The Framework for the day

1
The Framework for the day

• Session 1 the background and theory and story
  of P Scales
• Session 2 Moderation and Levelling
• Session 3 Hands on Experience of Moderation
• Session 4 Organising a levelling / moderation
  opportunity

2
Aims of the East Midlands P Scale Moderation Group

• To develop a sustainable consistent model of
  moderation of work for pupils who are working
  below age related expectations.

3
How

• By providing materials to support the development
  of an East Midlands accredited moderation
  network.
• By providing training in the use of the
  moderation materials in a supportive yet
  systematic framework to ensure consistency.
• By providing expertise in moderation which can be
  shared across all LAs

4
The Model for disseminating training and
organising moderation
5
Meeting Individual Needs

• Flexible models to meet individual LEA needs
• Constraints and opportunities.
• Funding
• LEA development plan
• Existing LEA structures

6
Possible routes for cascading training

• Through Local Moderation Networks
• Through Regional Moderation Networks
• From LA personnel
• Through Special Schools
• Through Services

7
East Midlands Solution

• To use the Derbyshire model and expertise to
  train a bank of trainers / moderators for each LA
  who will be able to replicate the practice in
  their locality.

8
The National Context

• SEN progression Materials
• Data collection
• Rose
• Bercow
• Lamb
• Ofsted
• Raising Barriers to Achievement

9
Removing Barriers to Achievement A Strategy for
SEN

• promote and extend the use of P scales.help
  schools assess the progress pupils working
  towards level 1 of the national Curriculum
• Minor revisions, including separating the strands
  for speaking and listening and reviewing the
  perceived gap between P8 and Level 1.
• Promote greater and more effective use of the P
  Scales by
• producing moderation materials.
• Produce guidance for schools to support these
  changes.
• P Scales are part of the national data
  collection exercise from schools.

10
Our Focus Assessment / Moderation / Levelling
the use of the P scales within the bigger
picture
11
FAQS about P Scales

• The true / false tool

12
P scales

• broad descriptors of attainment below NC level 1
• track progress towards NC level 1
• one tool within planning, teaching and learning,
  assessment reporting process
• framework for summative assessment
• data for use as part of target setting whole
  school improvement process
• (Teachers TV Intro) ( P Scales Video)

13
Assessment at different levels

• Pupil
• Cohort
• School
• LEA
• Wider view
• Basic Principles

14
Inclusive Assessment Process

• Demonstrates progress and attainment across the
  pupil population
• Links National Curriculum, Literacy and Numeracy
  strategies
• Supports target setting
• Demonstrates value-added
• Informs parents

15
Assessment inclusion issues

• Entitlement for achievements progress of all
  pupils to be recognised
• Highlights appropriateness of whole curriculum
  and informs access for pupils working towards NC
  level 1
• Assessment tools that support the inclusion of
  pupils in any school setting

16
Purpose of Assessment

• of learning summative assessment
• for learning formative assessment

17
Assessment for Learning

• Be part of effective planning teaching
• Focus on how students learn
• Central to classroom practice
• Promote learning goals
• Involve learners in the process
• Recognise the achievements of all learners

18
Teacher Assessment

• Formative -
• acknowledges strengths, needs, preferred learning
  styles ,interests and efforts of pupils
• Informs planning on an ongoing basis
• Summative -
• demonstrates the attainments and progression of
  all pupils

19
OfSTED

• Teachers can support pupils review of learning
  by enabling them to answer the following
  questions
• How well am I doing?
• How well should I be doing?
• What more should I aim to do?
• What must I do to make progress and meet targets
  set?
• How do I know if the additional provision has
  been effective?
• 
  
• (page 18)

20
P scales

• levels P1 P3
• earliest levels of general attainment
• (Generic)
• levels P4 P8
• subject-related attainment
• Revised 2007 - Reissued 2008
• P scale data collection
• RAISE On Line

21
Making judgements

• best fit
• rounded

22
A framework for recognising attainment

• Encounter
• Awareness
• Attention and response
• Engagement
• Participation
• Involvement
• Gaining skills and understanding