Co-ordinator network

1. Co-ordinator network Alison Philipson Spring 2015

2. Outline • 9.30 – 10.45 – joint session – reading and maths moderation • 10.45 – 11.15 – BREAK • 11.15 – 12.30 – assessing without levels – writing • 12.30 – 1.15 – LUNCH • 1.15 – 2.30 – assessing without levels - reading • Pearson - 5 minute presentation before lunch then display over lunch • Cosy Literacy – display over lunch • Central Library Service at end of day

3. Reading moderation

4. Do teachers know the answer to questions like this ? So why do you think Ayesha is working at Y3 age related expectations ? What evidence have they got ?

5. Making assessment judgements . . . • Do teachers have a good understanding of the assessment criteria • Do teachers use the evidence well ? • Do teachers know their children ?

6. Gathering evidence • Phonics tracker/individual phonics assessment - on • Guided reading sessions which deepen children’s comprehension skills • Assessment during guided reading – Bradford Reading Record • Independent tasks during guided reading to be linked to a previous or future guided reading session (one group could be reading for pleasure) • Reading Journals • Video/audio recordings • Pupil scripts

7. Bradford Reading Record Now linked to the new national curriculum ! What does progress look like from Y1 – Y6 ?

8. Higher expectations • Y1 2c • Y2 2a • Y3 3b • Y4 3a • Y5 4b • Y6 5/6

9. Use the Bradford Reading Record to look at the progression of inference across the reading levels . . . What are your observations ?

10. Y1 – makes simple deductions with support from prompts/begins to make predictions about character traits/gives reasons for predictions/relates incidents to own experience Y2 – makes predictions based on reading experience/makes simple inferences about thoughts and feelings/makes confident predictions based on wider reading experience Y3 – gives sensible reasons for predictions about plot and character/makes connections across a text/justifies ideas and predictions/links ideas across texts more confidently Y4 – infers meaning in text using clues from action, dialogue and description

11. Y5/Y6 – can pull out main themes and ideas/can empathise with characters and understand their actions/begins to refer to text to support opinions and predictions about moods, messages, feelings and attitudes/begins to identify explicit and implicit points of view

12. Moderating assessment judgements First step - can teachers present evidence to show where a child is working ? Second step - moderation • Literacy Co-ordinator observes group • Peer observations • Video used within year groups, key stages, whole school staff meeting, LAP

25. Case study –ThorntonPrimary (mixedability group ofY2 children – 2c,2b, 2a)

33. Children read aloud • Children shared the text with each other • Questions were discussed by the whole group (nc) • Children had a go at summarising (nc) • Children discussed author’s language choices • Writing was linked to reading • Reading for enjoyment was a continuous thread throughout the session

34. Video clip

35. Record responses a b c d e f

36. Recording responses

37. Important • Do children’s formative assessment levels match their test outcomes ? • Children in KS2 need to know how to write the answer to a question • This should be regularly modelled by teachers • Children should be given lots of opportunities to practise writing answers to questions

38. Ask teachers to have a go . . . • Using a text they have brought, ask them to think of some AF3 questions relevant to the children in their class using the progression in the Bradford Reading Record

39. Gap tasks for teachers • Use the text to gather evidence for groups of children • Use the Bradford Reading Record to assess and to plan next steps • Bring the Bradford Reading Record to the next staff meeting and be prepared to feed back • Link guided reading texts to the current Literacy unit

40. Maths moderation

41. Do teachers know the answers to questions like this ? So why do you think Sophie is working at Y2 age related expectations ? What evidence have they got ?

42. Listen . . . • Does the teacher have a good understanding of the assessment criteria • Does the teacher use the evidence well ? • Does the teacher know his/her children ?

43. 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)

44. 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

45. Level 1 sequencing

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

47. Securing level 2 - sequencing

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

49. 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.

50. 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