Key Stage 1 - Kent Trust Web

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KEY ACTIONS FOR YEAR 6 TEACHERS FROM JANUARY TO MAY (from the Primary Strategy) Month Action January • Set curricular targets for term 3, share with pupils and display (may need to adjust planning to address targets). • Use ‘Using curricular targets in Y6: materials for teachers’ to support planning, teaching and assessment linked to curricular targets. • Use assessment information to target children for the booster groups. Use Securing level … and Overcoming barriers materials throughout the year. • Start Booster programme (focusing on areas of need, linked where possible to the work going on in class). • Hold a meeting to discuss with parents how they can best support their children’s preparation for the Y6 national tests • Moderate teacher assessment of children’s work to ensure a shared understanding of standards. • Include in teaching sensible preparation for the tests – help children to develop confidence in their own knowledge and skills to enable them to achieve success. • Use test questions (eg: from Testbase CD Rom) in lessons. • Share mark schemes with the children to establish expectations and use to support peer and self-assessment. • Plan in order to secure children’s understanding of the mathematics Y5 <strong>Key</strong> Objectives. • Provide opportunities for children to practise timed tasks e.g ensure mental mathematics questions are timed, emphasising the importance of answering in 5, 10 or 15 seconds; 15 minutes reading and 45 minutes answering questions; planning and writing in timed conditions for the short and long writing tasks. Own action points February • Y6 children sit national test papers from the previous year. • Mark, then analyse data (including booster children): • What are their strengths and weaknesses, areas of misconceptions etc? • Adjust medium term planning if necessary. • Go through papers with the children, modelling and encouraging children to model how questions could be answered, and emphasising annotations in mathematics. • Provide opportunities for children to discuss with one another their own strengths and areas for development. Support individuals/groups of children in making progress in particular identified areas. • Assess children’s progress against curricular targets and the key objectives covered that term. Use this to inform planning • Set curricular targets for term 4, share with pupils and display (may need to adjust planning to address targets). Own action points 6
March • Prepare pack of materials for the Easter holidays (e.g. consolidation of key grammar areas, past reading questions, mathematical problems and puzzles linked to areas of development identified in the February test). Go through the pack with the children to ensure they understand its purpose and how to use it. • Plan a tight teaching schedule for the four-week run up to the national tests, focusing on key areas identified and drawing on the unit plans for mathematics and the literacy exemplification units. Own action points April/May • Go through the Easter homework with the children, showing children how questions could be answered. • Teach four week teaching schedule (see above) using day-to-day assessment to inform planning. • In the first week of May, plan experiences for children to reflect on what they have learnt (e.g. produce mind maps.) including the skills they have learnt. • Ensure there is a range of evidence across the genres for writing moderation. Own action points GUIDANCE ON THE ASSESSMENT OF WRITING Teacher Assessment of Writing There will not be an English writing test or English writing sample in 2013. Instead the English writing test will be replaced by a new statutory test of English grammar, punctuation and spelling. This change follows the Government’s acceptance of Lord Bew’s recommendation that writing composition should only be subject to teacher assessment, with the more ‘technical’ aspects of English assessed via an externally marked test. However, at least 25% of schools will receive a moderation visit and those schools not receiving a visit, will be invited to attend the County moderation of writing in May and June. To ensure accurate and consistent Teacher Assessment of Writing you are encouraged to refer to: • The performance descriptions for Writing as defined in the National Curriculum. • Assessing Pupil Progress grids. • The level descriptors in the moderation strands of: o o o Sentence structure and punctuation Text structure and organisation Composition and effect. 7
Page 1: Key Stage 2 Assessment Arrangements
Page 4 and 5: PURPOSE OF THIS BOOKLET This bookle
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 14 and 15: Check for Writing Moderation Planni
Page 25 and 26: The Moderation Process Writing: mak
Page 27 and 28: Writing assessment guidelines: leve
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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
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Page 41: Suggested tests for applying for Ad
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