Statutory assessment at KS1 And KS2. Using the P scales

Transcription

1 Statutory assessment at KS1 And KS2 Using the P scales Guidance and exemplification on attainment in Writing at P4 to P8 Lancashire School Effectiveness Service Professional Support Team, Room A39, PO Box 61, County Hall, Preston, PR1 8RJ Tel No: (01772) , pst@ed.lancscc.gov.uk /lses/ast/2007

2 Acknowledgements We would like to thank the following for providing examples for us to use: Lea Community Primary School Deepdale Infant School St Gregory s Catholic Primary School St Ignatius Catholic Primary School St Bernards Primary School Park Primary School Haven Short Stay School Stepping Stones Short Stay School Introduction From 2008 the reporting of P Scales has become statutory for pupils with a Special Educational Need who are working below level 1 of the National Curriculum. The statutory requirements are set out in the Assessment and reporting arrangements booklets for KS1 and KS2 in The materials exemplified here are for pupils who are working at levels P4, P5, P6, P7 and P8 in writing. Many schools in Lancashire use PIVATS which break down P scales into smaller sections. PIVATS is a valuable tool to help with tracking and target setting. However for the purposes of reporting a PIVAT score should be converted into a P scale ( see attached appendix). Further information about PIVATS at The exemplification materials in this booklet have been provided by schools in Lancashire. They were collected from pupils working across Key stages 1 / 2. They have been moderated by the Assessment Team and also at an inter LA meeting. The booklet has been designed to use alongside the exemplification materials in QCA Using the P scales (downloadable from the website). What are P scales? They are performance descriptors for pupils working towards level 1 of the NC They are used for pupils aged 5 16 working towards level 1 They provide a summative assessment for end of key stage reporting They provide a framework for tracking pupil progress They can be used to support schools with target setting The P scales are not to be used to assess children below year 1 whatever their need or children with English as an additional language (EAL) at any age unless they have additional special educational needs ARA booklets 2008 KS1 & 2 It is important to remember that P scales are not applicable for recently arrived children or those new to English unless a SEN is likely to be the only reason for performance below the expected level. Pupils learning English as an additional language and working towards level 1 will be recorded as a W. Neither are they an appropriate assessment for children in the Reception year unless they have additional special educational needs.

3 Using the P scales In line with the National Curriculum P scales should be used as best fit level indicators Evidence Evidence should be collected over a period of time using a range of contexts. It could include observational notes or photographs to support your judgements. Remember one piece of work in itself is not enough evidence to assign a P scale. There is no requirement to set up specific tasks or tests assessments should be manageable and make use of ongoing work. Additional information pscacles@qca.org.uk Guidance for using P scales QCA ref:qca/05/ Using the P scale DVD- QCA/ (This includes a guidance booklet and video presentations showing examples of pupils performance in English, maths and science). Available from the QCA orderline

4 THE P SCALES 4-8 P SCALE 4 Pupils show they understand that marks and symbols convey meaning. They make marks or symbols in their preferred mode of communication. P SCALE 5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events. They trace, overwrite or copy shapes and straight line patterns. P SCALE 6 Pupils produce or write their own name in letters or symbols. They copy letter forms. P SCALE 7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words. P SCALE 8 Pupils show awareness that writing can have a range of purposes. They show understanding of how text is arranged on the page. They write or use the preferred mode of communication to set down their names with appropriate use of upper and lower case letters or appropriate symbols. Breakdown of P scales for statutory reporting Key stage 1 Assessment and reporting arrangements p. 23 Key stage 2 Assessment and reporting arrangements p. 18

5 Child A P Scale: 4 Pupils show they understand that marks and symbols convey meaning. They make marks or symbols in their preferred mode of communication. Marks are used to convey meaning. A was writing in response to a story about the cat and the mouse. The writing is differentiated from the picture because a ring has been drawn around it. The pictures have been coloured in. To make large and small patterns with different implements.

