1. English Primary Subject Leader Network Meeting Summer Term 2016 karen.mills@wiltshire.gov.uk Supporting self improvement in Wiltshire schools

2. Aims Consider latest STA information and guidance Explore current developments in English and literacy Consider ways to lead literacy in order to raise achievement To share good practice, to network and support

3. Programme: expectations and leadership Review of SATs Assessment updates Teacher assessment and moderation Assessing reading Preparation for phonics check week Evaluation of action plans for 2015-16.

4. Review of SATs (KS1 & KS2) GP&S test KS2 Reading KS1 Reading KS2 How well did these tests link to the expectations of the new curriculum? What were your impressions of the tests? How did they compare with past tests? What did the children say? What are the implications for teaching & assessment?

5. Review of SATs (KS1 & KS2) KS2 GP&S Conjunctions – 3 questions Main/subordinate clauses – 4 questions Tenses – 4 questions Subjunctive – 1 question Active/passive - 2 questions Punctuation – 11 questions Word classes – 8 questions Sentence function – 3 questions Other – 10 questions

6. Review of SATs (KS1 & KS2) KS2 reading Synonyms basic retrieval questions language of the questions:- what impressions; what evidence is there... interrogating the text to answer questions with unfamiliar vocabulary e.g. rehabilitating the image of the dodo

7. Assessment and moderation updates KS1 teacher assessment and moderation guidance for reading, writing and mathematics KS2 as KS1 but moderators will only look at writing Best fit judgement gone – need to demonstrate ‘mastery’ of the programme of study. Meeting all of the bullet points Moderators will want to see samples of work for 5 children working towards; at expected and working at greater depth (5 different children for reading, writing and maths – unless small school).

8. Moderation at at KS1and KS2; timeline

9. Moderation at at KS1and KS2 The role of KS1 tests remains the same. With changes to what ‘independence’ means the national expected standard is achievable for the majority of children.

10. The interim TA frameworks: points for clarification The use of ‘consistently’ – 6 is not the magic number The status of handwriting – only a blocker for GD The qualifiers (some, many and most) The distinction between statements containing supplementary detail (as italicised examples/as bracketed detail) All bullets do not have to be present in a piece of work You do not have to ‘backfill’ previous standards You may want to use the grids at http://www.wiltslt.co.uk/index.php/our- services/assessment-and-data-tracking/documents

11. Key messages from the moderation team If children are applying a skill without being directly told to do so, then that is independent Be aware that many bullets have qualifiers All writing is relevant, including cross curricular work. There should be narrative and non narrative writing The workshop is good evidence of working with other schools for your SLAM Have a system to check achievement against the IPDs to use before June.

12. Evidence for moderation: acceptable or not – or partly? The teacher reminds a child to refer to their individual writing targets while they are working A child always puts an apostrophe in front of any word ending in ‘s’. This means they are sometimes correct Marking refers to end punctuation being missed within a paragraph A TA tells a child that one of the listed success criteria, expanded noun phrases, is missing from that piece of work and that they should consider adding one.

13. Evidence for moderation Most of the child’s written evidence is typed A writing frame refers to needing a question in the opening paragraph Use of the apostrophe for contraction and/or omission is only seen correctly in dictation exercises When using books with handwriting guidelines, a child meets the greater depth bullets, otherwise their handwriting doesn’t.

14. Independent work for assessment Programme of Study includes drafting and editing Use of success criteria Discussion emerged in vocabulary is good practice Use of working wall and dictionaries to support learning is allowed Response to indirect feedback is fine. Not allowed Copying from a model Adapting a model Cloze procedure tasks Direct feedback.

15. Independent work for assessment & moderation 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.

16. Clarification of handwriting for KS1 & KS2 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 KS1, pupils must demonstrate joined up handwriting, using the diagonal and horizontal strokes needed to join letters in most of their writing, as well as all of the statements relating to handwriting in the preceding standards To be awarded ‘working at greater depth’ at the end of KS2, pupils must meet all of the statements relating to handwriting in the preceding standards.

17. Guidance for moderation at KS1 & KS2 Teacher assessment moderation: key stage 1 School requirements in 2016 Teacher assessment moderation: key stage 2 writing School requirements in 2016

19. Reporting test results Schools are not required to report test results to their LA or the next school when a pupil moves. However, where the school has recorded this data it can choose whether to include these results in any data provided to the LA or next school (see section 10). LAs do not give test results to the DfE Schools are not obliged to report test results to parents in an annual report (see section 9). However, parents must be allowed access to their child’s results on request.

20. Pupils who move schools Change of school before KS1 test period If a pupil changes school before 2 May 2016, the receiving school must administer the KS1 tests to the pupil and submit TA data for the pupil. Change of school during KS1 test period If a pupil changes school during the KS1 test period (May), the new school must find out which tests have already been administered to the pupil and administer any remaining tests. The 2 schools must reach an agreement with regards to submission of TA for the pupil. Change of school after the KS1 test period If a pupil changes school after 31 May 2016, the school where the pupil was registered during the KS1 test period must submit TA data.

