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Curriculum for Excellence  Moderation of Writing Don McAllister Quality Improvement Officer Building the Curriculum
Rationale Ensure appropriate writing tasks are set that support and/or challenge Ensure all teachers understand the standard and apply their professional judgement with consistency within and across sectors Building the Curriculum
The moderation process All schools maintained folios of writing. 10 twilights across authority. Focus on explaining/clarifying the process and sharing the standard. 19 schools selected for moderation. 16 primary. 3 secondary. Schools submit writing folios for named pupils.
The moderation process A moderation team comprising 3 primary and 3 secondary teachers meets for 2 days in early June. Working in pairs. Moderation to focus on the task, the evidence and the level assigned. Was the task appropriate ? Was the assigned level supported by the evidence? Written, formative feedback to each participating school
Post Moderation Feedback Schools receive feedback which is constructive  Emphasis is given as to next steps The moderator may contact individual schools if required Schools are encouraged to contact the moderator if they require more detailed feedback or to query individual results
Final Report Every school in Argyll receives a report detailing strengths and recommendations for next session. This allows all establishments to target areas for improvement in writing and to celebrate success This year, the folios were of a higher standard overall and marking was far more consistent in both sectors. Attainment has also improved.
Next steps Encourage clusters to moderate writing themselves Authority led moderation of aspects of permeating themes on a rolling basis Support schools to introduce moderation within their own establishments and to work with other schools to share the standard Building the Curriculum

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Workshop 3 Presentation Ayr

  • 1. Curriculum for Excellence Moderation of Writing Don McAllister Quality Improvement Officer Building the Curriculum
  • 2. Rationale Ensure appropriate writing tasks are set that support and/or challenge Ensure all teachers understand the standard and apply their professional judgement with consistency within and across sectors Building the Curriculum
  • 3. The moderation process All schools maintained folios of writing. 10 twilights across authority. Focus on explaining/clarifying the process and sharing the standard. 19 schools selected for moderation. 16 primary. 3 secondary. Schools submit writing folios for named pupils.
  • 4. The moderation process A moderation team comprising 3 primary and 3 secondary teachers meets for 2 days in early June. Working in pairs. Moderation to focus on the task, the evidence and the level assigned. Was the task appropriate ? Was the assigned level supported by the evidence? Written, formative feedback to each participating school
  • 5. Post Moderation Feedback Schools receive feedback which is constructive Emphasis is given as to next steps The moderator may contact individual schools if required Schools are encouraged to contact the moderator if they require more detailed feedback or to query individual results
  • 6. Final Report Every school in Argyll receives a report detailing strengths and recommendations for next session. This allows all establishments to target areas for improvement in writing and to celebrate success This year, the folios were of a higher standard overall and marking was far more consistent in both sectors. Attainment has also improved.
  • 7. Next steps Encourage clusters to moderate writing themselves Authority led moderation of aspects of permeating themes on a rolling basis Support schools to introduce moderation within their own establishments and to work with other schools to share the standard Building the Curriculum