other evidence that the school considers relevant. LA external moderators must be satisfied as to the independent status of the evidence. The school must ensure that the evidence clearly identifies the amount of support a pupil has received.

19. Clarification of the evidence The evidence must show that the pupil demonstrates attainment of all the ‘pupil can’ statements within the standard they have been awarded. The teacher must be confident the pupil meets the ‘pupil can’ statements in the preceding standards but there is no requirement to produce specific evidence for them. It is likely that the pupil’s work for the standard they have been awarded will also evidence the ‘pupil can’ statements of the preceding standard(s). There is no requirement to provide tick sheets for an LA external moderation visit. Schools are free to use their existing processes for teacher assessment and internal / external moderation.

20. Evidence Reiteration that individual pieces of work should not be assessed using the interim frameworks. The interim frameworks should be used to assess the ‘body of evidence’, rather than individual pieces of work. The evidence base for each child may vary – there is no pre- requisite for there to be the same pieces of work for every child

21. Range of Evidence Range of writing that includes both fiction and non-fiction. Examples can come from pupils’ exercise books and other examples of written work for a range of purposes and audiences. Written work drawn from other subjects should also be considered. Any other evidence that the school considers relevant. Independent status of the evidence

23. Clarification on evidence for writing that is allowed as ‘working independently’ 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, thesauruses, word banks, classroom displays, books or websites. 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. Clarification guidance page 2 School requirements guidance page 3 Local Authority guidance page 6

24. Example

25. Discuss How are you using your range of evidence to show the standards? How is ‘working independently’ defined in your practice?

26. Points for Clarification

27. Points for Clarification - Qualifiers ‘Most of the time’ – see it regularly, usually correct, generally speaking is accurate with only occasional errors. ‘Some of the time’ – means seeing it correctly used occasionally but is not secure, consistent or frequent. Page 3 of Interim Framework Guidance Page 6 of the exemplifications

28. Points for Clarification - Handwriting To be awarded ‘working towards’ or ‘working at expected’ standards, pupils do not need to demonstrate joined up handwriting. To be awarded ‘working at greater depth’ at the end of key stage 2, pupils must meet all of the statements relating to handwriting in the preceding standards.

29. Points for Clarification - Handwriting Where pupils have a physical disability that prevents them from being able to write, the statements relating to handwriting can be excluded from the teacher assessment. Where pupils are physically able to write and meet all of the statements except for being able to produce legible handwriting, they may be awarded the ‘expected standard’ but cannot be awarded the ‘greater depth’ standard. Page 3 of Interim Framework Guidance Page 6 of the exemplifications

30. Points for Clarification - Spelling Teachers should refer to the national curriculum programmes of study for items marked * (e.g. to exemplify the words that pupils should be able to spell). If the children are using the words in their writing then we would expect them to spell them mostly correctly – it also applies to where they are using the spelling patterns and rules of those words There is no dispensation for children with dyslexia. If children are not using words from the Y5/6 lists, spelling tests can be used as additional evidence. (with caution). If the children are not using the words in their writing and are spelling all other words mostly correctly then they can meet the expected standard.

31. Spelling The children can use word lists, classroom displays and dictionaries. (This is of course part of the teacher’s judgement as to whether the child has met the standard independently).

32. Points for Clarification - Editing We can use the editing process as part of teacher assessment providing the final edit is completed by the child independently. Editing can be done after completion of the work by the child. Peer discussion and teacher intervention can be used but the child needs to carry out the actual editing independently.

33. Discuss How will the revised guidance on handwriting effect you teacher assessments? How will you evidence spelling to make the teacher assessment? How well is editing showing learning is secure?

34. Points for Clarification - Exclamations The national curriculum states that an exclamation is one of the four forms of sentences. An exclamation must be introduced by a phrase with ‘what’ or ‘how’ and should be followed by a subject + verb + any other elements. It is typically demarcated by an exclamation mark, for example: – What big teeth you have, Grandma! – How beautiful Cinderella looks in that dress! The definition of an exclamation should not be confused with the uses of the exclamation mark for punctuation. The exclamation mark can be used in a variety of sentence forms and not just in exclamations.

