1. Mathematics Standardisation 2016 Year 2 Teachers – Summer term Welcome!

2. Aims of the session To support the accuracy and consistency of teachers’ judgements through: discussion of specific work samples from delegates’ schools reference to common criteria supportive discussion with moderators of end of Key Stage 1 Assessment annotation of the work samples providing a commentary and agreed judgements as benchmarks for assessment of other children’s work in each delegate’s school

3. Programme AM From08:45 Registration and tea/coffee 09:00 Introduction 09:15 Exemplification: Working at Expected standard 09:35Standardisation – the Expected Standard 10:10 Exemplification: Working at Greater Depth 10:30Break 10:45Standardisation - Working at Greater Depth 11:15Test results and jottings: using as part of the evidence base 11:45 Close

4. Programme PM From12:45 Registration and tea/coffee 13:00 Introduction 13:15 Exemplification: Working at Expected standard 13:35Standardisation – the Expected Standard 13:10 Exemplification: Working at Greater Depth 14:30Break 14:45Standardisation - Working at Greater Depth 15:15Test results and jottings: using as part of the evidence base 15:45 Close

5. Moderation Guidance Guidance is published for this year for both local authorities and schools (access via gov.uk) LA requirements set out ‘triggers’ for external moderation and may include: new teaching staff new senior leadership team Ofsted concern historical data concern date of last external moderation other local concern.

6. Moderation Guidance Back to moderation with an emphasis on professional discussion, support and articulation of the standards Process to be carried out alongside the school and school team rather than separately to them Able to build on our best practices established over a number of years Moderation will occur before data submission so schools will be able to submit further evidence up to the date of the team day Will use the Interim Teacher Assessment Framework and the exemplification materials for 2016

7. Timescales May 20 th Schools informed of whether they are to be included into statutory moderation cycle May 23 rd Moderators send introductory email to school June 6 th Moderation window opens KS1 and KS2 June 17 th Moderation window closes KS1 and KS2 June 21stMop up days - moderation June 23 rd Appeals second visits – HIAS inspection team June 24 th Appeals second visits – HIAS inspection team June 30 th Inter LA – Eastern Region Panel June 30 th Data submission KS2 via NCA tools

8. Moderation Guidance Schools will be notified with email and phone call on Friday 20 th May Schools will be asked to send us a list of pupils including their UPN and expected Teacher Assessment by Friday 27 th May so that the moderators can select the pupils to be moderated 10% of the cohort (a minimum of 3 pupils in one form entry schools) covering the full range of attainment in the cohort within the Interim descriptors (WTS/EXS/GDS) not pre-KS Notified of chosen pupils the day before the visit by the moderators – or on the Friday for a Monday visit.

9. Moderation Guidance The LA external moderator will request to see pupils’ scripts for the statutory tests and their results to identify how they have been used to inform the TA judgements. LA external moderators should be aware that some schools will have completed the KS1 tests in 1 subject early to support STA in setting standards. Schools may wish to provide evidence to show how a pupil has progressed since the test was administered to demonstrate how particular statements have now been met. LA external moderators must be satisfied that the work was completed independently. If the work was not independent, the school must ensure that the evidence clearly identifies the amount of support a pupil has received. Teacher Assessment Moderation KS1: Schools guidance March 2016 – Page 5

10. Changes to the exemplification materials

11. February 2016 March 2016

12. Changes to the exemplification materials

13. As a class teacher… You will have a strong sense of each pupil’s attainment from across a range of work to make your judgement You will be confident to portray that “strong sense” of a pupil’s attainment, talking to the moderator, referring to the pupil’s work over time. You will also be confident that you can assure the moderator that the preceding statements have been met.

14. EXEMPLIFICATION MATERIALS

15. Use of the exemplification materials If teachers are confident in their judgements, they do not need to refer to the exemplification materials. The exemplification materials are there to help teachers make their judgements where they want additional guidance. The judgement as to whether a pupil meets a statement is made across a collection of evidence and not on individual pieces.

