Writing inset
- 1. Writing Levelling Writing atSt Christopher
- 2. The Changes • Writingis no longer externally marked at the end of KS2 • Each school will be moderated at least every 4 years • More emphasis from OFSTED on inter-year data • Ros Wilson Criterion scale is very harsh particularly at level 3 and 4 • So
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- 4. Standardisation Assessment strands For thepurpose of assessing the collections of writing, related assessment focuses have been drawn together into three strands: ■ sentence structure and punctuation ■ text structure and organisation ■ composition and effect.
- 5. Our next steps Workis to be levelled using this criteria from now on for levels 2-6 Use 3 or 4 pieces of work when you are levelling. This should already have been marked so the levelling process is quicker The criterion scale should still be used to assess level 1 but when they are achieving a 1a just check against these new sheets. Work should come from a range and doesn’t have to be completed unaided but obviously not from a guided session. Whenever possible moderate within year group/phase particularly for those children working at the top end of the level. For this first set of data using this format, please include the letter to Clair from last half term and have your data to Clair as soon as possible. Any questions?????????????????????????????
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Editor's Notes
- #3 Our end of KS 2 data is now entirely reliant of accurate teacher assessmentAs part of the moderation process we will be asked to show 2 children from level 3,4,5, and any children we assess as level 6. we do not get to choose the children. we also have to show how we have moderated as a yr group/ phase/ school and across school. No longer reliant on year 6 data , progress has got to be consistent across every year. We always knew that the croterion was harsher than Sats marking but it is becoming more evident that it can be out by up to two sublevels due to the emphasis in criterion on punctuation, spelling and handwritng. Also because there some things that are required before you can move onto the next level. Whereas under moderation and the old SATs marking scheme you can be one level for one aspect and a totally different one for something else.So we need to ensure that we are on a level playing field with other schools. The criterion scale has significantly raised the standards of writing and the elements within it are correct for good quality writing but they are not showing how good our writing here actually is.
- #4 Examples on tablesThis is the only statuatory requirements for the teaching of writing. APP/ROS Wilson etc are all just tools but this is the only officially recognised one. This shows why assessing at level 1 is so difficult because there is so little and why the children very often seem to be below level 1 or a 1a with no real in between. Interestinlgy the advisors could offer no assitance with this level at our recent moderstioncourese. Spend time getting to know what is included in each level particulalry those that are pertinent to your year group.
- #5 This begins to explain why Ros appears so harsh because there is a lot of emphasis on the first point and much less on 2 and significantl;y less on 3On your table you have copies of what each level from 2-6 looks like against these 3 strands.You also have a selection of work from a child. Using the sheet to hi-light in your groups. Can you decide what level this child is at/ what is required for him to progress further. You have 10 minutes. Now do the same with your own pieces of work.