Assessing children s writing at the end of Key Stage 2. 6 th December 2013
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1 Assessing children s writing at the end of Key Stage 2 6 th December 2013
2 Aims of this morning: To outline the statutory requirements of KS2 writing assessment in To summarise Gloucestershire s KS2 writing assessment procedures for To support colleagues in reaching judgements that are assessed against national standards. To update delegates on the Reading Test and the English Grammar Punctuation, and Spelling Test. P-levels
3 As a local authority Gloucestershire has responsibility to ensure that moderation of KS2 writing assessment is carried out in line with statutory guidelines as specified in the ARA (Assessment and Reporting Arrangements 2014) ngandlearning/assessment/keystage2
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8 Local guidance and documentation from today can be found at... article/110594/ks2-assessment
9 Every year 25% of maintained schools are selected for a formal, on-site moderation visits within a four year rolling programme It is possible to receive a visit more often: At the head teacher s request; If a teacher is new to Year 6; If a Headteacher is new; If concerns arise within the LA; If the DfE have concerns. 2013/14 is the 3 rd year of the current four year cycle.
10 National Standards
11 If your school is selected for a moderation visit... Your Headteacher will receive a notification letter during the last week of Term 4 Your Moderator will then contact you to arrange a date for the visit The Moderation window will be between the 2 nd and 20 th June 2014.
12 If you are moderated... You will need to provide a ranked list of teacher assessments for all pupils in Year 6 by class. The Moderator will choose the pupils whose work is to be moderated on arrival at the school. A minimum sample of 15% will be chosen across the cohort, or in the case of a single class, 5 children. The sample must cover the full range of attainment from levels 2 to 6.
13 Final date for TA data submission for ALL schools is Friday 27 th June 2014 via the NCA tools website
14 1. Teacher Assessment of Writing 2. Changes to the 2014 statutory L3-L5 Reading Paper 3. Update: English, Grammar, Punctuation & Spelling Test
15 Aims of this morning: To outline the statutory requirements of KS2 writing assessment in To summarise Gloucestershire s KS2 writing assessment procedures for P-levels To support colleagues in reaching judgements that are assessed against Science national standards. To update delegates on the Reading Test and the English Grammar Punctuation, and Spelling Test. P-levels
16 Range of Evidence Demonstrate the NC Level at which each pupil is working
17 The Process: The formation of ideas The choice of ideas The organisation of those ideas. The best way/s to present the ideas. The process of drafting and editing Use the language of: design and production the writer at work - crafting, constructing signposting the way for the reader The Writing Process: Composition and Effect The young writer who: writes accurately for a range of purposes; crafts to achieve effects; is conscious of his/her reader or audience; can explain the effects they intend.
18 The Writing Process Place a High Value on Planning, drafting and editing Teach young writers: planning skills that plans vary in structure according to the purpose of the writing to invest time in planning how to discuss and improve planning before and during writing how to follow a plan as part of the writing process drafting and editing skills. Include/display plans and drafts with final pieces of work to show and value the process of writing
19 Building Writing Skills - The Layers Whole text composition and effect and text structure and organisation Sentence sentence structure and punctuation Word composition and effect
20 Purpose Audience and Form
21 PURPOSE Purpose Purpose drives/shapes/structures writing at all levels Teach young writers: A range of purposes How to create and follow a plan that will keep the purpose going. That a piece of writing can be multi-purpose. That the range of sentences and words they select should be accurate and they should contribute to the purpose of the text. To explain how a feature/features contribute to achieving a purpose.
22 AUDIENCE A writer has a reader or audience Having an Audience requires decisions about: formality and tone Vocabulary Presentational features Teach young writers to: explain the effect/s they want to achieve hear their writing first out loud; then in their heads make decisions about and keep in the role they have as the writer. Imagine you are/ Imagine our school is.../our school is... use a range of accurate words and sentences suitable for the purpose and audience.
23 Non-Fiction Purposes Instruct Advise formal and informal Recount Persuade Report/Inform Describe functionally with basic detail Argue Explain Non-Fiction Text-types Instructions Letter Recount Leaflet/brochure/flier Newspaper (editorial, article, report) Advertisement Report Magazine (editorial, article, interview) Web-page Biography Autobiography Diary Information text
24 Fiction Purposes Forms of fictional writing What are the purposes of fictional writing? entertain for the enjoyment and engagement of the reader/audience interest and learning to be imaginative to re-create or develop an aspect from a text e.g. a character Narratives: adventure mystery fable legend fantasy fairy tale; animals with human characteristics science fiction historical Diary/Journal Play script Letter Poetry
25 FORM Form letter, report, magazine article etc. Teach young writers: the key stylistic (precise/vivid language; technical/descriptive language) features of a range of forms the key presentational features of forms headings; bullet points; images; colour etc. to use a range of accurate sentences which achieve the purpose, are suitable for the audience and appropriate to the form. to explain the effects that can be achieved by using features including presentational features (headings; bullet points; images etc) that one form can be used for different purposes a range of forms so that they can make choices about a form that best suits a purpose.
