Writing Standardisation 2017
Year 6 Teachers – Spring term
Welcome!
Aims of the session • To secure your understanding of the interim
framework
• To support teachers in being ready for the end of Key Stage assessment through: – Discussion of specific work samples from each delegate’s
school
– Discussion about ‘on track’ to meet end of year expectations
– Clarification and exemplification about expectations in the interim teacher assessment framework
– Annotation of the work samples providing a commentary Next steps for schools regarding securing national expectations.
Programme
• 08:45/12:45 Registration and refreshments
• 09:00/13:00 National update and moderation
process
• 09:30/13:30 Writing – Greater Depth
• 10:30/14:30 Working BREAK
• 11:00/15:00 Writing – Expected standard
• 11:50/15:50 Next steps and action planning
Teacher Assessment -
reading, writing, mathematics
and science
“Teacher Assessment (TA) is based on a broad
range of evidence from across the curriculum and
knowledge of how a pupil has performed over
time in a variety of contexts. It is carried out as
part of teaching and learning”
(ARA P.30)
What teachers must
assess
In 2017, teachers must make judgements for each
eligible pupil against the standards set out in the
interim teacher assessment frameworks (or the
interim pre-key stage standards).
Teachers must use their knowledge of pupil’s work
over time, taking into account their:
• Written, practical and oral classwork (ARA P.30)
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 a
colleague or a moderator, referring to the pupil’s
work over time.
Teacher Assessment
The pupil’s work must show that they consistently demonstrate
attainment in line with the wording of all the “pupil can”
statements within the standard they have been awarded, taking
account of any qualifiers. This does not mean that the pupil must
demonstrate the “pupil can” statements 100% of the time. Pupils
are likely to have improved over the course of the year and may
make a mistake with something the teacher knows they are
actually secure in. In making a decision that a pupil
consistently demonstrates attainment of a “pupil can”
statement, we expect teachers to exercise their professional
judgement. (Moderation guidance p6-7)
Teacher Assessment
The teacher must be confident that the pupil meets
all the “pupil can” statements in the preceding
standards, but there is no requirement to produce
specific evidence for them. It is likely that the
pupil’s work for the standard they have been
awarded will also evidence the “pupil can”
statements in the preceding standard(s).
(Moderation guidance p7)
Children working below
the test standard
• Rochford Review - figure 1
outlines how schools
report children who do not
take the tests
• Pre-key stage 2
standards: ‘Foundations
for the expected standard’
Interim Pre-KS2 standards
• Foundations for the expected standard (PKF)
• Early development of the expected standard (PKE)
• Growing development of the expected standard (PKG)
• Working towards the expected standard (writing only) (WTS)
• Working at the expected standard (EXS)
• Working at greater depth at the expected standard (writing only) (GDS)
Timetable for Assessing and
Reporting at end of Key Stage 2
• Pages 7-10 in ARA
• 8-11th May – test administration
• 19th May – schools notified if they are to be moderated
• 5th – 29th June – Moderation window
• 29th June – deadline for school to submit TA data on NCA tools
• 4th July – Pupil results (raw and scaled scores) available on NCA tools
Moderation Guidance
• STA document states:
– 25% of maintained schools and 25% of academies
– LAs must not dictate what schools’ evidence should look
like or how it is presented for an external moderation visit
– In the majority of cases the STA would expect only one LA
external moderator per visit. The LA should clearly
communicate with the school the number of LA external
moderators that will be attending, who they are and their
role in the external moderation process.
– LAs must not ask schools to provide TA judgements in
advance of an external moderation visit
Hampshire approach (this is non-statutory)
• 2 moderators – Provides enhanced professional dialogue
– Quality assures the judgements of the moderation team
– Enables new moderators to be fully trained and inducted
– Means that the visit can be completed in half a day instead of a full day
• Opportunity to submit data in advance – Moderators can select pupils ahead of the visit and notify
teachers up to half a day before
– Teachers have the opportunity to organise the full set of evidence for each child in advance of the visit
– Teachers can check their evidence and signpost if they choose to support their discussion with moderators
Moderation
• The discussion held by teachers and moderators
is key to the high quality and accurate
assessment that takes place in Hampshire so
we will provide opportunities for teachers to
meet with colleagues, moderators and subject
inspectors before the submission date, to give
confidence to teachers that they understand the
national expectations
During the visit…
• As in previous years – the moderators need to be satisfied as to the independent status of the work – although a range of evidence can be reviewed including work that is supported and guided – but needs to be signposted for levels of independence (no change)
• Notion of ‘sufficient’ evidence of ‘consistent performance across several pieces of work – in order to demonstrate understanding and application’
Moderation feedback ’16
• Where schools’ judgments were accurate:
– They were clear about what each statement meant
and how that would be evidenced by the child
– Early understanding of the framework and the
implications for evidence enabled schools to design
tasks effectively to demonstrate the standards
– Teachers had strong ownership of the evidence and
were able to take moderators through the statements
Moderation feedback ’16
KS2 writing EXS - additional evidence required for:
– Integrating dialogue to convey character and advance the action
– Spelling and accuracy of punctuation including colons and semi-colons (also possessive apostrophes which is in the Y2 GDS standard)
– Passive voice
GDS - additional evidence required for: – Shifts between the levels of formality through selecting
vocabulary precisely and manipulating grammatical structures
– Colons and semi-colons
Practise the professional
conversation… • Use today as an opportunity to practise talking
about your pupils’ learning.
