Cymraeg Ail Iaith Welsh Second Language Cymedroli Allanol Grwpiau Clwstwr CA2 a 3 KS2 and 3 Cluster Group External Moderation Cyfarfodydd Rhanbarthol – Regional Meetings Mehefin / June

Y Tîm Elen Roberts Prif Gymedrolwr / Chief Moderator Enfys Thomas ac Alison Lloyd Dirprwy Brif Gymedrolwyr / Deputy Chief Moderators Eleri Goldsmith Arbenigwr Pwnc AdAS / DfES 2

‘Materials collated for standardisation purposes... are described as the school, department or cluster standardisation portfolio which is used as a reference source of evidence’ ‘a process of using samples of the work of the same learner or of different learners to enable teachers to reach agreement on levels of attainment by confirming a shared understanding of the characteristics of a level.’ 3 Safoni - Standardisation Ensuring consistency in teacher assessment: Guidance of Key Stage 2 and 3

Moderation at the end of a key stage, where a ‘best fit’ judgement on an individual learner’s level of attainment is made. exemplified through ‘a range of work of an individual learner, a learner profile... to assist judgements to be made at the end of a key stage, through moderation’. 4 Cymedroli - Moderation Ensuring consistency in teacher assessment: Guidance of Key Stage 2 and 3

5 Cyd-fynd orau - Best-fit Manteisio i’r eithaf ar asesu Making the most of assessment Typically, a learner at the lower end of a Level shows mainly characteristics of that Level across a range of work, but may still have some characteristics of the previous Level in some aspects of the work. Typically, a learner securely within the Level demonstrates the characteristics of that Level across a range of work. Typically, a learner at the top end of a Level demonstrates clearly characteristics of that Level across a range of work, with some characteristics of the next Level.

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Y Model

10 Diffinio’r dystiolaeth Defining the Evidence Best-fit learner profiles for two NC levels – Levels 4 and 5 from each Key Stage (Years 6 and 9 – or ) ****** KS 2 – 1 Level 4 KS 3 – 1 Level 4 KS 2 – 1 Level 5 KS 3 – 1 Level 5 4 profiles from each cluster Evidence should be taken from the cluster group’s agreed reference material

All cluster schools should play an active part in deciding on best-fit by: identifying learner profiles for the cluster group to use as a source of evidence. attending cluster group meetings to moderate selected learner profiles agreeing the moderated outcomes and adopting the cluster’s moderated learner profiles as benchmarks within their individual schools. applying these benchmarks to future teacher assessment and in particular to end of KS2/3 teacher assessment. 11 Y Broses - The Process

Tystiolaeth Cymedroli Allanol Evidence for External Moderation Learner profiles for the cluster standardis- ation and moderation process The collection of 4 learner profiles for external moderation

13 Proffil Dysgwr Learner Profile Work from each Attainment Target > Llafaredd / Oracy > Darllen / Reading LEFEL PWNC SUBJECT LEVEL > Ysgrifennu / Writing Work that reflects the charectaristics of the NC levels and Programme of Study. Skills and Range

14 CymedroliModeration School/cluster - Using a learner profile (a suitable range of work from an individual learner) to arrive at a best-fit judgement on that individual’s level of attainment (subject level outcome). External – externally moderating each cluster group’s best-fit judgements, based on learner profiles and cluster group commentary.

