KS1 Moderation Workshop April 2019 - Jane Gill

KS1 Moderation Workshop
       April 2019

        Jane Gill

Agenda
 KS1 statutory external moderation

 Changes to the pre-key stage standards
 The revised ‘pupil can’ statements for
  assessing KS1 reading and mathematics
 Unpicking the writing statements to
  ensure accurate assessment

KS1 statutory external moderation
Moderation visits take place in June - schools will be informed on
the 17th May.

If selected for external moderation, schools must not submit their
data until after the visit has taken place. (The STA deadline for
submitting TA judgements in reading, writing, mathematics and
science is Thursday 27th June.)

The sample of pupils (chosen by moderators on the day) will cover
attainment from WTS to GDS. Different pupils will be selected for
each of the subjects moderated (reading, writing and mathematics).

KS1 statutory external moderation
While teachers’ knowledge of pupils can inform judgements, these
must be based on sound, demonstrable evidence.
Moderators will request to see how the pupils’ results from the
statutory tests in reading and mathematics have been used to
inform judgements.
For some subjects/statements, a single correct test question might
be sufficient evidence (e.g. a pupil’s answer in a mathematics test
for reading the time on a clock to the nearest 15 minutes).
For some statements, tests/exercises will supplement the evidence
(e.g. a spelling test or handwriting exercise can provide additional
evidence, but these skills should also be applied in a pupil’s writing).

External moderation is a collaborative process between the
LA moderator/s and the school.

The professional discussion between the Y2 teacher/s and the
LA external moderator is central to the moderation process.
Moderators must provide the opportunity for Y2 teachers to
articulate their understanding of the standards as set out in
the teacher assessment frameworks.

Changes to the pre-key stage 1 assessment standard

The 4 standards for each subject (reading, writing
and mathematics) reflect the Rochford Review
recommendations.
(The plan is also to replace P scales 1 to 4 with the
7 aspects of engagement for cognition & learning.)

Assessing reading
The judgement as to whether a pupil meets a statement should be
based on a broad range of day-to-day evidence from the classroom.

The ‘pupil can’ statements for reading have been refined slightly
(based on teacher feedback). There are also new exemplification
materials for WTS, EXS and GDS comprising commentaries and video
clips.

It is important to have evidence of children reading
books similar in difficulty to the texts in the KS1
reading test.
Moderators will not use book bands/colours as indicators of the
reading standards as these are not referred to in the ‘pupil can’
statements or in STA’s guidance.

Discuss the range of books children read in your class.

https://schoolreadinglist.co.uk/reading-lists-for-ks1-school-
pupils/suggested-reading-list-year-2-pupils-ks1-age-6-7/

https://www.explorelearning.co.uk/recommended-reading-lists/

New reading teacher assessment exemplification

The materials provide examples of
ways in which the pupil statements
can be evidenced.
Moderators may refer to them but
they do not dictate the evidence expected.
Teachers do not need to refer to them if they
are confident in their judgements.

 https://www.gov.uk/government/publications/ks1-english-reading-
 exemplification-working-at-the-expected-standard

Video footage evidencing all of the ‘pupil can’
statements for each reading standard:
Pupil A (WTS): The Dog from Outer Space by Nick Abadzis
Pupil B (EXS): The Smartest Giant in Town by Julia Donaldson
Pupil C (EXS): Winter’s Child by Angela McAllister
Pupil D (EXS): Come Down Golden by Diana Noonan
               (and Vera Southgate’s ‘Rumplestiltskin’)
Pupil E (EXS): The Shopping Basket by John Burningham
Pupil F (GDS): George’s Marvellous Medicine by Roald Dahl
                (and Dahl’s ‘Esio Trot’)
Pupil G (GDS): The Beginning of the Armadillos by Rudyard Kipling
Pupil H (GDS): Harry Potter and the Goblet of Fire by JK Rowling

In response to feedback, the STA has provided more footage to ensure that each
standard has an example and that all of the ‘pupil can’ statements are evidenced.
N.B. The pupils working at greater depth chose the books/brought them from home.

Evidence for assessing reading
When considering your evidence you must include the questions
answered within the statutory KS1 reading test as well as the result.
Other evidence might include:

Commentary for pupil C: EXS (Winter’s Child by Angela McAllister)

Reading task (Winter’s Child by Angela McAllister - pupil C [EXS])

Response to reading (further inference evidence for pupil E[EXS])

Reading record (further fluency evidence for pupil E [EXS])

The reading record provides evidence that pupil E understands what
she reads across a variety of books (non-fiction and fiction).

If children have not met the statements for WTS, teachers
will need to use the revised pre-key stage 1 standards…

The revised KS1 assessment framework for mathematics

The frameworks ‘should be used only to make a statutory
teacher assessment judgement… not to track progress
throughout the key stage’.

T

The revised exemplification
materials provide examples
for every statement in each
of the standards.

If children have not met the statements for WTS, teachers
will need to use the revised pre-key stage 1 standards…

Assessing writing: exemplification & training materials
The exemplification collections published for use in 2018 still remain:
  o Jamie - working towards the expected standard
  o Kim - working at the expected standard
  o Ali - working at greater depth within the expected standard
This year the STA has shared all its national training materials and
standardisation exercises with schools (accessed via NCA tools).

