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improving standards in learning and teaching: the role of the subject leader in moderating work samples

improving standards in learning and teaching: the role of the subject leader in moderating work samples. Analysis can provide:. Insights into the standards attained by different pupils: progress (learning over time) rate of learning attainment of different groups of pupils (inclusion)

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improving standards in learning and teaching: the role of the subject leader in moderating work samples

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  1. improving standards in learning and teaching:the role of the subject leader in moderating work samples

  2. Analysis can provide: Insights into the standards attained by different pupils: • progress (learning over time) • rate of learning • attainment of different groups of pupils (inclusion) Insights into the quality of teaching: • match of work to pupils attainment • quality of marking • range of activities

  3. Analysis can provide: Insights into pupils’ attitudes to work: • quality of presentation • completion of work Insights into leadership and management: • compliance with school policies

  4. What evidence might we have? • Extent to which standards are in line with national expectations • Progression of skills throughout the school • Coverage of skills throughout the school • Standards of presentation / pupils attitudes • Are needs of all learners being met

  5. Useful reference material: NC level descriptors. NC in action website examples www.ncaction.org.uk/ QCA foundation subject assessment materials. Ofsted – inspecting subjects 3-11, guidance for inspectors of schools.

  6. The moderation process

  7. 1. Skills progression • Make sure you clearly understand what the key skills are for the subject [use National Curriculum]. • Make sure you have a skills progression for each skill at each level – for primary up to Level 5. • This could be supplemented with examples from the commentary sections of the pupil examples on the ‘NCinaction’ website.

  8. 2. Collecting work samples • Notify all colleagues in advance that you will be collecting samples at the end of a term / set date. Give them a copy of the skills progression and make sure they are aware of expected standards (levels) for their year group. • Get a spread of achievement – lower, core, higher and a rough idea of how many other pupils are represented by each sample given. • Make sure they understand why you are doing this – to improve standards of learning+teaching. • Give examples of what the evidence might be – not just stuff in books.

  9. 3. Moderating the work • Scrutinise the work samples against the skills progression and the expected attainment for that year group. • Use pupil work examples from ‘NCinaction’ website examples to support the process and inform judgements. • Collect evidence - photographs / photocopies of work. • Make a note of areas where learning outcomes successfully meet expected attainments. Make a note of those where it does not.

  10. 4. Give feedback to teachers • Give individual feedback to teachers focused on successes – related to the progression of skills statements. • Give suggestions of what they need to improve to help children secure progression within or to the next level. • Some issues may be worthy of whole school feedback or development. • Repeat the cycle later in the year.

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