6 Child B P Scale: 4 Pupils show they understand that marks and symbols convey meaning. They make marks or symbols in their preferred mode of communication. B s parents had just bought a new car. He was very excited when he came to school in it. B was able to use marks and symbols to convey meaning. He drew the picture and used marks and symbols to describe his car. Next Steps To draw lines and circles with a variety of implements Child C

7 P Scale: 5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events. They trace, overwrite or copy shapes and straight line patterns. C is holding the pencil correctly and can copy over the patterns. She was also confident about trying her own. Next Steps To use mark making for a purpose e.g. to write her name on a piece of work. Child D P Scale: 5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events. They trace, overwrite or copy shapes and straight line patterns. D has made a good attempt at his own name. Letters and shapes from this are evident in the text. Familiar letters are beginning to appear I, J, P,O, m. Next Steps To develop an understanding of the concept of a word.

8 Child E P Scale: 5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events. They trace, overwrite or copy shapes and straight line patterns. E was writing a list of ingredients for a healthy pizza She is using recognisable letters in her writing and is able to read what she has written. She has worked independently and has shown some understanding of how letters are formed. She is able to write some familiar words you, eht (the) although they don t relate to the picture. She can hear the first sound in words. To develop oral blending and segmenting of sounds in words. Letters and Sounds Phase One.

9 Children F & G F G P Scale: 5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events. They trace, overwrite or copy shapes and straight line patterns. Both children have written independently. They have accurately matched some sounds to letters. They understand the convention of left to right. Some of the letters are beginning to be formed correctly. Both pupils are able to write their own name. To continue to develop oral blending and segmenting. To listen to phonemes within words and to remember them in the order in which they occur (Letters and Sounds Phase One). To begin working on Phase 2 Letters and Sounds.

10 Child H (The dragon went to the castle. He couldn t find tiger and kipper. He gone away the dragon) P Scale: 6 Pupils produce or write their own name in letters or symbols. They copy letter forms. H is writing a story. He has been able to copy his name and the word went although it is not correctly placed in the story. The word he appears correctly several times and he was able to read his story to the teacher. There is evidence of left to right and top to bottom. No use is made of letter sound knowledge. To listen to sounds within words and to and remember them in the order in which they occur. To begin to use some phoneme/grapheme correspondences. (Set 1. Letters and Sounds Phase 2) Child I

11 P Scale: 6 Pupils produce or write their own name in letters or symbols. They copy letter forms. I is writing a story independently. He is able to write top to bottom and left to right. He is showing an awareness of full stops and remembered to put one at the end of his work. He is using the capitals A and H from his name. although he is mixing capitals and lower case in his words some letters are recognisable w, I, o, u, To listen to phonemes within words and to remember them in the order in which they occur. To continue to work on Phase 2 Letters and Sounds and to use known phoneme/grapheme correspondences e.g. Set 1, 2. Child J

12 P Scale: 6 Pupils produce or write their own name in letters or symbols. They copy letter forms. J is able to copy the date. He has copied several time connectives from the display first, then, next although they do not fit with the story. He is showing awareness of full stops by using them at the end of every line. His writing lacks spaces and lower and upper case are mixed within words. There is no evidence of him using phonological knowledge at the start of words although he was able to read his story to the teacher. To listen to phonemes within words and to remember them in the order in which they occur. To continue to work on Phase 2 Letters and Sounds and to use known phoneme/grapheme correspondences in own writing. Child K P Scale: 6 Pupils produce or write their own name in letters or symbols. They copy letter forms. K is able to copy the title of this story and make a pictorial sequence of the events. Simple words are beginning to appear the, and. Some letters are correctly formed a n o e. there is evidence of left to right orientation although no evidence of phonological knowledge for starting sound. To listen to phonemes within words and to remember them in the order in which they occur. To continue to work on Phase 2 Letters and Sounds and to use known phoneme/grapheme correspondences in own writing.

13 Child L P Scale: 7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words. L was writing about herself. There are no spaces between the words but there is evidence of phonological awareness it is possible to read many of the words and vowels are used within words although incorrectly. The first two sentences are complete and end with full stops. The final sentence is incomplete. She is secure with left to right and top to bottom. To continue to work on Phase 2 Letters and Sounds, following the letter progression in Sets 1 5. To begin to use known phoneme/grapheme correspondences in own writing.