26 How does the writer do it? How will you do it? How did you do it? How well does the writer do it? How well did you do it? How well does the writer achieve the purpose of the text? How well did you achieve the purpose of your text? Word/s Sentences (phrases and clauses) Whole Text Opportunities to talk and write about these features of texts they read. Opportunities to talk about these features of their own writing. Opportunities to annotate their own writing.
27 Teacher Assessment of Writing The Process
28 Writing Assessment - The Process 1. Gather a range of evidence through formative assessment. 2. Use the National Standards (NC Levels) and the Revised Criteria to support statutory assessment. 3. To help you determine the overall level, highlight the assessment criteria which each pupil consistently achieves. 4. Decide on next steps (planning, teaching and learning using the current Statutory National Curriculum)
29 National Standard NC Level 1 Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated.
30 National Standard NC Level 2 Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size.
31 National Standard NC Level 3 Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.
32 National Standard NC Level 4 Pupils' writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect. Pupils are beginning to use grammatically complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within the sentence. Handwriting style is fluent, joined and legible.
33 National Standard NC Level 5 Pupils' writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. Vocabulary choices are imaginative and words are used precisely. Simple and complex sentences are organised into paragraphs. Words with complex regular patterns are usually spelt correctly. A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately. Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.
34 National Standard NC Level 6 Pupils' writing often engages and sustains the reader's interest, showing some adaptation of style and register to different forms, including using an impersonal style where appropriate. Pupils use a range of sentence structures and varied vocabulary to create effects. Spelling is generally accurate, including that of irregular words. Handwriting is neat and legible. A range of punctuation is usually used correctly to clarify meaning, and ideas are organised into paragraphs.
35 Writing Assessment Focuses (AFs) AF1 write imaginative, interesting and thoughtful texts AF2 produce texts which are appropriate to task, reader and purpose AF3 organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4 construct paragraphs and use cohesion within and between paragraphs AF5 vary sentences for clarity, purpose and effect AF6 write with technical accuracy of syntax and punctuation in phrases clauses and sentences AF7 select appropriate and effective vocabulary AF8 use correct spelling
36 Key Stage 2 Writing Exemplification 2013
37 Gather the evidence for writing Plans, drafts and final pieces Planned assessments First of the month books Mark book / tick lists Planned observations Guided writing records Reading journals Day to day marking Incidental observations during shared / guided / independent work Partner talk Annotated planning Range of evidence e.g explanation writing in History
38 What is meant by independence? Independence is about giving pupils space and time to think for themselves It occurs at some distance from direct teaching e.g. when skills taught in one context are applied in another consider the degree of independence when making your assessments
39 Make Judgements about Writing The success of any writing task depends on: Whether it achieves its purpose; How well it achieves its purpose; How well the purpose is achieved depends on: Clarity and accuracy of language for the reader/audience including accurate sentence structure and punctuation; Whether the writing is well-organised and structured, developed and sustained; Suitability of the form e.g. letter
40 Make Judgements about Writing Have an overview of each pupil s ability to write for each of these assessment strands: Sentence structure and punctuation AF5 AF6 Text structure and organisation Composition and effect AF3 AF4 AF1 AF2 AF7 Avoid technique spotting: can punctuate speech, for example.
41 Additional Updates 2014 Level 3-5 Reading Test Sample 2014 test materials English Grammar, Punctuation and Spelling Test November 2013 Notes for teachers on how the English grammar, punctuation and spelling test is marked.
42 2014 Key Stage 2 L3-5 Reading Test changes
43 Key Stage 2 Reading Test CHANGES 2014 Statutory Reading Test Levels minutes with no separate reading time of 15 minutes. Pupils will have texts and questions from the start. No theme for the texts. The 3 to 4 reading texts will increase in difficulty. Guidance to pupils: Read the text answer the questions; move on to the next text.
44 Sample 2014 L3-L5 Reading Test Paper & Mark Scheme 3 sample texts; sample questions and mark scheme Types of question: Shorter, closed response items e.g. multiple choice; matching; Shorter, open responses; Longer, open response items that require children to explain and comment on the texts in order to demonstrate a full understanding. Questions worth 1,2 and 3 marks. From: education.gov.uk
45 Sample 2014 Reading Test Paper & Mark Scheme Number of questions by Assessment Focus AFS AF2 AF3 AF4 AF5 AF6 AF7 Text Text Text
46 Sample L3-L Reading Test Sample Questions 1 mark Text 1 AF3 Cleaning carpets the old way was hard, dirty work. What made it hard work? 2 marks Text 2 AF3 Why did the two advisers ride to the Western territory? Explain as fully as you can. 3 marks Text 3 AF6 Look at Page 9 How can you tell that David Doubilet admires Jacques Cousteau? Explain fully referring to the text in your answer.
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48 Your next steps... Any questions?
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