Y2 moderation workshop 2015

1. Y2 moderation workshop 2015 Alison Philipson

2. Outline • KS1 assessment overview • KS1 moderation overview • Gathering evidence to feed into assessment judgements • Writing moderation

3. Bradford Schools Online

6. KS1 assessment overview

7. Assessment and Reporting Arrangements KS1 2015 • ARA for 2015 - link on Bradford Schools Online in the KS1 assessment area or at - https://www.gov.uk/government/publications/key-stage-1-assessment- and-reporting-arrangements-ara • It sets out the statutory responsibilities of those involved in assessment and reporting for KS1. • Teacher assessment is the main focus for end of KS1 assessment and reporting, and is carried out as part of teaching and learning – based on knowledge of how a child has performed over time and across a range of contexts.

8. What do teachers have to assess ? At the end of KS1, teachers have to summarise their judgement for each eligible child and determine : • a level for reading, writing, speaking and listening • A level for each attainment target in maths • a level for each attainment target in science • Pupils working towards level 1 of the national curriculum who do not have a special educational need should be reported as ‘W’ (working below the level) • P scales should be reported for children with special educational needs who are working below L1 – P scales are not to be used to assess children with English as an additional language unless they have additional special educational needs • The code ‘NOTSEN’ should be used to explain why a pupil working toward level 1 doesn’t have P scales reported

9. Tasks and tests • Teachers MUST administer the tests to help make a secure judgement for their final teacher assessment at the end of KS1. • As a minimum, they must administer tests in reading, writing and maths for each pupil. • The tests make up 1 piece of evidence for your overall teacher assessment. • This is the final year that schools will use the 2007 and 2009 versions of the tests – these will be delivered to schools in the week commencing 2nd February, 2015 and may be opened when they arrive. • Pupils must take the tests if they have completed the programme of study of KS1 and are considered to be working at level 1 or above.

10. Pupils who are working below level 1 or who are unable to participate in the tests using suitable access arrangements should not take the tests – make a teacher assessment based on the work they complete in class throughout the year. • If teacher assessment and task and test results differ, the teacher assessment results should be reported.

11. Teacher assessment It is strongly recommended that teachers use formative assessment materials to support assessment of reading, writing and mathematics – • Regularly review the full range of evidence (written (independent), spoken and observed) for each assessment focus • An assessment focus should only be highlighted if the teacher feels the pupil has demonstrated secure understanding in a range of contexts • Teachers select the appropriate ‘level boundary’ and arrive at judgements • Undertake in-school and across LAP moderation with colleagues

12. Revised assessment criteria – on BSO in KS1 area

13. Reporting and using results • Schools must report end of KS1 results to the LA by the end of the summer term. For all pupils you must include: - a teacher assessment level in reading, writing and speaking and listening - a separate teacher assessment level for each science attainment target - an overall teacher assessment level in mathematics and science • If a pupil starts at a school before the summer half-term, the child’s new school is responsible for reporting that child’s results. • The window for reporting results of teacher assessment will be towards the end of June – check Bradford Schools Online for details in the Spring term. • Outcomes are loaded into RAISEonline during the autumn term.

14. Calculating and reporting teacher assessment results • See guidance in ARA • Briefing usually takes place towards the end of the first half of the Spring term

15. KS1 moderation – an overview

16. KS1 moderation “…(to) confirm whether a school’s key stage 1 teacher assessment is consistent with national standards, and if not, how the school should change it.” • Statutory obligation to moderate KS1 assessment judgements in 25% schools each year – this also includes moderation of schools where Area Achievement Officers have concerns about standards and accuracy of assessment in KS1 • Priority 1 schools, schools with entirely new Y2 teams and Y2 NQTs are also moderate • schools are to be moderated they cannot report assessment results to the LA until after the moderator’s visit • Reciprocal appeals process is in place with Education Leeds

17. Schools will be informed that they are going to be moderated within the last week of Spring term and are invited to send Y2 teachers to a moderation meeting to meet with moderator and complete planning form for in-school moderation visit • Writing will be moderated at this meeting • A date will be made for the school visit where reading and maths will be moderated

18. Moderators will use the national level descriptors and revised assessment criteria for writing when moderating in schools - on BSO in KS1 area

19. Evidence will consist of: • examples of pupils’ work • any records that teachers might keep, e.g. from statutory tasks and tests • teacher’s knowledge of the pupil .

20. Academies • Still included in the moderation process

21. Level 3 • Actions from STA’s moderation of LAs and evaluation events – “evidence that level 3 is used correctly within schools and during LA moderation visits” “If they show evidence of a level 3, they are a level 3.”

22. Level 3 • Level 3 writing from Bradford schools on Bradford Schools Online in KS1 assessment area

23. Reading moderation • National level descriptors • (On BSO in KS1 area)

24. Do you know the answer to this question ? How do I know that Ayesha is working within level 3 ? Have you got the evidence ?

25. Gathering evidence for reading • APP • Phonics tracker/individual phonics assessment- on • Guided reading sessions which deepen children’s comprehension skills • Assessment during guided reading • Reading Journals • Video • Pupil scripts

26. The Gruffalo

34. Good practice East Morton Primary Victoria Feather

35. Maths moderation • National level descriptors • (On BSO in KS1 area)

36. Do you know the answer to this question ? So why do you think Sophie is working within level 1b ? Have you got the evidence ?

37. Gathering evidence for maths • Distance from learning • Prior learning assessments are secure evidence • Starters activities • Try and be systematic – diary in 2 weeks after teaching • Allows ‘plate spinning’ • Use open ended questions • Guided group sessions (word of warning)

38. Starter activity • 2 weeks after teaching check understanding e.g. sequencing numbers • What would you expect of level 1 children? • 2c children? • 2b children? • 2a children? • Level 3 children? • What could you ask? Discuss

39. Level 1 sequencing

40. Low level 2 - sequences • Recognise numbers in the 2s, 5s, 10s sequences

41. Securing level 2 - sequencing

42. Sequencing – what would a question look like? • 22, 24, 26, _ ,_

43. Level 3 sequencing question Here are the first five numbers in a sequence. The sequence continues in the same way. Write the number that will be 10th in the sequence.

44. Sequencing – ask an open question • Closed • What number comes next? 5, 10, 15, _ • Open • Make up some number sequences that have 20 in them. Describe your sequences. Opening up questions document

45. Sequencing – ask a reasoning question • Spot the mistake: • 45,40,35,25 • What is wrong with this sequence of numbers? • True or False? • I start at 3 and count in threes. I will say 13? • What comes next? • 41+5=46 • 46+5=51 • 51+5=56 NCETM –progression documents with reasoning questions

46. Sequencing – ask a probing question Level2opaedia

47. Writing moderation • National level descriptors • Revised assessment criteria • (On BSO in KS1 area)

48. Do you know the answer to this question ? How do I know that Daniel is working within level 2a ? Have you got the evidence ?

49. Read the writing aloud • What is your ‘gut feeling’? • Look at the criteria – does it match? • Look at the criteria for the level above – do any match ? • Make a best fit judgement • Identify the gaps in learning

50. Revised assessment criteria • Get ‘in the zone’ before you level writing/moderate