Building a Picture

1
Building a Picture
Key Stage 1 Moderation
Year 2 Teachers
2
Agenda

• 9.00 9.30 Introduction welcome.
• Aims
• 9.30 10.20 Literacy
• 10.20-10.40 Coffee
• 10.40-11.30 Maths
• 11.30-12.00 Next Steps
• The Moderation Visit
• 12.00 Close

3
Aims

• To clarify teacher assessments arrangements for
  the end
• of KS1
• To discuss the range of evidence required
• To share a process for levelling and identifying
  next steps
• in Literacy and mathematics
• To discuss strategies for supporting progression
  form level
• 2a to level 3
• To clarify what happens during the moderation
  visit

4
Bell WorkModeration
5
Changes for 2007

• New tasks and tests available for KS1 in
  2006-07.
• Teachers can chose to administer the 2005 OR
  2007 materials
• or reading, writing and mathematics.
• Schools need to send Foundation Stage Profile
  results
• for individual pupils, for all 13 scales to the
  LA by the end of the
• summer term.
• The collection of P scale data becomes
  statutory from 2007.

6
Teacher Assessment at the end of KS1

• Taking into account childrens progress and
  performance
• throughout the key stage, teachers need to
  determine
• - a level for reading, writing and speaking
  listening
• - an overall subject level for mathematics
• - a level for each attainment target in
  science.
• Reading writing at level 2 needs to be
  sub-levelled a, b or c.
• Mathematics at level 2 needs to be sub-levelled
  a, b or c but is
• only reported as level 2.
• The overall level for Science is calculated
  automatically once the
• information is put into the management
  information system.

7
Teacher Assessment at the end of KS1

• The aim is to make a rounded judgement that
• - is based on knowledge of how a child has
  performed over
• time and across a range of contexts
• - takes into account strengths and weaknesses
  of the childs
• performance.
• Tasks and tests must be administered to all
  eligible children
• working at level 1 or above.
• If TA results differ from task/test results, TA
  results should be
• reported
• Children working below level 1 should be
  assessed using the P
• scales and this data reported.

8
Building a Picture

• This publication was sent to schools in 2004-05.
• Exemplification and guidance materials (booklet,
  CD and video)
• Download copy available from NAA website
• www.naa.org.uk/tests
• CD and video can be purchased from the QCA
  website
• www.qca.org.uk/orderline or 08700 60 60 15

9
Administering the Tests
Handout page 18
10
Literacy
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Teacher Assessment Requirements

• Writing
• Short and long tasks from 2005 or 2007
• Children demonstrate what they have learnt by
  writing
• independently
• There should be no input taught or modelled to
  them within the
• previous week
• Each task should only be carried out once for
  each child
• Tasks/tests can be administered at any time
  during the
• academic year

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Teacher Assessment Requirements

• Reading
• Children assessed through the reading tasks do
  not need to also
• be given the reading test if you feel you have
  sufficient
• evidence to make an overall judgement
• Tasks/tests can be administered at any time
  during the
• academic year

13
SATs Review

• KS1 Reading Level 2c 2b
• Identify main actions and events in a story
• Read the text carefully rather than relying on
  illustrations
• Begin to describe the contents of texts in their
  own words
• Show understanding of simple emotional states of
  characters in
• stories

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SATs Review

• KS1 Writing Level 2c 2b
• Add some detail
• Begin to organise information
• Use some sentences to develop the same idea with
  appropriate
• opening/conclusion
• Use adjectives and adverbials to extend meaning
• Vary choice of some simple connectives in some
  compound
• sentences
• Correctly demarcate some sentences
• Learn and spell vowel digraphs

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Reading Evidence

• What Kind?
• Range of sources eg. home-school diaries, guided
  reading
• records, book banding, Supporting Success in
  Reading, target
• statements.
• How much?
• Enough to support a level judgement
• Evidence of teaching needs to match the level
  awarded

16
Writing Evidence

• What Kind?
• Range of genre progress/assessment/genre book,
  literacy
• books, plans, writing across the curriculum,
  Supporting Success
• in Writing etc.
• How much?
• Enough to support a level judgement
• Evidence of teaching needs to match the level
  awarded

17
Levelling

• Key principles
• Use Supporting Success documents
• Read and respond to the work
• Ascribe a sub-level to the work
• Highlight along up/down through each
• assessment focus
• Make a best fit judgement
• Identify gaps and target improvements

