1. Key Stage 1 and 2 Headteacher Briefing March 2019
Key Stage 1 and 2
Headteacher Briefing
March 2019

2. The LA has a duty to:
Moderate a sample of the teacher assessments for children in Year 2 and Year 6 in at least 25% of maintained schools in their area. They must also moderate 25% of any academies who have chosen to be part of their arrangements.
Appoint a team of moderators who have recent and relevant experience of key stage 1/2 assessment and moderation. They must all be qualified teachers.

3. Moderation sample
KS2 -Minimum sample of 15% across the cohort, or a minimum of 5 pupils.
KS1 -Minimum sample of 10% across the cohort, or a minimum of 3 pupils – R/W/M
The sample must cover the full range of attainment within the cohort. ( Not including children below the standard)

4. Triggers for Moderation
4 year cycle
First year 6
Exceptionally high or low results
Concerns with previous moderation
School causing concern
New to Year 2 or 6
Schools in a category
Non attendance at training
Request by STA**

5. Notification of Moderation
Friday 17th May
Wednesday 22nd May (KS2) Stourport Manor
Thursday 23rd May (KS1) Worcester Race
4pm – 6pm

6. Important dates for 2019 REFER TO PAGES 8 – 10 FOR KEY DATES
MUST KNOW THESE !
SEE COPY

7. Test Security
All boxes – but not papers – must be opened, quantity checked and consignment note signed and dated by 2 people.
Boxes should be secured in a locked place and there should be a sign in and out sheet
Ks1 materials and papers are statutory and should be treated as KS2.

8. KS 1 Dates! Test materials arrive week beginning 25th March
Phonics - Wk beg: 10th June
SPAG available to download 1st May
Conversion tables for 2018 will be published on 3rd June 2018.
Moderation window 4th June – 27th June
Final submission date 27th June
Scaled score conversion and SPAG only available on and NCA tools

9. Optional English grammar, punctuation and spelling test
This is optional and will be available from NCA tools from 1st May. These will not be sent to schools
Schools may choose to administer the 2018 KS1 English grammar, punctuation and spelling test and use the result to inform teacher assessment, but there is no requirement to do so.
If you don’t administer the test – what will you use to inform TA?
Weekly spelling tests
Grammar checks/quiz
Collection of evidence for reading and writing – useful for lighter evidence in grammar
Will you have enough to be 100% sure?

11. Key Stage 2 Dates

12. Monday 13th May – Thursday 16th May
Administering
Statutory Assessments
Schools must administer the KS2 Tests in the Assessment week – Arrival week beg:29th April
Monday 13th May – Thursday 16th May
Read the TAG ( March)and ARA thoroughly so that you are clear on procedures. Look for clear information on how to package the papers
We will go through the legalities of storing test papers etc. and how to conduct each test next time as this is very important. If a school is monitored during the KS2 tests the administration of KS1 tests will also be considered. There are strict rules that need to be adhered to to avoid any ‘hint’ of maladministration

13. Friday 17th May – DRINK (Not in school!)
Test Timetable
KS2 Grammar, Spelling and Punctuation
KS2 Mathematics
Monday 13th May
Paper 1 - Questions
Paper 2 - Spellings
Wednesday 15th May
Paper 1 Arithmetic
Paper 2 Reasoning
Tuesday 14th May
English Reading
Thursday 16th May
Paper 3 Reasoning
Friday 17th May – DRINK (Not in school!)

14. ARA guidance
If necessary, schools can vary the start time of the tests for their pupils, for example if a pupil arrives late or the school has a large cohort and not enough staff to administer the tests to all pupils at the same time. Schools do not need to notify STA but should be prepared to explain the arrangements if they receive a monitoring visit.

15. 7.3 Timetable variations
If a school wishes to administer the tests to any pupils that cannot take them on the days specified in the statutory timetable, the school must apply for a timetable variation on NCA tools32. The application must be approved by STA before the pupil takes the tests. If approved by STA, a timetable variation allows an individual pupil, group of pupils or whole cohort, to take the tests up to 5 school days after the scheduled day. Schools must wait for approval from STA before beginning the test on a new day.

16. KS1 and KS2 tests can only be taken once!

17. Monitoring Visits
The local authority has a statutory duty to make monitoring visits to 10% of maintained schools within their authority including any Academies who have chosen to be monitored by the LA
These unannounced visits take place the week before, the week of the tests and the week after.
The include phonics monitoring

18. Monitoring Visits Cont’d
If a school receives a monitoring visit they must allow visitors to:
see all KS1 test materials and any relevant delivery notes
see all KS2 test materials and any relevant delivery notes and observe any KS2 tests being administered
see evidence to show that pupils using access arrangements, eg: prompters, scribes or additional time, are doing so in accordance with normal classroom practice

19. Biennially – next administration 2020
Science
Biennially – next administration 2020
Biennial science sampling will continue to be part of the statutory assessment arrangements, with the next administration in 2016.
The tests will be securely administered in the selected schools by external administrators.
Schools won’t have access to the test papers after their administration. However a set of questions will be made public after the assessment cycle, which schools can use for teaching purposes.

