1. Moderation

2. What it’s not

4. Moderation can provide: Insights into the standards attained by different pupils: progress (learning over time) rate of learning attainment of different groups of pupils (inclusion) Insights into the quality of teaching: match of work to pupils attainment quality of marking range of activities

5. Moderation can provide: Insights into pupils’ attitudes to work: quality of presentation completion of work Insights into leadership and management: compliance with school policies

6. What evidence might we have? Extent to which standards are in line with national expectations Progression of skills throughout the school Coverage of skills throughout the school Standards of presentation / pupils attitudes Are needs of all learners being met

7. Useful reference material: NC level descriptors. Progression Guidance Standards files for above p levels

8. The moderation process The purpose of moderation is to check the consistency of teachers’ judgements after they have made their assessments to: See where there is agreement across schools Resolve any differences across schools

9. 1. Skills progression Make sure you clearly understand what the key skills are for the subject – p level guidance Make sure you have a skills progression for each skill at each level – what are you expecting to see that demonstrates progression? i.e. what evidence would be different between p3 and p4?

10. 2. Collecting work samples Notify all subject leaders in advance that they will need to be collecting samples ready for the specified date. Are they aware of expected standards (levels) for their year group. Get a spread of achievement – lower, core, higher at the chosen levels and a rough idea of how many other pupils are represented by each sample given. Make sure it is understand that you are doing this to improve standards of learning+teaching, not as a ‘judgement’ on them. Discuss what evidence might be used

11. 3. Moderating the work Scrutinise each others work samples against the criteria and make a judgement. Make a note of areas where learning outcomes successfully meet expected attainments. Make a note of those where it does not.

12. Decisions How many levels are subject leaders going to moderate? – 1 level thoroughly or snapshot of a number? Time available? Are you going to provide a checklist?

13. What questions do you want answering? What is it that is most significant about the child’s performance that places them in………..level? When the child is at a borderline, what is it that makes the difference and tips the balance? What opportunities do you provide for children to demonstrate their knowledge, skills and understanding

14. Is there enough quality evidence to support a judgement in each assessment focus? Has planned work enabled pupils to demonstrate what is being looked for? Is there evidence of independence and choice?

15. What sort of activities do you use to level..? What evidence do you have and how do you collect it to support..? What are your expectations for a child at level… maths?

16. After meetings – will you? Review and adjust judgements if necessary? Identify issues relating to pupil performance, curriculum coverage and teaching and learning revealed by the process Review the effectiveness of in school standardisation and moderation process Review the planned focus for the next standardisation and moderation meetings