18
My Great Day

• On Wednesday 6th March we went to Oldbury Power
  Station. First we got on the coach in pairs and
  when the coach started my tummy turned over
  because I was so excited.
• When we had got there two very nice ladys came up
  two us and welcomed us. There names were Pauline
  and Barbara.
• We went into a classroom and made a circuit light
  up. We also made a switch and at first mine
  didnt work but it did work when I tried it
  again.
• After we had finished that we went into the place
  were we put our coats and did a puzzle about
  electricity.
• Then we had some orange squash and I sat on the
  table with Daisy, Hannah and Sophie. After that
  we looked at some display and there was a talking
  man but he was made of clay so we had to have
  some ear phones to hear what he was saying. Then
  we went on the nature trail and we went infront
  of the actual Power Station. We went into an
  orchard with a log pile for mini beasts. When we
  got back we went back into the classroom and made
  turbines. We did some colouring in.
• Then we went back to school and did some chosing.
  I really enjoyed the day and I wish I could go
  again.

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Task
As a table

• Read the writing sample and in pairs, use
• Supporting Success in Writing to moderate it
• Share paired moderation with the rest of the
  table
• to gain a consensus from the wider group

20
Task
Back in school

• Teach to the top work from the level 3s down
• Identify gaps in childrens learning
• Set curricular target possibly short term
• http//www.standards.dfes.gov.uk/primary/publicati
  ons/isp/1109145/
• Layer the target for all groups
• Teach through whole class and guided work
• Use re-drafting as a key strategy
• Involve children in review

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Summary
What implications are there for you and your team
back in school?

• Is levelling an issue?
• Do you have sufficient evidence to support your
• level judgements?
• How will you target next steps?

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Coffee
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Mathematics Assessment
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Aims

• Consider assessment in Mathematics
• How to build a picture of what children can do.
• Understand Maths moderation and the use of
  evidence.

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The new arrangements do not require any new
procedures or systems for teachers to use when
carrying out their own assessments within the
classroom. In particular, there is no expectation
that teachers should assemble portfolios of work
or devise complex recording systems. Building
a picture of what children can do Pg 4
26
All assessment procedures should comply with the
principles of the workload agreement.Building
a picture of what children can do Pg 2
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Day-to-Day Assessment Strategies

• Questioning
• Observing
• Discussing
• Analysing
• Checking childrens understanding
• Engaging children in review progress
• Marking
• Must be planned for

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Evidence

• Planning
• Evaluations
• Key Objectives
• Levelled work
• Observations

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Assessing against the Key Objectives

• Key objectives can be assessed throughout the
  year.
• These will give a best fit indication of the
  level at which the child is working (across the
  attainment targets.)
• When teachers reach an overall level 2 judgement,
  they should then consider whether the performance
  is just into L2, securely at L2 or at the top end
  of L2. This refines the judgement into 2C, 2B or
  2A.

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A, B or C?

• Refer to level descriptors. Read alongside
  descriptors for adjacent levels.
• Use your professional judgement.
• Moderate with other classes your school.

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Choosing which tasks and tests to use
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Websites

• http//www.southglos.gov.uk/ed/advisory/numeracy
• http//wwww.cleo.net.uk
• http//www.ncaction.org.uk
• http//www.qca.org.uk/ages3-14/tests_tasks/
• http//www.stockportmbc.gov.uk/curriculum/maths/ma
  ths.htm
• http//eal.cornwall.gov.uk/school-support/usefulda
  ta/ssd-0002.htm

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Moderation

• In groups of 4 look at childrens work and,
• using the level descriptors, decide on a
• level for the child.
• Use post-its to record level and brief
• reasons why
• Consider the next steps for the child

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Level 3

• 3c is a Level 3
• You need more evidence than just the test result
• The child should be working habitually at that
  level not just on a good day
• The WOW! factor

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Moderation Visits

• 25 schools are visited
• Advance notice given
• Year 2 teacher
• Samples of work from 3 children AA, A, BA. Not
  SEN
• Maths/Literacy books can be used as evidence

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Summary

• Be careful with published half-termly assessments
• Use open-ended activities to get a clearer
  picture of what they can do
• Keep it simple
• Keep it manageable

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And Finally

• What evidence do you currently keep in your
  school to help track progress?
• Do your current procedures build a picture?
• What more may you need to keep in order to ensure
  a range of evidence?
• Does Y2 planning in your school reflect teaching
  at level 3?