1. Moderating Age Related Expectations
6th March 2019

2. To be able to have professional dialogue and justify reasons.
Aims of the session
To be able to give you the confidence to accurately identify age related expectations within a range of samples of work.
To be able to have professional dialogue and justify reasons.
To be able to have the confidence within a whole school / trust moderation situation to feel confident with judgements made.

3. Why moderate?
To develop subjective interpretations of the standards your pupils achieve and seek assurance that your judgements are sufficiently in line with what is expected in other schools and by public bodies. This is in order that your pupils be treated fairly.
. Your team needs to inform interested people (including your pupils, their parents, your school’s governors, your school’s partners and stakeholders, and external authorities such as inspectors) about your pupils’ achievements and justify your evaluations
Moderation helps with this and continues to improve your ability to do this

4. Can we make a list of the strengths we see in this work?
Key questions to ask
Can we make a list of the strengths we see in this work?
Can you tell us more about what you see in the work that matches specific criteria?
Can we check how each of us interprets this criterion? What can we say are its
salient features? Where can we find examples of that in pupils’ work? Where can we see a pupil falling short of it?
Can we take account of how the context and conditions for this work might have affected the pupil’s or pupils’ performance, without jeopardising the validity and reliability of our assessment?
Can you/we explain more about what would qualify this work for the next level or grade up the scale?

5. Working Towards v Expected v Greater Depth
* Write for a range of purposes = Working towards
* write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing) = Expected
* write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure) = Greater depth

7. What do I do ?
Each group to decide upon national curriculum statement(s) (Years 1, 3, 4 and 5) or TAFS (Years 2 and 6) within focus and evaluate the work for different children, either on track to be working towards expected, on track to be expected, on track to be greater depth within expected.