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Writing Standardisation 2017 Writing Standardisation 2017

Writing Standardisation 2017 - PowerPoint Presentation

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Writing Standardisation 2017 - PPT Presentation

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 ID: 594249

standard evidence work teachers evidence standard teachers work expected moderation assessment vocabulary colons teacher pupil writing selecting formality working key moderators interim

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Slide1

Writing Standardisation 2017Year 6 Teachers – Spring term

Welcome!Slide2

Aims of the sessionTo secure your understanding of the interim frameworkTo support teachers in being ready for the end of Key Stage assessment through:

Discussion of specific work samples from each delegate’s schoolDiscussion about ‘on track’ to meet end of year expectationsClarification 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.Slide3

Programme08:45/12:45 Registration and refreshments09:00/13:00 National update and moderation process

09:30/13:30 Writing – Greater Depth10:30/14:30

Working BREAK

11:00/15:00

Writing – Expected standard

11:50/15:50

Next

steps and action planningSlide4

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) Slide5

What teachers must assessIn 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) Slide6

As a class teacher…You will have a strong sense of each pupil’s attainment from across a range of work to make your judgementYou 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.Slide7

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) Slide8

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) Slide9

Children working below the test standardRochford Review - figure 1 outlines how schools report children who do not take the testsPre-key stage 2 standards: ‘Foundations for the expected standard’Slide10

Interim Pre-KS2 standardsFoundations 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)Slide11

Timetable for Assessing and Reporting at end of Key Stage 2Pages 7-10 in ARA8-11

th May – test administration 19th May – schools notified if they are to be moderated

5

th

– 29

th

June – Moderation window

29

th

June – deadline for school to submit TA data on NCA tools

4

th

July – Pupil results (raw and scaled scores) available on NCA toolsSlide12

Moderation GuidanceSTA document states:25% of maintained schools and 25% of academiesLAs 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 visitSlide13

Hampshire approach(this is non-statutory)2 moderators Provides enhanced professional dialogueQuality assures the judgements of the moderation team

Enables new moderators to be fully trained and inductedMeans that the visit can be completed in half a day instead of a full dayOpportunity 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 moderatorsSlide14

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 expectationsSlide15

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’Slide16

Moderation feedback ’16 Where schools’ judgments were accurate:They were clear about what each statement meant and how that would be evidenced by the childEarly 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 Slide17

Moderation feedback ’16 KS2 writingEXS - 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-colonsSlide18

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 evidenceMake useful notes to help you adjust planning and provision as necessary. Slide19

End of KS2 writingSlide20

Section 5 Additional guidanceSlide21

Independence:Slide22

Independence:Slide23
Slide24

Handwriting:Slide25

A return to Morgan for handwriting

…Slide26

Below expected

At expected

Greater depth

A

lex

Frankie

Leigh

Morgan

Writing exemplificationSlide27

Interim Teacher Assessment Framework 2017

Remember:

You are only looking for evidence against these performance standards

…Slide28

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 qualifiersSlide29

Working at greater depthSlide30

Interim Teacher Assessment Framework 2017Slide31

Working at the expected standardWorking 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 atmosphereSlide32

GDS – managing shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structuresDiscuss: 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

Slide33

Vocabulary selectionTechnical languageSubject specific languageContracted forms

ColloquialismAbbreviation e.g. BFF

Emotive language

Grammatical

structures

Address the reader

Language of everyday speech

Idioms

Bracketed asides

Passive formSlide34

ExamplesTo convey the writer’s thoughts and feelings about subject matter e.g. informal personal comments that may address the reader within a more formal reportInterweaving fact and opinion

Speech / quotes that shows characterisation within a narrative or report e.g. through slang / colloquial language / contracted forms / question tagsExplicit changes in genre e.g. a letter / note / advert within a diary entrySlide35

TOP TIP - The way for children to learn not to be ‘clunky’ in their writing is from their reading – quality texts by quality authorsRead, read and read some more!Slide36

Continuum lines to explore language

Standard

English

Formal

Legal or

official

language

Slang or

‘messenger’

constructions

Informal

Reading and investigationSlide37

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.Slide38

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)Slide39

TASK

This piece from Frankie’s collection was awarded the

shifting

formality standard.

Read through the unannotated photocopy.

Identify where Frankie has selected vocabulary precisely

Identify the grammatical structures that demonstrate shifts from formal to informal

Discuss how Frankie has ‘managed’ the shifts rather than forcing themSlide40

Second person

address to the reader

Subject specific vocabulary

Passive form

Impersonal

constructions

Command to the reader

FORMAL

INFORMALSlide41

Precise nouns

Second person question

Informal vocabulary

End with personal testimony

Subject specific vocabulary

Replicates spoken/ everyday language

Personal testimony

Second person Slide42

In your set of books … look for evidence of managing shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structures.Slide43

selecting verb forms for meaning and effect How might

‘selecting verb forms’ be seen in children’s work?

P

resent 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 nowSlide44

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.Slide45

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…” Slide46

In your set of books … look for evidence of selecting verb forms for meaning and effect.Slide47

Working at THE EXPECTED STANDARDSlide48

Interim Teacher Assessment Framework 2017Slide49

‘Creating atmosphere’

Senses

Show not tell – revealing a mood

Imagery

W

ord 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 actionSlide50

Creating atmosphere, and integrating dialogue to convey character and advance the actionFOR EXAMPLE:Dialogue within narrativeQuotations from eye witnesses in newspaper reportSlide51

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.Slide52

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)Slide53

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) Slide54

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 standardSlide55

In your set of books … … look for evidence of the following:using a range of cohesive devices*, including adverbials, within and across sentences and paragraphsusing passive and modal verbs mostly appropriatelyusing inverted commas, commas for clarity, and punctuation for parenthesis

mostly correctly, and making some

correct use of semi-colons, dashes, colons and hyphens Slide56

Primary / End of Key Stage Statutory Assessment – for all STA updated documents e.g. exemplificationPrimary/ Course materials/ KS2

standardisationUse password: KS2standard

to access materials from today

(

no logon required

)

Use the English Moodle for

KS2 standardisation course

materials!

Use the English Moodle for updates on the front page ‘news’Slide57

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. Slide58

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?Slide59

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.