1. HMS Dalgylch 2009/10 CLUSTER INSET 2009/10 Gweithdy Saesneg English Workshop CA2-CA3 / KS2-KS3

2. Aim: To ensure consistency in teacher assessment at KS2 and KS3 as part of statutory cluster transition arrangements. Nod: I sicrhau cysondeb mewn asesiadau athrawon yn CA2 a CA3 yn y pynciau craidd fel rhan o trefniadau pontio statudol y dalgylch.

3. Purpose of the workshop: To help clusters work together to prepare a cluster PORTFOLIO and PUPIL PROFILES as part of the statutory national KS2-3 Assessment Process. To use the national guidance materials for KS2/3 to help with task setting and assessment.

4. English Workshop: Overview 1) Considering assessment in English – what can pupils at different levels do? Using the English Guidance Materials at KS2 and KS3: Assessing Reading Assessing Oracy Assessing Writing 2) Next steps for the cluster: Cluster Portfolios and Pupil Profiles

5. Standardising at KS2-KS3: It is statutory to meet and agree on level features and/or pupil levels on a cluster basis. Standardising [Safoni] = looking at pieces of work and identifying level features. These can then be used for school / department / cluster Portfolios. This should be an ongoing process in schools. As part of this process it is statutory for clusters to meet to standardise/moderate on an annual basis.

6. Moderating at KS2-KS3: Moderating = Coming to judgements over a range of evidence across the three attainment targets to come to a judgement on a PUPIL’s LEVEL (only statutory to do this at the end of a key stage)* To ensure consistency in reporting on all three attainment targets and an overall level for English. Oracy, Reading and Writing are all equal in English.

7. TASK 1: In a group (secondary and primary colleagues) think about the level features that a typical child on your given level would demonstrate for Reading, Writing and Oracy. [Levels 3-5] Write them on post-its and place them on the ‘gingerbread pupil’

8. TASK 2: Standardising Reading: (KS2 and KS3 Guidance materials) Using the Progress in Assessment grids … Decide which Reading level features the evidence shows. Which strand(s) of the Reading levels did the task help to demonstrate?

9. Task 3: Moderating national examples (Pupil Profiles) Now look at the other pieces of work produced by the same pupil. Do they demonstrate features of the same level/levels? What would your ‘best fit’ level be for this pupil’s ‘Reading Profile’? Why?

10. Thinking about task setting: Are these the kinds of tasks already taking place within your classrooms? How are they similar / different? Useful materials to help – Assessing Reading Booklets

11. Reading: Key Messages Covering the range over time – planning grid in the Assessing Reading booklet to help; Varied activities planned within schemes of work; Different kinds of evidence: visual, audio, film, written, personal, critical, individual, pair, group … Evidence over time – look at what evidence you already have for a reading portfolio – what reading tasks would you find in your pupils’ books/files? At KS2 – are there any other pieces of evidence from cross-curricular work? Balance – fiction/literary and non-fiction/non- literary;

12. Standardising and Moderating Oracy: Opportunity to standardise using the Guidance materials. -Use the gird to make notes on each of the three pupils’ performance in one of the oral tasks: Sion, Shannon and Sophie. -What level features does the task show? -Now look at how one of these pupils’ performance in other tasks. What would be their ‘best fit’ level for Oracy? Are any of the tasks ones that we could also use to assess reading?

13. WRITING: Cross-moderation of key pieces of writing. What level features are there in the writing profile you’ve been given? One is a level 4 profile, the other is a level 3 profile from KS2. Which is which? Why? Work in pairs/groups of three. Use the assessment grids and highlighter to show the level profile across the pieces. Which is the ‘BEST FIT’ Level for each writing profile?

14. Next Steps: Consider: What next steps do you need to take to follow up today’s workshop with the pupils in your class (classes)? What next steps do you need to take as a cluster group to build on today’s workshop:  School / Department / Cluster PORTFOLIOS?  School / Department / Cluster exemplar PUPIL PROFILES?

15. Cluster Portfolios: Writing – a sample of standardised pieces of writing showing different level features and different types of writing. See exemplar portfolios. Reading – a sample of standardised pieces of work showing different level features (see KS2/3 Guidance materials) Oracy – possible evidence of oral tasks and assessment (see KS2/3 Guidance materials for examples)

16. Building Learner Profiles: Learner Profiles are likely to … Be learners’ day to day work in books (and/or folders) – not additional tasks but thinking again about the kinds of tasks and activities we are/could be doing across the key stage (KS2 and KS3) Show a range of activities that provide evidence of learners’ skills and progress over time Show evidence of writing, reading and some work linked to oral tasks/activities Provide a basis for end of key stage assessment (and any measuring points within e.g. end of year 4 or end of each year according to school assessment process) NB: Assessment should be part of learning plans/schemes of work rather than additional activities.