improving standards in learning and teaching: the role of the subject leader in moderating work samples

Analysis can provide: Insights into the standards attained by different pupils: progress (learning over time) rate of learning attainment of different groups of pupils (inclusion) Insights into the quality of teaching: match of work to pupils attainment quality of marking range of activities

Analysis can provide: Insights into pupils’ attitudes to work: quality of presentation completion of work Insights into leadership and management: compliance with school policies

What evidence might we have? Extent to which standards are in line with national expectations Progression of skills throughout the school Coverage of skills throughout the school Standards of presentation / pupils attitudes Are needs of all learners being met

Useful reference material: NC level descriptors. NC in action website examples QCA foundation subject assessment materials. Ofsted – inspecting subjects 3-11, guidance for inspectors of schools.

The moderation process

1. Skills progression Make sure you clearly understand what the key skills are for the subject [use National Curriculum]. Make sure you have a skills progression for each skill at each level – for primary up to Level 5. This could be supplemented with examples from the commentary sections of the pupil examples on the ‘NCinaction’ website.

2. Collecting work samples Notify all colleagues in advance that you will be collecting samples at the end of a term / set date. Give them a copy of the skills progression and make sure they are aware of expected standards (levels) for their year group. Get a spread of achievement – lower, core, higher and a rough idea of how many other pupils are represented by each sample given. Make sure they understand why you are doing this – to improve standards of learning+teaching. Give examples of what the evidence might be – not just stuff in books.

3. Moderating the work Scrutinise the work samples against the skills progression and the expected attainment for that year group. Use pupil work examples from ‘NCinaction’ website examples to support the process and inform judgements. Collect evidence - photographs / photocopies of work. Make a note of areas where learning outcomes successfully meet expected attainments. Make a note of those where it does not.

4. Give feedback to teachers Give individual feedback to teachers focused on successes – related to the progression of skills statements. Give suggestions of what they need to improve to help children secure progression within or to the next level. Some issues may be worthy of whole school feedback or development. Repeat the cycle later in the year.