• Be prepared to be challenged!
• Use this as a useful opportunity help you strengthen provision and evidence
• Make useful notes to help you adjust planning and provision as necessary.
END OF KS2 WRITING
Section 5
Additional guidance
Independence:
Independence:
Handwriting:
A return to Morgan for handwriting …
Belo
w e
xpecte
d
At expecte
d
Gre
ate
r d
epth
Alex
Frankie
Leigh
Morgan
Writing
exemplification
Teachers should refer to the
national curriculum programmes
of study for items marked *
‘most’ indicating that the statement is generally met
with only occasional errors
‘some’ indicating that the skill/knowledge is starting to be
acquired, and is demonstrated correctly on occasion, but
is not consistent or frequent.
STA key principles –
understanding the qualifiers
WORKING AT GREATER
DEPTH
Interim Teacher Assessment
Framework 2017
Working at the expected standard Working at greater depth
using passive and modal
verbs mostly appropriately
using inverted commas, commas for
clarity, and punctuation for
parenthesis mostly correctly, and
making some correct use of semi-
colons, dashes, colons and
hyphens
using the full range of punctuation
taught at key stage 2, including
colons and semi-colons to mark the
boundary between independent
clauses, mostly correctly.
selecting verb forms for meaning
and effect
and grammatical structures
selecting vocabulary
that reflect the level of formality
required mostly correctly
selecting vocabulary precisely
managing shifts between levels
of formality through
and by manipulating grammatical
structures
Creating atmosphere
GDS – managing shifts between levels of formality through selecting
vocabulary precisely and by manipulating grammatical structures
• Discuss: What are we looking for when we identify shifts in
formality?
Vocabulary needs to be ‘selected precisely’ i.e. words appropriate
for level of formality / audience / purpose / time period etc.
Making choices e.g. informal ‘find out’ vs formal ‘discover’
EXS – selecting vocabulary and grammatical structures that
reflect the level of formality required mostly correctly
Vocabulary selection • Technical language
• Subject specific
language
• Contracted forms
• Colloquialism
• Abbreviation e.g. BFF
• Emotive language
Grammatical structures • Address the reader
• Patterns of everyday speech
• Idioms
• Bracketed asides
• Passive form
As a starting
point …
Examples
• To convey the writer’s thoughts and feelings about
subject matter e.g. informal personal comments that
may address the reader within a more formal report
• Interweaving fact and opinion
• Speech / quotes that shows characterisation within a
narrative or report
– e.g. through slang / colloquial language / contracted forms
/ question tags
• Explicit changes in genre e.g. a letter / note / advert
within a diary entry
TOP TIP - The way for children
to learn not to be ‘clunky’ in their
writing is from their reading –
quality texts by quality authors
Read, read and read
some more!
Continuum lines to explore language
Standard
English
Formal
Legal or
official
language
Slang or
‘messenger’
constructions
Informal
Reading and investigation
When exploring shifts in formality in Year 6,
children were encouraged to sort quotes
from their text driver on the continuum and
justify their positions.
1. ‘Fame’s not all it’s cracked up to be, miss.’
2. These pages have remained firm in the
conviction that the Queen’s own Detectives are to
be offered every courtesy and respect while they
unravel this notorious mystery.
3. ‘Oi! Show yourselves, Lord La-di-dah and
Wotsisface!’
4. The crowd, which had fallen silent, began to
mutter.
5. ‘I maintain the Lady’s maid is prime suspect,’
sniffed Lord Copperbole.
From ‘Emily and the Detectives’
by Susie Day in Mystery and
Mayhem (2016)
TASK This piece from Frankie’s collection
was awarded the shifting formality
standard.
Read through the unannotated
photocopy.
1. Identify where Frankie has selected
vocabulary precisely
2. Identify the grammatical structures that
demonstrate shifts from formal to
informal
3. Discuss how Frankie has ‘managed’
the shifts rather than forcing them
Second person
address to the
reader
Subject
specific
vocabulary
Passive form
Impersonal
constructions
Command to
the reader
FORMAL
INFORMAL
Precise
nouns
Second person
question
Informal vocabulary
End with personal
testimony
Subject
specific
vocabulary Replicates
spoken/ everyday
language
Personal testimony
Second person
In your set of books …
• look for evidence of managing shifts
between levels of formality through selecting
vocabulary precisely and by manipulating
grammatical structures.
