2. ENGLISH APP NETWORK Cohort 3 JULY 2010

3. Feedback from your confidence grids and cluster conversations.... ‘We would like to get started on reading!’ ‘How do we moderate writing?’ ‘Opportunities to discuss APP with other Subject Leaders’ ‘Gathering evidence for reading – What? When? How?’ ‘What does a ‘good’ range of evidence for writing look like?’

4. AIMS To consider strategies for the moderation of writing To carry out a standardisation of reading To share ideas on the gathering of evidence in order to assess reading To reflect on the implementation of APP and plan future actions

5. A reminder… The APP approach to assessment is based on a rich and varied range of evidence which is generated by day-to- day teaching and learning. Important key features of APP are based on independence, choice and creativity.

6. GAP TASK: Range of Evidence for Writing Our suggestion – 3 or 4 pieces Range to include – writing from literacy lessons (fiction and non-fiction) and cross-curricular writing Important features of this evidence are independence, choice and creativity.

8. Session 1 Moderation

9. To ensure accurate judgements across the school To validate teacher judgements which feed into school tracking systems To allow professional dialogue To support colleagues new to the process To consolidate the whole school approach to assessment To promote a transparent model of assessment

10. Reminder that standardisation … is designed to ensure that national standards are understood and can be applied consistently occurs before teachers assess their pupils can also be used from time to time to strengthen judgements

11. Key messages for moderation  Moderation should be completed after APP assessments have been made  Moderation reviews the accuracy and consistency of judgements  Moderation confirms judgements and if necessary recommends changes to bring judgements in line with national standards

12. Moderation… 1.Focuses on evidence 2.Is a formal and systematic process 3.Must NOT be based on prior knowledge or ‘gut instinct’

13. Moderation- Preparation All staff issued with: Range of evidence Completed assessment guideline Completed review of evidence form Record of moderation form Flow chart for completing guidelines for reading or writing

14. Moderation - Process Remind participants of the purpose of meeting Discuss evidence for one pupil at a time Individually read the range of evidence and review of evidence form In pairs compare and confirm judgements on the completed assessment guideline sheet Tick where there is agreement and circle any discrepancies Use flowchart to agree overall level

15. Moderation - Process cont’d Complete the following sections on the record of moderation form: 1.Teacher judgement 2.School judgement Confirm or amend the judgement as necessary Refer to Standards Files if needed Complete final sections of the moderation form Individual feedback to staff on judgements made Identify any patterns of achievement across AFs

16. Possible Stumbling Blocks Samples difficult to read Samples on level borderline Insufficient evidence on the ROE form Over-cautious judgements Staff concerned about being singled out Issues with the range e.g. inclusion of whole texts number of pieces significant evidence which demonstrates progress

18. What are the APP materials for reading? Assessment guidelines – criteria for making periodic judgements grouped by ‘assessment focus’ Standards files – annotated collections of evidence from a pupil which represents a particular level Pupil friendly guidelines Levelopaedias

19. Reading Afs AF1Use a range of strategies including accurate decoding of text, to read for meaning AF2Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF3Deduce, infer or interpret information, events, or ideas from texts AF4Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level AF5Explain and comment on writer’s use of language, including grammatical and literary features at word and sentence level AF6Identify and comment on writer’s purposes and viewpoints and the overall effect of the text on the reader AF7Relate texts to their social, cultural and historical contexts and literary traditions

20. Reading AF Card Sort

21. Actions linked to Afs by Janet Mort

22. AF2: Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. AF2 ‘Woof! Woof!’ questions – children use both hands to ‘dip into’ the text and put an imaginary ‘stick’ between their teeth. Just like a dog retrieving a stick, we need to go into the text to find, pick up and use information quickly and accurately.

23. AF3: Deduce, infer or interpret information, events or ideas from texts. AF3 ‘Mmmm…’ questions – children raise and lower an imaginary magnifying glass over the text. For these questions we are text ‘detectives’ searching for ‘clues’ so that we can comment on characters, motives, events and ideas as well as making predictions.

24. AF4: Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. AF4 ‘Sort it! Sort it!’ questions – children point to various organisational features in the text. Imagine a children’s sorting game with everything fitting into its correct place. For these questions, we are explaining how texts are organised to guide the reader, using correct names such as glossary, captions and subheadings.

25. AF5: Explain and comment on writers' uses of language, including grammatical and literary features at word and sentence level. AF5 ‘Gabble, Gabble!’ questions – children make open closed mouths with their hands. For these questions we need to think about and explain how writers use words and how particular words and phrases make a text more powerful.

26. AF6: Identify and comment on writers' purposes and viewpoints AF6: ‘Write, write, yippee, boo, hoo!’ questions – children put an imaginary pair of binoculars to their eyes, followed by thumbs up and thumbs down. For these questions, we are thinking about why the writer has written the text, what the writer thinks and what we as readers think about the text.

27. AF7: Relate texts to their social, cultural and historical contexts and literary traditions. AF7: ‘To boldly go’ questions – children press buttons and pull levers in an imaginary time machine. For these questions we are thinking about what the text tells us about other cultures, times and places. What makes this writer special and how does their writing compare with that of others? What do we know about this type of text?

28. The ‘Veggie’ Lion I’m a vegetarian Lion I’ve given up all meat, I’ve even given up all roaring All I do is go tweet- tweet. I never ever sink my claws Into some animal’s skin, It only lets the blood run out And lets the germs rush in. I used to be ferocious, I even tried to kill! But the sight of all that blood Made me feel quite ill. I once attacked an Elephant I sprang straight at his head. I woke up three days later In a jungle hospital bed. Now I just eat carrots, They’re easier to kill, ‘Cos when I pounce upon them, They all remain quite still! Spike Milligan

31. Standardisation is…. Designed to ensure that national standards are understood and can be applied consistently It occurs before teachers assess their pupils It can also be used from time to time afterwards to strengthen judgements

32. Standardisation Standards file- ‘Daniel’ (Y1 pupil) On your own, read the sample of reading evidence As you read through the sample make a note of the range of reading. Highlight the level criteria that have been achieved by this pupil. Start with AF1 then move on through the AFs to AF 7 Remember that evidence should be seen across the sample not just in one small area. Once you have completed the guidelines sheet, use the flowchart to make a level judgement. Now look through the completed guideline sheet for Daniel and compare with your own. Are there differences? Discuss in pairs and use the annotations in the standards file to clarify any discrepancies.

33. Reading Evidence What strategies/activities do you or could you use for gathering evidence for reading?

34. Gathering evidence for reading A range of opportunities must be planned for. Reading of whole books, extracts, magazines, on screen Questioning (oral and written) Sustained reading (for pleasure, for information) Drama based on texts Guided reading Talking about books Researching information Empathetic writing (e.g. in role) Oral presentation Teacher observation Reading journal

36. Five Part Guided Reading Session Text Introduction Strategy Check Independent reading Return/respond to text Plenary

37. Shared reading – including text immersion in Phase 1 Independent reading Written work from follow up activities Cross-curricular Paired reading

38. Resources for gathering evidence

39. Next year… DATE APP Speaking and Listening Moderation of reading Guided Reading Assessment of pupils working below Level 1