21. KS1 writing: expected standard demarcating most sentences with capital letters and full stops and some use of question marks and exclamation marks using sentences with different forms in their writing (statements, questions, exclamations and commands) using some expanded noun phrases to describe and specify using present and past tense mostly correctly and consistently using co-ordination (or/and/but) and some subordination (when/if/that/because).

22. KS1 writing: expected standard segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly spelling many common exception words* spelling some words with contracted forms* adding suffixes to spell some words correctly in their writing, e.g. – ment, -ness, -ful, -less, -ly*.

23. KS1 writing: expected standard using the diagonal and horizontal strokes needed to join letters in some of their writing writing capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters using spacing between words that reflects the size of the letters.

24. KS1 writing: working at greater depth within the expected standard The pupil can write for different purposes, after discussion with the teacher: use the full range of punctuation taught at KS1, mostly correctly spelling most common exception words* spelling most words with contracted forms* adding suffixes to spell most words correctly in their writing, e.g. –ment, -ness, -ful, -less, -ly* using the diagonal strokes needed to join letters in most of their writing.

25. KS2 writing: working at the expected standard The pupil can write for a range of purposes and audiences (including writing a short story): creating atmosphere, and integrating dialogue to convey character and advance the action selecting vocabulary and grammatical structures that reflect the level of formality using a range of cohesive devices*, including adverbials, within and across sentences and paragraphs using passive and modal verbs mostly appropriately using a wide range of clause structures, sometimes varying their position within the sentence using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision.

26. KS2 writing: working at the expected standard using inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, and making some correct use of semi-colons, dashes, colons and hyphens spelling most words correctly* (years 5 and 6) maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.

27. KS2 writing: working at greater depth within the expected standard The pupil can write for a range of purposes and audiences: managing shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structures selecting verb forms for meaning and effect using the full range of punctuation taught at KS2, including colons and semi-colons to mark the boundary between independent clauses, mostly correctly. [No additional requirements for spelling and handwriting]

28. Handwriting Where only the statements related to handwriting cannot be met, pupils can be assessed as working at greater depth in writing if it can be demonstrated that the pupil: · has a diagnosis of dyspraxia or significant motor control difficulties (MCD) based on an assessment by a specialist professional or service such as the Occupational Therapy service. · receives specific interventions though the SEN graduated response to improve and develop fine motor skills, including pencil control and handwriting.

29. KS1 & KS2 writing: working at greater depth within the expected standard What would you expect to see to be confident that pupils are working at this standard? Consider examples of pupils’ writing

31. KS1 reading: working at the expected standard The pupil can: read accurately most words of two or more syllables read most words containing common suffixes* read most common exception words* In age-appropriate books, the pupil can: read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute sound out most unfamiliar words accurately, without undue hesitation In a familiar book that they can already read accurately and fluently, the pupil can: check it makes sense to them answer questions and make some inferences on the basis of what is being said and done.

32. KS1 reading: working at greater depth within the expected standard The pupil can, in a book they are reading independently: make inferences on the basis of what is being said and done predict what might happen on the basis of what has been read so far make links between the book they are reading and other books they have read.

33. KS2 reading: working at the expected standard The pupil can: read age-appropriate books with confidence and fluency (including whole novels) read aloud with intonation that shows understanding work out the meaning of words from the context explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence predict what might happen from details stated and implied retrieve information from non-fiction summarise main ideas, identifying key details and using quotations for illustration evaluate how authors use language, including figurative language, considering the impact on the reader make comparisons within and across books.

34. KS1: evidence for reading KS1 reading comprehension paper Anecdotal evidence Individual reading record Group reading records Other tests of fluency comprehension Video of the child reading Phonics screening check scores – records. What about KS2?

35. KS1 reading Video – ‘How to hide a Lion’ https://youtu.be/rEWlfQQl_Uo Video – ‘A Squash and a squeeze’ https://youtu.be/-v3XOsTF33Y Video – ‘The Day the crayons quit’ https://youtu.be/w4c_DMS-3IE

36. KS1 reading Video – ‘The Three Javelinas’ https://youtu.be/AFXjXzfzqtk

37. KS2 reading Video – Poor Vera https://youtu.be/-pJLvC5eerU Video – ‘The Boy in the striped pyjamas’ https://youtu.be/O4KJZ1oSkbI Video – The Executioner’s Daughter https://youtu.be/1t1P4Mftavw Video – Tommy and Sarah https://youtu.be/u0l0sB3oItI

38. KS2 reading Video – The Boy in the Striped pyjamas https://youtu.be/7s-bsgjtdyY

39. Y1 phonics: be prepared Check administration guidance 2106 Who is administering the check? Predictions for Y1 and Y2.

40. Action plans for 2015-16 SIAP/SDPTarget (include ref to disadvantaged/ most able) M & ETime frame Findings/ impact Next steps/so what?

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