1. Heads briefing 29 th February 2016 Primary Assessment and Moderation Agenda Messages from STA re exemplification materials and TA Top tips for TA and moderation preparation Moderation

3. The new curriculum and assessment – messages from STA An emphasis on knowledge rather than skills Mastery of annual objectives rather than progression through a learning continuum Deeper learning and enrichment rather than extension and acceleration

4. Teacher assessment Best fit judgement replaced by mastery model to secure key learning Level descriptors are replaced by ‘pupil can’ statements in the interim TA frameworks Children must be secure in all statements & those preceding to receive that judgement Moderators will be verifying that the learning is secured in that judgement

5. Materials available to date Assessment Reporting Arrangements for EY, KS1 and KS2 Exemplification materials for writing and maths at KS1 and KS2 (awaiting reading) Sample test papers

6. The interim TA frameworks: points for clarification (KS1) Handwriting – it is not a limiter this year except for when judged as ‘greater depth’ The qualifier words – some, many and most Consistently – mostly correct Common exception words (no longer known as high frequency words) You can use evidence in handwriting books for working towards and at standard Some- seeing it occasionally but does not need to be secure or consistent Most- seeing it regularly and consistently, usually correct with occasional errors Many- is in between some and most

7. Some statements contain supplementary detail - see page 5 for example in KS1 writing Teachers need to be aware of the distinction between those statements containing supplementary detail in the following two ways: as italicised examples, such as the 2 statements about suffixes at expected and greater depth, where acceptable evidence could include any of the suffixes referenced in the national curriculum KS1 programme of study as bracketed detail, such as the statement about co-ordination and subordination at the expected standard, where evidence must include some of those specified. using co-ordination (or/and/but) and some subordination (when/if/that/because) adding suffixes to spell some words correctly in their writing,e.g. –ment, -ness, -ful, -less, -ly*

8. Subject knowledge – an exclamation Look at the ‘working at’ judgement using sentences with different forms in their writing (statements, questions, exclamations and commands) An exclamation only starts with the words What or How What big teeth you have Grandma! How lucky I am!

9. The interim TA frameworks: points for clarification (KS2) Handwriting is not a limiter – only needed as stated at greater depth Spelling – there is no dispensation for children with dyslexia Statement in ‘working at’ spelling most words correctly* (years 5 and 6) 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 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

10. Webinars on Friday – updates on assessment http://head.simondesenlisblogs. org/2016/02/26/ks1- assessment-clarification- webinar-february-2016/ http://head.simondesenlisblogs. org/2016/02/26/ks1- assessment-clarification- webinar-february-2016/ http://head.simondesenlisblogs. org/2016/02/26/ks2- assessment-clarification- webinar-february-2016/ http://head.simondesenlisblogs. org/2016/02/26/ks2- assessment-clarification- webinar-february-2016/

11. Teacher assessment –top tips There is no requirement to use the grid as in the back of the exemplification materials All evidence should be coming from the children’s books and their everyday work The tests at KS1 are not the final result – it is teacher assessment as previously – no requirement to report test results to parents Edited writing – we can use the editing process as part of teacher assessment providing the final edit is completed by the child independently 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)

12. Moderation 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 at KS2 No requirement to complete the grid for evidence Teachers will be present for at least part of the moderation meeting Moderation requirements are being revised by STA for LA and schools – more information will be available soon (possibly at SAPH on 10th) KS1 potential moderators will not be informed whether they are required until the revised STA docs are available (was due to be by today)