Y2 moderation workshop 2015 Alison Philipson

Outline KS1 assessment overview KS1 moderation overview Gathering evidence to feed into assessment judgements Writing moderation

Bradford Schools Online

KS1 assessment overview

Assessment and Reporting Arrangements KS1 2015 ARA for 2015 - link on Bradford Schools Online in the KS1 assessment area or at - https://www.gov.uk/government/publications/key-stage-1-assessment- and-reporting-arrangements-ara It sets out the statutory responsibilities of those involved in assessment and reporting for KS1. Teacher assessment is the main focus for end of KS1 assessment and reporting, and is carried out as part of teaching and learning – based on knowledge of how a child has performed over time and across a range of contexts.

What do teachers have to assess ? At the end of KS1, teachers have to summarise their judgement for each eligible child and determine : a level for reading, writing, speaking and listening A level for each attainment target in maths a level for each attainment target in science Pupils working towards level 1 of the national curriculum who do not have a special educational need should be reported as ‘W’ (working below the level) P scales should be reported for children with special educational needs who are working below L1 – P scales are not to be used to assess children with English as an additional language unless they have additional special educational needs The code ‘NOTSEN’ should be used to explain why a pupil working toward level 1 doesn’t have P scales reported

Tasks and tests Teachers MUST administer the tests to help make a secure judgement for their final teacher assessment at the end of KS1. As a minimum, they must administer tests in reading, writing and maths for each pupil. The tests make up 1 piece of evidence for your overall teacher assessment. This is the final year that schools will use the 2007 and 2009 versions of the tests – these will be delivered to schools in the week commencing 2nd February, 2015 and may be opened when they arrive. Pupils must take the tests if they have completed the programme of study of KS1 and are considered to be working at level 1 or above.

Pupils who are working below level 1 or who are unable to participate in the tests using suitable access arrangements should not take the tests – make a teacher assessment based on the work they complete in class throughout the year. If teacher assessment and task and test results differ, the teacher assessment results should be reported.

Teacher assessment It is strongly recommended that teachers use formative assessment materials to support assessment of reading, writing and mathematics – Regularly review the full range of evidence (written (independent), spoken and observed) for each assessment focus An assessment focus should only be highlighted if the teacher feels the pupil has demonstrated secure understanding in a range of contexts Teachers select the appropriate ‘level boundary’ and arrive at judgements Undertake in-school and across LAP moderation with colleagues

Revised assessment criteria – on BSO in KS1 area

Reporting and using results Schools must report end of KS1 results to the LA by the end of the summer term. For all pupils you must include: - a teacher assessment level in reading, writing and speaking and listening - a separate teacher assessment level for each science attainment target - an overall teacher assessment level in mathematics and science If a pupil starts at a school before the summer half-term, the child’s new school is responsible for reporting that child’s results. The window for reporting results of teacher assessment will be towards the end of June – check Bradford Schools Online for details in the Spring term. Outcomes are loaded into RAISEonline during the autumn term.

Calculating and reporting teacher assessment results See guidance in ARA Briefing usually takes place towards the end of the first half of the Spring term

KS1 moderation – an overview Next 23 slides 30 mins

KS1 moderation “…(to) confirm whether a school’s key stage 1 teacher assessment is consistent with national standards, and if not, how the school should change it.” Statutory obligation to moderate KS1 assessment judgements in 25% schools each year – this also includes moderation of schools where Area Achievement Officers have concerns about standards and accuracy of assessment in KS1 Priority 1 schools, schools with entirely new Y2 teams and Y2 NQTs are also moderate schools are to be moderated they cannot report assessment results to the LA until after the moderator’s visit Reciprocal appeals process is in place with Education Leeds

Schools will be informed that they are going to be moderated within the last week of Spring term and are invited to send Y2 teachers to a moderation meeting to meet with moderator and complete planning form for in-school moderation visit Writing will be moderated at this meeting A date will be made for the school visit where reading and maths will be moderated

Moderators will use the national level descriptors and revised assessment criteria for writing when moderating in schools - on BSO in KS1 area

Evidence will consist of: examples of pupils’ work any records that teachers might keep, e.g. from statutory tasks and tests teacher’s knowledge of the pupil .

Academies Still included in the moderation process

Level 3 Actions from STA’s moderation of LAs and evaluation events – “evidence that level 3 is used correctly within schools and during LA moderation visits” “If they show evidence of a level 3, they are a level 3.”

Level 3 Level 3 writing from Bradford schools on Bradford Schools Online in KS1 assessment area

Reading moderation National level descriptors (On BSO in KS1 area) Next 16 slides 35 mins

Do you know the answer to this question ? How do I know that Ayesha is working within level 3 ? Have you got the evidence ?

Gathering evidence for reading APP Phonics tracker/individual phonics assessment - on Guided reading sessions which deepen children’s comprehension skills Assessment during guided reading Reading Journals Video Pupil scripts

The Gruffalo

Good practice East Morton Primary Victoria Feather

Maths moderation National level descriptors (On BSO in KS1 area)

Do you know the answer to this question ? So why do you think Sophie is working within level 1b ? Have you got the evidence ?

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) Activity: 24 counters – what arrays can you show me? As opposed to what does an array look like for 2 x 4? Or write 4 +4 a different way. Or Activity: 8,12, 4 on board. Tell me what you know about these numbers. As opposed to what are the next 2 terms in this sequence? Open approach (ideas from closed, closed open). Video?

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

Level 1 sequencing Forwards and backwards in 1s upto 20. Source: securing level 1

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

Securing level 2 - sequencing 2s in the odd number sequence. Predicting if other number are in the sequence. Sequence of 5s but not multiples of 5. Explain how you did it. Source: securing level 2

Sequencing – what would a question look like? 22, 24, 26, _ ,_ Source: Testbase KS1 SAT Sub-levelled question level 2a. Note the extra difficulty that the layout presents. Unlike the typical sequencing question of fill in the next two numbers…This puts a ceiling on the children’s learning and assessment of their learning.

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. 1st 2nd 3rd 4th 5th 420 400 380 360 340 Source: 2009 KS1 level 3 paper

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

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

Sequencing – ask a probing question Level2opaedia

Writing moderation National level descriptors Revised assessment criteria (On BSO in KS1 area) Next 16 slides 35 mins

Do you know the answer to this question ? How do I know that Daniel is working within level 2a ? Have you got the evidence ?

Read the writing aloud What is your ‘gut feeling’? Look at the criteria – does it match? Look at the criteria for the level above – do any match ? Make a best fit judgement Identify the gaps in learning

Revised assessment criteria Get ‘in the zone’ before you level writing/moderate

Group moderation Share reading and maths practice Moderate writing with colleagues from school, colleagues from other schools and moderators – use the revised assessment criteria (on tables) and the standards files (on BSO – use laptops)

Building a picture of what children can do - on BSO in KS1 area

Contact : alison.philipson@bradford.gov.uk