16. Working towards the expected standard

17. Working at greater depth within the expected standard

18. MAKING A JUDGEMENT: AT THE EXPECTED STANDARD

19. Standardisation – Face to Face Working together: Choose a partner from a different school. Decide on ‘Moderator’, ‘Teacher’ role. Review the ‘tray of work’ for evidence of – the expected standard Identify sufficient evidence for descriptors Identify strengths and areas for development Utilise the Moderators on the tables to support your discussions

20. EXEMPLIFICATION: Greater Depth

21. At Greater Depth A pupil who is judged to working at greater depth within the expected standard would be the pupil who grasps new concepts rapidly and then has the opportunity to apply the same mathematics in more complex problems (where the approach is not so obvious) As a teacher, you will be confident to demonstrate through professional discussion – backed up in pupil books – that these pupils have confidently met the expected standard, and can then clearly evidence all of the “at greater depth” statements.

22. reason about addition make deduction outside of known facts solve more complex missing number problem determine remainders given known facts solve word problems involving more than one step rewrite addition statements as simplified multiplication statements find and compare fraction of amounts. read scales in where not all divisions are marked (practical situations…2’s, 5’s and 10’s) describe similarities and differences of shape properties The pupil working at greater depth can…

23. The pupil can determine remainders given known facts (e.g. given 15 ÷ 5 = 3 has a remainder of 0, pupil recognises that 16 ÷ 5 will have a remainder of 1; knowing that 2 x 7 = 14 and 2 x 8 = 16, pupil explains that making pairs of socks from 15 identical socks will give 7 pairs and one sock will be left). Remember…you also have to be sure that the multiplication statements in the previous standard have been met

24. The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷ 10 = 4; stating the total value of six 5p coins). How could you extend this to evidence their ability to use and apply multiplication facts?

27. Problems involving more than one step…

28. A two step problem? Or two one-step problems? Sarah bought an apple for 30p and a banana for 25p. How much did she spend? How much change did she get from £1? Sarah bought an apple for 30p and a banana for 25p. How much change did she get from £1? What information have I got and how am I going to use it?

29. Standardisation – Face to Face Working together: Choose a partner from a different school. Decide on ‘Moderator’, ‘Teacher’ role. Review the ‘tray of work’ for evidence of – the expected standard Identify sufficient evidence for descriptors Identify strengths and areas for development Utilise the Moderators on the tables to support your discussions

30. Reviewing the process What sort of evidence easiest to find? What sort of evidence is most difficult to find? What were the discussions around sufficient evidence? Did the process help to identify next steps for teacher and for the child?

31. Second sample Now swap roles (Teacher/Moderator) and review the second sample. Be as specific and constructive as possible.

32. BREAK

33. USE OF THE TEST RESULT AS PART OF YOUR EVIDENCE

34. To exemplify all standards… Use tasks from the sample test papers. Adapt / change /extend / simplify them. Re-visit previous tasks – use “editing flaps” to extend? Extend this task by filling the bags with multiples of 2 / 5 /10. Which are the odd ones out? Explain your reasoning.

35. If each bag contains the same type of sweet, how many of each would be needed to make 20p / 50p etc? Which facts helped you to know?

36. Joe eats two slices of the pizza. What fraction of the whole pizza has he eaten? Sam and Cameron have two pizzas that are the same size. Sam cuts his into 4 equal pieces and eats two of them. Cameron cuts his into two equal pieces and eats one of them. Sam says he has eaten the most as he has eaten two pieces and Cameron has only eaten one piece? Is he right? Explain how you know.

37. How many different ways can you make 90p? Have you found them all? Prove it! Can you compare these three shapes? Do they have any similarities? How are they different?

38. James says you can always check your subtraction calculations with an addition calculation. Is he right? Show some examples to show how you know. Explain why this is the case.

39. Can you find another solution? And another? Have you found them all? How do you know – prove it! Explain your reasoning.

40. Next steps … What questions re teaching and learning, the curriculum and independence do you need to unpick back at school? Which aspects do you require more evidence of? What will you need to teach or strategies use in order to address gaps?

41. Outcomes of the session To support the accuracy and consistency of teachers’ judgements through: discussion of specific work samples from delegates’ schools reference to common criteria supportive discussion with moderators of end of Key Stage 1 Assessment annotation of the work samples providing a commentary and agreed judgements as benchmarks for assessment of other children’s work in each delegate’s school