20. Teacher Assessment /Moderation
National TA data submission date:
Key stage 1 and 2 deadline: Thursday 27th June
Schools must not re-submit TA data after the deadline without authorisation from STA or the LA.( Jane Howard)
To resubmit without permission would be considered maladministration and would trigger an investigation.
STA will be selecting a number of schools for moderation
The LA external moderator must select a minimum sample of 10% across the cohort, or in the case of a single class, a minimum of 3 pupils. Different pupils must be selected for each subject, reading, writing and mathematics. The sample must cover the full range of attainment within the cohort.
To demonstrate that a pupil has met the standard within the interim TA frameworks, the LA external moderator must scrutinise the evidence presented and validate each judgement within the sample. The evidence must show that the pupil demonstrates attainment of all of the ‘pupil can’ statements within the standard they have been awarded and all the ‘pupil can’ statements in the preceding standard(s).
The LA external moderator must provide written confirmation of the moderation visit to the school. This will confirm whether the school’s TA judgements are considered to be consistent with the standards within the interim TA frameworks and national exemplification materials.

21. Questions?

22. New Guidance for Writing

23. A More Flexible Approach
A pupils’ writing should meet all the ‘pupil can’ statements within the standard they are judged to be working at.
Teachers can use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement being made of a pupil’s overall attainment

24. To be REALLY clear! Have we moved back to a best fit model? No!!!!!!
We have changed the approach to English writing only, to provide teachers with greater flexibility so that they can reach more rounded, accurate judgements of their pupil’s work.
Refer to key questions doc

25. ‘Particular weakness’
Teachers can use their discretion
A particular weakness can relate to a part or a whole of a statement.
A particular weakness may well relate to a specific learning difficulty, but is not limited to this. The same overall standard must be applied equally to all pupils
PERSONAL CIRCUMSTANCES ARE NOT A PARTICULAR WEAKNESS

26. Evidence Can be from any point in the year – but….
If a child creates a piece of writing in November that is WA and then more work in April that is still WA – it raises the question as to why they have stayed at the same level.
It can also present as a spikey profile- rather than the convincing one you want!

27. Independent Writing
Teachers must base their judgements on writing which has been produced independently
A piece of writing may provide evidence of a pupil demonstrating some ‘pupil can’ statements independently, but not others. This does not mean that the entire piece is not independent
Schools must identify independent work

28. Guidance on Independence
YES
Use a dictionary, a word bank or a thesaurus
Use independently edited work
Learning objectives and success criteria NO
Over scaffolded or copied work
Predictive text or electronic aids
Direct guidance on what to change

29. Writing is not independent if it has been:
modelled or heavily scaffolded
copied or paraphrased
edited as a result of direct intervention by a teacher or other adult, for example when the pupil has been directed to change specific words for greater impact, where incorrect or omitted punctuation has been indicated, or when incorrectly spelt words have been identified by an adult for the pupil to correct
produced with the support of electronic aids that automatically provide correct spelling, synonyms, punctuation, or predictive text
• supported by detailed success criteria that specifically direct pupils as to what to include, or where to include it, in their writing, such as directing them to include specific vocabulary, grammatical features, or punctuation (Page 14 TAG 2018)
Modelled – not on the 20 minutes intro – but you may well have modeeld previously – different character – on your working wall

30. Can include poetry, recounts, reports, letters, diaries etc.
Write simple coherent narratives about personal experiences and those of others
Narrative is wider than just story writing and can feature in many types of text.
Narrative is defined as an account of connected events – real or imagined
Can include poetry, recounts, reports, letters, diaries etc.

31. KS1 Specific

32. TAF changes Reading – removal of 90 words
Maths – significant reductions in number of criteria
Writing – no change but training which places greater emphasis on understanding certain elements of composition and effect.
New guidance for PKS

33. Coherence Logical sequencing of ideas
The correct use of present and past tense
The use of subordination and coordination
Using expanded noun phrases appropriately for description
NB – not all pieces need to have the above to qualify as coherent.
We are focussing on the KS1 POS.

34. Coherence
Coherence means the writing is understandable and that each part of it connects or follows naturally or reasonably – you should be able to follow a coherent piece of writing easily, without anything ‘throwing you out’.
Coherence involves word, sentence and text level features.

35. Coherence in action
write simple, coherent narratives about personal experiences and those of others (real or fictional)
• write about real events, recording these simply and clearly

36. GDS Coherence and effect in action…..
write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing
• make simple additions, revisions and proof-reading corrections to their own writing
• use the punctuation taught at key stage 1 mostly correctly^

37. Further Training Opportunities
Year 2
2nd April 1:30 – 3:30 / 4-6
8th April 4-6
11th April 2-4
4th June 4-6

38. Both KS1 and KS2

39. Spelling
Moderators must be assured that the common exception words/5/6 words are present and that they are spelt correctly – when used.

40. KS1 and KS2 GDS
The importance of reading into writing

44. TAF statement for KS2 – in action!
Key Stage 2
TAF statement for KS2 – in action!

45. KS2 Writing – Key messages
Anything in brackets is a suggestion – not a requirement
There is no requirement to include a certain number of punctuation marks or the full breadth

46. EXS
select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility)
• use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs
• use the range of punctuation taught at key stage 2 mostly correctly^ (e.g. inverted commas and other punctuation to indicate direct speech)

47. GDS
write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure)
• distinguish between the language of speech and writing and choose the appropriate register
• exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this
• use the range of punctuation taught at key stage 2 correctly (e.g. semi-colons, dashes, colons, hyphens) and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity.^

48. Further training opportunities
Year 6
4th April – 4-6
11th April 4-6
4th June – 2-4

49. Contacts Jane Howard – Moderation Manager
Rachael Baldwin – Deputy Moderation Manager
Clare Owen – Moderation Administrator