Key Stage 1 - Kent Trust Web

The Role of the Moderation Team
The Moderation Team for 2013 will consist of current Key Stage 2 practitioners, experienced Key Stage 2
moderators, primary school Headteachers and Leading Assessment for Learning Teachers. The LA may
be monitored in its duties by STA personnel.
To ensure that fair and consistent assessments are made, members of the team will moderate the
assessment of the lowest achieving Level 5 in Years 6 and 7 from each school – if there are no Level
5s, then the highest achieving Level 4.
All pieces submitted to the team will be looked at by at least two moderators to ensure a consistency of
moderation within the team.
The team will keep a log of all pieces of work submitted to it. The outcome is recorded as a means of
quality assurance.
The team may request extra samples from schools where their judgement differs. Further samples may be
requested from any school where concerns are raised on the consistency of the levels awarded.
The Moderation Manager (Margo Barraclough) will ensure that the Headteacher of the primary or junior
school is formally notified where there are changes made to the awarded levels as part of the moderation
process.
Evidence to bring to the moderation
For each pupil in the sample all Year 6 and Year 7 teachers must bring sufficient evidence* that best
supports teacher assessments in:
and
and
• Writing across a range of genres and curriculum areas (See Appendix A)
• An annotated and highlighted copy of the guidelines or a similar resource used in the school,
showing the level the pupil is working at and the extent to which the pupil was supported. The
Assessing Pupil Progress grids are included in this booklet.
• Writing tasks and spelling tests (end of KS2 and optional Year 7, if available) with the annotated
mark schemes.
Examples of evidence:
• A range of pupils’ written work that shows most independence, ie. little or no adult support. It is
recommended that work is briefly annotated with a code to show level of independence, eg: “I” for
“independent work” and “S” for “supported work.”
• Work from other lessons, such as topic work, science, RE, geography and history.
• Notes on plans and evidence – annotations and jottings.
• Pupils’ own reflections about their writing.
• Teachers’ and additional adults’ observations.
Evidence that is not helpful:
• Homework tasks.
• Closed tasks / photocopied worksheets (unless annotated).
• Group or paired work.
• Work that is not dated.
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