Co-ordinator network – reading and maths moderation

1. Co-ordinator network – reading and maths moderation

2. Reading moderation

3. Do teachers know the answer to questions like this ? So why do you think Ayesha is working at L3/Y3 age related expectations ? What evidence have they got ?

4. Making assessment judgements . . . • Do teachers have a good understanding of the assessment criteria • Do teachers use the evidence well ? • Do teachers know their children ?

5. Gathering evidence • Phonics tracker/individual phonics assessment - on • Guided reading sessions which deepen children’s comprehension skills • Assessment during guided reading – Bradford Reading Record • Independent tasks during guided reading to be linked to a previous or future guided reading session (one group could be reading for pleasure) • Reading Journals • Video/audio recordings • Pupil scripts

6. Using the current version of the Bradford Reading Record, look at the progression of inference across the reading levels . . . What are your observations ?

7. Higher expectations • Y1 2c • Y2 2a • Y3 3b • Y4 3a • Y5 4b • Y6 5/6

8. 1c/Y1 – basic inference – who is speaking ? 1b/Y1 – simple deductions with support from prompts 1a/Y1 – prediction and character traits 2c/Y1 – reasons for predictions/relates incidents to own experience 2b/Y2 – predicts from reading experience/makes simple inferences about thoughts and feelings 2a/Y2 – confident predictions based on wider reading experience 3c/Y3 – sensible reasons for predictions about plot and character/makes connections across a text 3b/Y3 – justifies ideas and predictions/links ideas across texts more confidently 3a/Y4 – infers meaning in text using clues from action, dialogue and description

9. 4c/Y5 – can pull out main themes and ideas/can empathise with characters and understand their actions • 4b/Y5 – begins to refer to text to support opinions and predictions about moods, messages, feelings and attitudes/begins to identify explicit and implicit points of view • 4a/Y6 – is more confident with above

10. Bradford Reading Record Now linked to the new national curriculum ! What does progress look like from Y1 – Y6 ?

11. Moderating assessment judgements First step - can teachers present evidence to show where a child is working ? Second step - moderation • Literacy Co-ordinator observes group • Peer observations • Video used within year groups, key stages, whole school staff meeting, LAP

24. Case study –ThorntonPrimary (mixedability group ofY2 children – 2c,2b, 2a)

32. Children read aloud • Children shared the text with each other • Questions were discussed by the whole group (nc) • Children had a go at summarising (nc) • Children discussed author’s language choices • Writing was linked to reading • Reading for enjoyment was a continuous thread throughout the session

33. Record responses a b c d e f

34. Recording responses

35. Important • Do children’s formative assessment levels match their test outcomes ? • Children in KS2 need to know how to write the answer to a question • This should be regularly modelled by teachers • Children should be given lots of opportunities to practise writing answers to questions

36. Ask teachers to have a go . . . • Using a text they have brought, ask them to think of some AF3 questions relevant to the children in their class using the progression in the Bradford Reading Record

37. Gap tasks for teachers • Use the text to gather evidence for groups of children • Use the Bradford Reading Record to assess and to plan next steps • Bring the Bradford Reading Record to the next staff meeting and be prepared to feed back • Link guided reading texts to the current Literacy unit

38. Maths moderation

39. Do teachers know the answers to questions like this ? So why do you think Sophie is working at L2a/Y2 age related expectations ? What evidence have they got ?

40. Listen . . . • Does the teacher have a good understanding of the assessment criteria • Does the teacher use the evidence well ? • Does the teacher know his/her children ?

41. Gathering evidence for maths • Distance from learning • Prior learning assessments are secure evidence • Starters activities • Try and be systematic – diary in 2 weeks after teaching • Allows ‘plate spinning’ • Use open ended questions • Guided group sessions (word of warning)

42. Starter activity • 2 weeks after teaching check understanding e.g. sequencing numbers • What would you expect of level 1 children? • 2c children? • 2b children? • 2a children? • Level 3 children? • What could you ask? Discuss

43. Level 1 sequencing

44. Low level 2 - sequences • Recognise numbers in the 2s, 5s, 10s sequences

45. Securing level 2 - sequencing

46. Sequencing – what would a question look like? • 22, 24, 26, _ ,_

47. Level 3 sequencing question Here are the first five numbers in a sequence. The sequence continues in the same way. Write the number that will be 10th in the sequence.

48. Sequencing – ask an open question • Closed • What number comes next? 5, 10, 15, _ • Open • Make up some number sequences that have 20 in them. Describe your sequences. Opening up questions document

49. Sequencing – ask a reasoning question • Spot the mistake: • 45,40,35,25 • What is wrong with this sequence of numbers? • True or False? • I start at 3 and count in threes. Will I say the number 13? • What comes next? • 41+5=46 • 46+5=51 • 51+5=56 NCETM –progression documents with reasoning questions

50. Sequencing – ask a probing question Level2opaedia