14 Child M P Scale: 7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words. J was writing about himself. There is evidence that spaces are beginning to appear between words. There is also evidence of phonological awareness it is possible to read many of the words. Some simple words are correctly spelt from memory am, on, my.the two full stops are correctly placed. He is secure with left to right and top to bottom. To continue to work on Phase 2 Letters and Sounds, following the letter progression in Sets 1 5. To begin to use known phoneme/grapheme correspondences in own writing. Child N

15 P Scale: 7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words. Following the story of The Big red Bus pupils were asked to describe their favourite part. N wrote two sentences correctly punctuated with full stops. Many of the words show good phonological awareness and vowel sounds are also appearing accurately. There are clear spaces between the words. Capital letters appear at the beginning of the sentences but are still mixed within words. To secure Phase 2 Letters and Sounds. To begin working on Phase 3 following letter progression in Sets 6 and 7. To begin to use known phoneme/grapheme correspondences in own writing. Child O P Scale: 7 : Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words. The pupils had been studying Noah in R.E. They had role-played different scenarios in R.E. lessons. For the writing assessment they carried out some hot seating first; along with a group sequencing of the events. O could read back his work. He was reminded about full stops and encouraged to listen for initial phonemes when writing words. To secure Phase 2 Letters and Sounds. To begin working on Phase 3 following letter progression in Sets 6 and 7.. To begin to use known phoneme/grapheme correspondences in own writing.

16 Child P P Scale: 7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words. Following the story of The Big red Bus pupils were asked to describe their favourite part. P is beginning to use finger spaces between her words seen by the use of a dot. She was able to use the word bank and find the and has tried to write some words herself. She is still mixing upper and lower case letters. To continue to work on Phase 3 Letters and Sounds. To use known phoneme/grapheme correspondences in own writing.

17 Child Q P Scale: 7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words. This was some writing following a cooking activity making a list of the ingredients that had been used. Pupils were able to select from various pictures. Capitals and lower case are still mixed within words although the formation especially of the capital letters is good. Q has shown awareness that a full stop comes at the end although they are inappropriately placed here. The initial and final sounds are mostly accurate. To continue to work on Phase 3 Letters and Sounds. To use known phoneme/grapheme correspondences in own writing.

18 Child R P Scale: 7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words. This was a key stage 2 child who spent 45 mins on this activity without adult support. He wrote strings of letters at first attempting to put them into words. However most of the writing needs mediating to be understood. He uses full stops at the end of lines and has also used a question mark. There are mixed lower and upper case letters though no reversals. At one point he changes the font to show how shaky the roller coaster ride was. To begin to put spaces between his words.

19 Child S P Scale: 8 Pupils show awareness that writing can have a range of purposes. They show understanding of how text is arranged on the page. They write or use the preferred mode of communication to set down their names with appropriate use of upper and lower case letters or appropriate symbols. R was taking part in a SAT task with the rest of the class. She demonstrates a clear awareness of story writing conventions story has a beginning, middle and end.her work goes top to bottom and left to right. R could read her story to the teacher. The work is well spaced, upper and lower case letters are usually used accurately and some words are correctly spelt, although in the main the work would need mediating to be understood. To secure Phase 3 Letters and Sounds. To begin to work on Phase 4 Letters and Sounds. To use known phoneme/grapheme correspondences in own writing.

20 Child T P Scale: 8 Pupils show awareness that writing can have a range of purposes. They show understanding of how text is arranged on the page. They write or use the preferred mode of communication to set down their names with appropriate use of upper and lower case letters or appropriate symbols. The pupils had been making reindeer faces by following a set of instructions, with adult support. This was an independent assessment activity the next day. Pupils were briefly reminded of the features for instructional writing and also punctuation. S was confident using this genre for his writing. The work was in lower case but a capital letter was used accurately for the title. Although the writing was mostly independent S received some support in reminders to listen for phonemes in words he was attempting to spell. To secure Phase 3 Letters and Sounds. To begin to work on Phase 4 Letters and Sounds. To use known phoneme/grapheme correspondences in own writing.

21 Child U P Scale: 8 Pupils show awareness that writing can have a range of purposes. They show understanding of how text is arranged on the page. They write or use the preferred mode of communication to set down their names with appropriate use of upper and lower case letters or appropriate symbols. T understands how to sequence events in a story. Most of the text is legible without interpretation. Simple sentences are used beginning with capital letters although some capitals are still mixed within words. The story has a simple beginning, middle and end. Some words are correctly spelt and others are phonetically plausible. To secure Phase 3 Letters and Sounds. To begin to work on Phase 4 Letters and Sounds. To use known phoneme/grapheme correspondences in own writing. To revisit the use of capital letters.