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Co-ordinator network – reading and maths moderation.

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Presentation on theme: "Co-ordinator network – reading and maths moderation."— Presentation transcript:

1 Co-ordinator network – reading and maths moderation

2 Reading moderation

3 Do teachers know the answer to questions like this ? So why do you think Ayesha is working at L3/Y3 age related expectations ? What evidence have they got ?

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

5 Gathering evidence Phonics tracker/individual phonics as sessment - 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

6 Using the current version of the Bradford Reading Record, look at the progression of inference across the reading levels... What are your observations ?

7 Higher expectations Y1 2c Y22a Y33b Y43a Y54b Y65/6

8 1c/Y1 – basic inference – who is speaking ? 1b/Y1 – simple deductions with support from prompts 1a/Y1 – prediction and character traits 2c/Y1 – reasons for predictions/relates incidents to own experience 2b/Y2 – predicts from reading experience/makes simple inferences about thoughts and feelings 2a/Y2 – confident predictions based on wider reading experience 3c/Y3 – sensible reasons for predictions about plot and character/makes connections across a text 3b/Y3 – justifies ideas and predictions/links ideas across texts more confidently 3a/Y4 – infers meaning in text using clues from action, dialogue and description

9 4c/Y5 – can pull out main themes and ideas/can empathise with characters and understand their actions 4b/Y5 – 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 4a/Y6 – is more confident with above

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

11 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













24 Case study – Thornton Primary (mixed ability group of Y2 children – 2c, 2b, 2a)








32 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

33 Record responses a bc d e f

34 Recording responses QuestionBrunoMarkPalomaEllie Retrieval Inference etc…

35 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

36 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

37 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

38 Maths moderation

39 Do teachers know the answers to questions like this ? So why do you think Sophie is working at L2a/Y2 age related expectations ? What evidence have they got ?

40 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 ?

41 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)

42 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

43 Level 1 sequencing

44 Low level 2 - sequences Recognise numbers in the 2s, 5s, 10s sequences

45 Securing level 2 - sequencing

46 Sequencing – what would a question look like? 22, 24, 26, _,_

47 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 10 th in the sequence. 1st2nd3rd4th5th 420400380360340

48 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

49 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. Will I say the number 13? What comes next? 41+5=46 46+5=51 51+5=56 NCETM –progression documents with reasoning questions

50 Sequencing – ask a probing question Level2opaedia

51 So, what would a good maths moderation session look like? Show a range of children’s skills Have open ended / probing/ explain/ reason questions… no ceiling Have readily accessible resources Allow the teacher or moderator the opportunity to ask follow up questions

52 For example: This morning…I felt in my purse and there were only 4 coins. I wonder if I have enough money to buy a school lunch? What could I have in my purse?

53 Record responses a bc d e f

54 Recording responses QuestionLisaBartMaggieMillhouse 23 + 18 No. bonds to 10 Order 2 digit no. Recognise 3 digit No. Etc.

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