Key Stage 1 - Kent Trust Web

More documents

Recommendations

Info

Check for Writing Moderation Planning Structuring opportunities for pupils write across a range of genres Learning Build skills, curiosity, confidence and independence Managing ongoing evidence Quality, not quantity Preparing for the moderation Know the pupils and help others know them Plan regular opportunities for writing, including guided writing opportunities Give opportunities to write in different genres and allow choice and independence, especially in independent writing Make sure all work is dated Annotating work with a pupil’s quote helps to clarify his/her understanding Collect all the writing evidence from chosen pupils- if advice has been followed, this will show variety and independence Give pupils opportunities to plan and draft their writing Ensure the learning intention is clear and understood by all pupils (and written by adults for slow writers!) Share examples of good questioning/ verbal evidence with TAs so they can support evidence gathering Moderators will look for a range of independent work. Post-Its will help flag it up if the pupil’s handwriting is not clear Be aware of Level 4 and Level 5 expectations in every genre and offer experiences to appropriate pupils. Plan ahead for focussed use of observations/quotes to show practical application of learning by guided groups Use plain books for planning, as these allow for expansion of ideas and show development of writing Use the writing tasks and spelling test for further evidence. Plan opportunities for Level 5 learning in all parts of the lesson, not just as an extra, for appropriate pupils Mark to the learning intention- how has progress been demonstrated? Have pupils responded to teachers’ feedback? Keep manageable evidenceannotations on planning, observations on post its, quotes, TAs’ comments, cross curricular writing Use examples in the standards files for in-school moderation, to ensure consistent judgements. Be prepared to justify them 14 **NB: The Year 6 Teacher representing the school at moderation needs to know about all the pupils in the sample.
Criteria for writing assessment (levels 1 – 3) for teacher assessment purposes only Content (Narrative Writing) Content (Non Narrative Writing) Sentences Level 1 Level 2C Level 2B Level 2A Level 3 • Communicates meaning beyond a simple statement some characteristics of narrative writing, which may not be sustained • Communicates meaning through simple words and phrases • Writing is comprehensible without the need for a transcript • Communicates meaning through simple words and phrases • Writing is comprehensible without the need for a transcript • Communicates meaning beyond a simple statement • Some characteristics of non narrative writing, which may not be sustained • Simple words and phrases • Individual ideas developed in short sections • Communicates meaning • Narrative used with some consistency (tense, person, story-line • Some awareness of reader and purpose of narrative writing • Communicates meaning • Non-narrative used with some consistency • Some awareness of reader and purpose of non-narrative writing • May lack organisation of subject matter • Sufficient detail given to engage the reader • Effective variation in sentence structure • Communicates meaning in lively way generally holding the reader’s interest • Main characteristics of narrative writing are evident • Communicates meaning in lively way generally holding the reader’s interest • Main characteristics of nonnarrative writing are evident • Simple organisational features present e.g. (headings, sections) • Links between ideas/events mainly clear • Correctly structured sentences • Organised imaginative, clear • Main features of narrative writing used appropriately • Fluent writing style appropriate to intended reader • Technical aspects effective (index, headings, diagrams, captions) • Fluent writing style appropriate to intended reader, subject and purpose (recount, persuasion, non-chronological report, explanation, discussion, instruction) • Ideas extended logically in sequence of sentences Vocabulary • Simple words and phrases • Vocabulary appropriate to subject matter some words used effectively • Variation in choice of words • Ambitious words sometimes used • Some descriptive phrases add detail/emphasis • Words chosen for variety, interest and effect Grammar and Punctuation Spelling • Begin to show awareness of how full stops are used • Some recognisable representation of phonemes • More characteristics of spoken than written language • Some punctuation conventions used to demarcate units of meaning • Some common words spelt correctly • Alternative words reliant on phonics • Some recall of visual patterns (e.g. oa, ea) • Organisation reflects purpose of writing • Some sentences extended/linked through connectives other than ‘and’ • Some sentence punctuation • Phonetically plausible • Growing knowledge of whole word structure • Awareness of visible patterns • Recall of letter strings (e.g. --ing, -ed) • Growing understanding of use of capital letters and full stops to mark correctly structured sentenced • Accurate spelling of many common monosyllabic words • Phonetically plausible attempts at longer polysyllabic words • Basic grammatical structure correct • Accurate use of full stops, capital letters and question marks • Mostly accurate (including common polysyllabic words) Handwriting • Most letters clearly shaped • Most letters correctly orientated • Legible • Some inconsistencies in letter size and orientation • Some inconsistencies in use of upper /and lower case letters. • Clear ascenders/descenders distinguishable • Upper/lower case letters not generally mixed within words • Letters accurately formed • Letters consistent in size • Joined and legible 15
Page 1: Key Stage 2 Assessment Arrangements
Page 4 and 5: PURPOSE OF THIS BOOKLET This bookle
Page 6 and 7: KEY ACTIONS FOR YEAR 6 TEACHERS FRO
Page 8 and 9: It is important to note that the Te
Page 10 and 11: The Role of the Moderation Team The
Page 12 and 13: Endorsement Endorsement is the form
Page 25 and 26: The Moderation Process Writing: mak
Page 27 and 28: Writing assessment guidelines: leve
Page 29 and 30: Writing assessment guidelines: leve
Page 31 and 32: APPENDIX B KS2/3 Writing Moderation
Page 33 and 34: Level 5 Pupils show understanding o
Page 35 and 36: Level 4 Pupils use their understand
Page 37 and 38: Science: Attainment target 1: Scien
Page 39 and 40: Attainment target 3: Materials and
Page 41: Suggested tests for applying for Ad
Page 44 and 45: National curriculum assessment 2013

Key Stage 1 - Kent Trust Web

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?