• selecting verb forms for meaning and
effect
How might ‘selecting verb forms’ be seen in children’s
work?
• Present tense dialogue within past tense narrative
• A diary that reflects on what has happened in the past tense, how
they are feeling now in the present tense and worrying about what
might happen next in the future tense
• A tourist guide – distinguishing between what happened in the past
and what it is like to go there now
Some possibilities …
teachers are embracing
this idea and taking in
lots of ways now
She went to the window and looked out.
Her eyes went to the church tower, where
the gilt pennants caught the last brightness
of the sun. Soon she would see them
under another, colder light. Her way into
the garden would be through the tall
wrought-iron gates dividing it from the
graveyard. She would take a deep breath
before entering the graveyard, then march
along the path, looking to neither left nor
right for fear of gliding spirits, misty
shapes. Not, she reminded herself, that
there was any need to be afraid of ghosts.
She had always known they were there,
and was now actually on terms with one,
and becoming fond of him.
She went to the window and looked out.
Her eyes went to the church tower, where
the gilt pennants caught the last brightness
of the sun. Soon she would see them
under another, colder light. Her way into
the garden would be through the tall
wrought-iron gates dividing it from the
graveyard. She would take a deep breath
before entering the graveyard, then march
along the path, looking to neither left nor
right for fear of gliding spirits, misty
shapes. Not, she reminded herself, that
there was any need to be afraid of ghosts.
She had always known they were there,
and was now actually on terms with one,
and becoming fond of him.
Simple past tense verbs set
the scene.
Modal verbs used to show
that the character is running
through her plan for the
evening in her head.
Past perfect ‘had always
known’ to show long
duration, rather than simple
past ‘she knew’.
Progressive form to show
developing relationship -
‘becoming’. Contrast
with perfect form –
“had become
fond…”
In your set of books …
• look for evidence of selecting verb
forms for meaning and effect.
WORKING AT THE
EXPECTED STANDARD
Interim Teacher Assessment
Framework 2017
Remember:
You are only
looking for
evidence
against these
performance
standards…
‘Creating atmosphere’
Senses
Show not tell
– revealing a
mood
Imagery
Word
choice
Varying
sentence
length
Setting,
weather,
time of day
These are possible
techniques children
may use – NOT a tick
list
• Creating atmosphere, and integrating dialogue to convey
character and advance the action
• Creating atmosphere, and integrating
dialogue to convey character and advance
the action
FOR EXAMPLE:
• Dialogue within narrative
• Quotations from eye witnesses in newspaper
report
Would you go to a wedding in a swimsuit?
Grammar helps you make choices about dress code, as a writer. As there are different dress codes, so it is in language. There are spoken codes and written codes and particularly now in the age of texting, tweeting and blogs, many shades in between.
using a range of cohesive devices*,
including adverbials, within and across
sentences and paragraphs
The ones we are secure on:
• Noun / pronoun agreement
• Adverbials linking time / chronology / sequence / place etc.
• Conjunctions
Maybe ones we have not considered before?
• Subheadings guide the reader to specific sections
• Labelled diagrams linking to main text
• Chains of reference - thread of same key ideas / themes
through the piece
• Logical sequence through the piece
• Gradual shift from the general to the specific
• Ellipsis (in NC as a cohesive device)
using passive and modal verbs
mostly appropriately
• A large foot was placed on Lily’s precious bundle
– it was the bully.
• The flowers had been trampled by the dogs.
(past perfect passive)
• … she was quickly summoned. (agent withheld
– creates tension)
using inverted commas, commas for clarity,
and punctuation for parenthesis mostly
correctly, and making some correct use of
semi-colons, dashes, colons and hyphens
Morgan p.29 – Working at the Expected standard
In your set of books …
• … look for evidence of the following:
• using a range of cohesive devices*, including adverbials, within and across sentences and paragraphs
• using passive and modal verbs mostly appropriately
• using inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, and making some correct use of semi-colons, dashes, colons and hyphens
Primary / End of Key
Stage Statutory
Assessment – for all
STA updated
documents e.g.
exemplification
Primary/ Course
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standardisation
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Share any issues…
• Are there any burning issues you would like to
discuss?
• Ensure you leave here today with confidence
and clarity – and the tools to work with to
support your judgements.
Next steps …
• What questions 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?
Some thoughts…
• Carry out tests early on in May – then any
“uncharacteristic errors” can be dealt with in
class work before 29th June.
• Pupils who are absent…ensure there are no
gaps in anyone’s learning.