New to Y2
March 2017
Topic
Website
Quality and accurate blog on English
and assessment
https://blogs.hertsforlearning.co.uk/ca
tegory/english/
Assessment and Reporting
Arrangements, especially section 8
on teacher assessment
https://www.gov.uk/government/publi
cations/2017-key-stage-1assessment-and-reportingarrangements-ara
Wiltshire learning trust – LA
resources to support internal
moderation
http://www.wiltslt.co.uk/index.php/ourservices/assessment-and-datatracking/documents/category/104key-stage-1
2017 – KS1&2
• Moderation frameworks as 2016 – one caveat for children with
physical or sensory impairments.
• Some handwriting evidence can come from handwriting books
• Usually 1 moderator per form of entry.
• LA to moderate 25% of maintained Schools and 25% of
Academy Schools that choose Wiltshire.
• School has the option of asking LA to choose sample.
KS1 Test admin
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A new suite of tests for 2017
Same script security as KS2 – checked by LA
nd
Tests can be administered throughout May – from 2
Tests and mark schemes available to download from
NCA tools from 2/5/17
• Use practice papers to ascertain whether to enter
children
• Tests can still be administered to groups of children on
different days
• Marking by a teacher not TA
KS1 Teacher assessment - Writing
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Greater depth within the expected standard (GDS)
Expected standard (EXS)
Working towards the expected standard (WTS)
Foundations for the expected standard
P scales
Note that children need to
demonstrate all bullets
within the standard before
being awarded it.
The EGPS test
• Non statutory
• If used, a teacher may use it to contribute towards relevant
bullet points
• 2 papers – spelling and grammar
Independent
Not
emerges from a quality text, topic, visit,
or curriculum experience, in which pupils
have had a range of opportunities to
explore and discuss what is to be written
about
enables pupils to apply their learning
independently, possibly with an element of
choice, for example writing from the
perspective of a chosen character
has been independently edited and / or
redrafted by the pupil. This may be in
response to self, peer, or group evaluation
is produced by pupils who have
independently drawn on classroom
resources such as dictionaries,
thesauruses, word banks, classroom
displays, books or websites for support and
ideas
is informed by clear learning objectives
and limited success criteria which are not
over detailed and do not over-aid pupils
modelled or heavily scaffolded
copied or paraphrased
supported by success criteria that are
over-detailed and over-aid pupils
edited as a result of direct intervention
by a teacher or other adult, for example
where the pupil has been directed to
change specific words for greater impact,
or where incorrect or omitted punctuation
has been indicated
produced with the support of electronic
aids that automatically provide correct
spelling, synonyms, punctuation, or
predictive text
Success criteria
• Should not specifically reference a bullet within the ITAF.
• If they do as part of T&L the teacher can use evidence from
other bullet points within that piece.
• They can then look to see the impact of that written feedback in
other pieces of work.
The ‘pupil can’ statements (1)
• The statements do not cover the entire PoS for KS1. Children
are entitled to experience the whole curriculum.
• There are italicised examples, such as the two statements
about suffixes (KS1 ‘working at the expected standard’ and
‘working at greater depth within the expected standard’), where
acceptable evidence might include any of the suffixes
referenced in the NC KS1 programme of study.
The ‘pupil can’ statements (2)
• There is bracketed detail, such as the conjunctions specified in
the statement about co-ordination and subordination (KS1
‘working at the expected standard’), where the use of a forward
slash to separate the conjunctions indicates that evidence must
include some - but not necessarily all - of those given, across a
range of writing.
• There is other bracketed detail, such as in the statement about
the use of sentences with different forms (KS1 ‘working at the
expected standard’), where the use of commas to separate the
list of sentence forms indicates that evidence must include all of
those given, as appropriate, across a range of writing.
Spelling (1)
• Where words from the statutory word lists are used by the child
they should be spelled correctly in line with any qualifier.
• Where a child uses words taught within the statutory POS,
these should be spelled correctly in line with any qualifier.
• It is acceptable for a child’s peer to review their work and
suggest they need to check the accuracy of certain words.
• Written feedback can pertain to spelling as long as teacher
directed feedback does not specify the word to be corrected.
Spelling (2)
• Phonetically plausible but incorrect spellings, should be
regarded as errors. Teachers and moderators should disregard
incorrect spelling of words that require application of the
statutory requirements for KS2 (Appendix 1)
• Examples of common exception words can be found in the NC
English Appendix 1 for year 1 and year 2. These examples are
non-statutory and pupils are not required to evidence all of the
given words across a range of writing. Where listed words are
used, some must be spelt correctly for pupils ‘working towards
the expected standard’, many must be spelt correctly for those
‘working at the expected standard’ and most must be spelt
correctly to meet the ‘working at greater depth within the
expected standard’ requirement.
Writing moderation
• Do not prepare portfolios for the LA.
• Ensure children are well stimulated for writing – visits, films
book etc.
• Give children prompts that allow them to demonstrate greater
depth.
• Cross reference the exemplification (Morgan makes 11 spelling
errors across 6 pieces , but is still expected)