35. Points for Clarification – Exclamation Mark An exclamation mark is a punctuation mark that can end statements, commands and exclamations, or be placed after a phrase or single word (e.g. an interjection). An exclamation mark shows that the writer wants to indicate a certain effect, such as heightened emotion e.g. ‘Be my friend!’ [command]. The use of an exclamation mark does not change a sentence into an exclamation.

36. Points for Clarification - exclamations

37. GPS for Test Developers

38. Discuss Have you got evidence of a ‘true’ exclamation sentence? Will you now explicitly teach exclamation sentences?

39. Writing Exemplification Materials A key message that the exemplification materials are ‘a guide’ to support children in making the judgements and not something statutory. There is no requirement for tick sheets. Ultimately, the relationship between test and TA hasn’t changed and this will be a teacher judgement.

43. REMEMBER You must make a ‘secure fit’ judgement and not ‘best fit’. To show that pupils have met the standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard.

44. Discuss Which statements may limit your decision to give ‘working at’?

45. Clarification - Writing Exemplification Materials 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.

46. Writing Exemplification Materials

47. Clarification of KS2 writing ‘working at the expected standard’ Morgan and Leigh examples In the new system the threshold of the expected standard for KS2 is broadly equivalent to the previous level 4b, but pupils working at the expected standard will have a range of attainment. The exemplification materials contain 2 examples of pupils who are ‘working at the expected standard’. These show the range of pupils that will be assessed in this standard. Morgan is a pupil with sufficient evidence for a TA judgement of ‘working at the expected standard’. This collection of work demonstrates how the expected standard is broadly equivalent to the old level 4b. Leigh is close to being awarded ‘working at greater depth’, but does not meet all of the ‘pupil can’ statements for that standard, and is therefore also judged as ‘working at the expected standard’. To note, there has not been any statement that ‘working at greater depth’ is equivalent to level 5.

49. Discuss Have you used the exemplification materials to support your teacher assessment? Share your evidence with colleagues – discuss your judgements and the supporting evidence. Talk to the moderators

50. If your school is selected for a moderation visit in 2016

51. Clarification- LA moderation process change LA external moderation is a supportive process with the LA moderator reviewing a sample of pupils’ work as representative of the cohort and then holding a professional dialogue with teachers to confirm that teacher assessment standards are being applied appropriately by the school. As a result of this process, local authorities may require schools to amend teacher judgements for individual pupils if it is determined that judgements are not in line with national standards. Your LA will tell your school if you are going to get a moderation visit on or after 20 May 2016. LAs will carry out moderation visits from 23 May to 30 June 2016. Schools will receive adequate notice of the visit. It may be the case that there are some pupils the school believes will demonstrate additional evidence before the TA submission date. This will be discussed as part of the moderation process. The school and LA can agree to re-moderate these pupils.

52. If your school is selected for a moderation visit in 2016 Date for TA submission 30 th June 2015 Moderation visits will be before – dates tbc Your Headteacher will receive a notification letter in Term 5. Your moderator will contact your school.

53. If your school is selected for a moderation visit in 2016 The LA moderators will visit each school to be moderated. You will know the day before which children are to be moderated. Moderators will be verifying the teacher assessment judgement. Moderators will meet with the Head at school to give feedback and a NOV will be produced. No requirement to complete the grid for evidence. Teachers will be present for at least part of the moderation meeting. Moderation materials are being revised – more information will be available soon.

54. Validating Teacher Assessments Essential requirements The LA external moderator should have a quiet area to conduct the external moderation visit. The school must meet requests from the LA external moderator for samples of pupils’ classwork or any other information reasonably required. There is no expectation that the school staff will need to be released for the whole visit; however, the LA external moderator may wish to speak to school staff regarding any aspect of the evidence presented. The LA external moderator should be able to validate the school’s TA judgements from evidence that is normally available from day-to-day teaching and learning. They must have access to the pupils’ evidence of ongoing learning and assessment (in whichever format it is routinely kept). The LA external moderator must meet with the headteacher) at the end of the moderation visit to offer formal feedback and a written visit note which is signed by the headteacher and the LA external moderator.

55. Discuss Final thoughts???

56. Thank You