Evidence (External Moderation) = the learner’s work + commentary (contextual information, task background, stimuli, frameworks etc. ) 15

Sylwebaeth (Tystiolaeth) Commentary (Evidence) On the work within the profile Information on task context (background / conditions / independence / support, use of frameworks etc. ) Identifying and exemplifying the level characteristics Cluster’s shared understanding of the level characteristics 16

17 Best-fit commentary On each Attainment Target Considering strengths and weaknesses within the learner’s work, referring to adjacent levels OPTIONAL CLUSTER COMMENTARY FORM Sylwebaeth Commentary

18 TYSTIOLAETH DDIGONOL SUFFICIENT EVIDENCE No prescribed no. of tasks A range of work over time Consider strengths and areas for development Enough to make a best-fit judgement Range of contexts Llafaredd Darllen Ysgrifennu Avoid similar tasks

Llafaredd Llafaredd VARIETY ACROSS AND WITHIN TASKS Strands – Levels Understanding Communicating information Expressing opinion Pronunciation

Llafaredd Llafaredd VARIETY ACROSS AND WITHIN TASKS Presentation Questionnaire Report back (based on notes) Role play / Situational conversation Organising / Inviting / Persuading Giving/ receiving instructions Conversation Discussion Oral response to reading Oral response to listening / viewing Gwaith: Unigol /Pâr / Grŵp Individual / Pair / Group work

21 Darllen VARIETY ACROSS AND WITHIN TASKS Strands – Levels Reading aloud Understanding of text (Suitability of materials) Responding to text Level of independence Literary / non literary material: Books / Stories Poems Magazines Letters / s / post cards etc

22 Darllen VARIETY ACROSS AND WITHIN TASKS Matching pictures to text Multiple choice True / false Filling the gaps Completing profiles / information grids Answering questions Personal response (orally / in writing) > Expressing opinion

23 Ysgrifennu Ysgrifennu VARIETY ACROSS AND WITHIN TASKS Strands – Levels Content Expression Spelling and punctuation Handwriting

24 Ysgrifennu Ysgrifennu VARIETY ACROSS AND WITHIN TASKS letter diary blog post card report article portrayal written response to reading written response to listening / viewing

Taflen dracio enghreifftiol Exemplar tracking sheet

26 Proffiliau Enghreifftiol Exemplar profiles Cymraeg Ail Iaith Canllawiau ar gyfer Cyfnodau Allweddol 2 a 3 Guidance for Key Stages 2 and 3 APADGOS / DCELLS

Pilot – Main areas to develop Sufficient evidence Cross-referencing between the profile and the commentary Commentary on the level characteristics within each AT Consideration of adjacent levels Exemplification of level characteristics identified ‘Consistency’ in standards across the work within each AT Commentary on the cluster’s best-fit judgement + CLUSTER PROCESS

28 Arfer DdaArfer Dda – Good Practice Pilot 2010 Holly – Llafaredd Leah – Darllen Josephine a Bethany - Ysgrifennu Cyflwyniad Sgwrs Chwarae rôl Mat iaith

29 Pwysoli – Weighting Cymraeg Ail Iaith TC / ATCA / KS2CA / KS3 Llafaredd 70%60% Darllen 15%20% Ysgrifennu 15%20%

Moderator Feedback

Adborth CBACAdborth CBAC / WJEC Feedback 31 C Agree fully with cluster’s best-fit A C(m) Agree (some issues) A(i) Mc Unable to agreeUa N No evidence receivedN

32 Yr Adroddiad / The Report 32 Key Stage 2 Level 4 Key Stage 2 Level 5 Key Stage 3 Level 4 Key Stage 3 Level 5 AT1 Oracy AT2 Reading AT3 Writing Profile of sample evidence: Level 4Level 5 Key Stage 2 learner profiles Key Stage 3 learner profiles

Proses Clwstwr / Cluster Process Taflen Proses Clwstwr / Cluster Process Form 33

Amserlen a dyddiadau allweddol Timetable and Key Dates June 2011 – regional information meetings Autumn Term 2011 – nominated cluster contact receives administrative pack for sending learner profiles to WJEC March 30 – deadline for providing cluster’s evidence to WJEC (Welsh Second Language) April / May 2012 – external moderation End of Summer Term 2012 – Clusters’ learner profiles and moderators’ reports returned to cluster contact (and local authority). 34

35 Cymdedroli Clwstwr - Adlewyrchu a Chynllunio Cluster Moderation - Reflection and Planning