KS1 moderation training materials 2018-19 (see NCA tools)

Advice re independence and pupils with disabilities
This remains unchanged:
   - Teachers must base their judgements on writing that has been
     produced independently.
  - The national curriculum is clear that writing should also be produced
     through discussion with the teacher and peers.
  - A piece of writing may provide evidence of a pupil demonstrating some
    ‘pupil can’ statements independently, but not others.

 Schools are required to make reasonable adjustments for pupils with
  disabilities.
 If a pupil has a disability that physically prevents them from demonstrating a
  ‘pupil can’ statement altogether, even with reasonable adjustments in place,
  these statements can be excluded from the teacher assessment judgement.
 Teachers should use their professional discretion.

Assessing writing - ‘particular weakness’
Pupils must be assessed against all the statements within the
standard they are being judged at.
They should meet all the statements except when a particular
weakness (with a part or whole of a statement) would prevent a
fair judgement.
This could be due to a specific learning difficulty (but is not limited
to this).
The only consideration must be whether the weakness prevents
an accurate judgement of the pupil’s overall attainment from
being made (i.e. that it is an exception to the pupil’s overall
standard of attainment).

Considering the differences between each standard

Working at the expected standard KS1
The pupil can, after discussion with the teacher:
 Write simple, coherent narratives about personal experiences
  and those of others (real or fictional).
   ‘Narrative’ is an account of connected events, real or imagined
   (This can include stories, letters, poetry, recounts, reports,
   diaries, etc. Writing evidence should ideally include work in
   curriculum subjects other than the one being assessed.)

  What is your understanding of the term ‘coherent’?

'Coherence' relates to how well a piece of writing is
understood by the reader
Aspects of coherence included in the KS1 programme of study:
• Logical sequencing of ideas
• Correct use of present and past tense verb forms, including the
  progressive form
• Use of subordination and coordination
• Use of expanded noun phrases to describe and specify
To achieve greater depth, pupils should be drawing on their
reading to write effectively and coherently for different purposes.

KS1 training exercise
Pupil A
What features contribute
to the coherence of the
writing?

KS1 training exercise
Pupil A

Sentences sequenced to
form short narrative
(WTS), simple, coherent
narrative (EXS) or
effective and coherent,
drawing on their
reading (GDS)?

Features of coherence in Pupil A's letter

The occasional omissions in sentence demarcation (I felt seasick it
wasn’t very nice) do not detract from the coherence overall.

Why was Pupil A’s collection of work not awarded
GDS? (see commentary 1 for Pupil A)

Simple, coherent narrative (EXS) or sentences sequenced to form a
short narrative (WTS)?

             Pupil B

Pupil B’s report does not meet the EXS statement:
‘write simple, coherent narratives’:

Simple, coherent narrative (EXS) or effective and coherent, drawing on
their reading (GDS)?

           Pupil C

Pupil C

Pupil C draws on their reading to inform vocabulary and grammar:

 • The letter is written in the appropriate form.
 • Information is organised into sections, each one dealing with a
   separate idea.
 • Statements provide background information, recalling the
   chronological sequence of events.
 • Effective use of conversational tone and questions.
 • Precise vocabulary choices (limpet, souvenir, sphere, scrambled,
   plunged, washed up, clung…)
 • Expanded noun phrases describe and specify (a thick bony green
   rock….. the murky depths)

Working at greater depth within the expected standard
The pupil can, after discussion with the teacher:
 write effectively and coherently for different purposes, drawing on their
  reading to inform the vocabulary and grammar of their writing.

Coherence at greater depth requires clarity, awareness of audience, purpose
and context and an increasingly wide knowledge of vocabulary and grammar.
The word ‘effectively’ has been added as a requirement beyond ‘working at
the expected standard’. The National Curriculum states that effective
composition involves forming, articulating and communicating ideas, and then
organising them coherently for the reader.

A pupil’s ability to do this will be based on a teacher’s professional judgement

Standardisation exercise 3

Take a few minutes to read the collections of writing.

What standard do you consider each of the three pupils to
be working at and why?

Standardisation exercise 3

Pupil A: GDS
Pupil B: EXS
Pupil C: WTS

Discuss:
Why does pupil C’s collection not meet the expected standard?

Standardisation exercise pupil C: WTS, why not EXS?

Reviewing your children's writing

Can you find sufficient evidence of all the ‘pupil can’ statements
in the standard you are awarding?

Use the commentary for exercise 3 to make comparisons.

Help and support from the STA

For general enquiries about national curriculum teacher assessment
or the teacher assessment frameworks, you can contact the STA at:
 National curriculum assessments helpline: 0300 303 3013
 Email: assessments@education.gov.uk

www.nottinghamcity.gov.uk/primaryteam

www.nottinghamcity.gov.uk/primaryteam
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jane.gill@nottinghamcity.gov.uk
© Copyright Primary Teaching and Learning, Nottingham City Council 2017