KS1 Assessment,
Monitoring and
Moderation (2015/16)
January 2016
Aims
 To outline the statutory requirements
of KS1 assessment in 2016;
 To summarise the local authority KS1
assessment procedures for 2015/16.
Science
… and support you to make accurate teacher
assessment judgements in:
P - levels
READING
WRITING
MATHEMATICS
SCIENCE
based on a broad range of evidence across
the curriculum.
‘Teacher assessment is the main focus for end of KS1
assessment and reporting. It is carried out as part of teaching
and learning.
Teacher assessment provides a judgement that is based on
knowledge of how the pupil has performed over time and in a
variety of contexts.’ [KS1 ARA 2016 p22]
o Photographs, class books;
o Exercise books;
o Video or voice recording; observational
assessments and ‘trackers’;
o Cross-curricular examples;
o Statutory tests.
11.7 Local authorities’ responsibilities
LAs must ensure that their maintained schools and any academies, and
independent schools which have chosen to participate in the KS1
assessments, administer the statutory assessment and reporting
arrangements appropriately.
LAs must make arrangements for monitoring the administration of the
PSC.
LAs should ensure their schools:
o understand and follow the statutory requirements set out in this ARA,
as well as any funding agreement requirements;
o are offered support on all aspects of the administration of the KS1
assessments and the PSC (and) have an electronic system to submit
their data;
o are given instructions on how to submit their data;
o are aware of the need to store all assessment materials securely.
KS1 ARA 2016 (p35)
STA: Assessment and reporting
arrangements (2016)
https://www.gov.uk/guidance/2016-key-stage-1assessment-and-reporting-arrangements-ara
https://www.gov.uk/government/publications/2016assessment-and-reporting-arrangements-pdf-format-versions
Standards and Testing Agency (September 2015)
A new video highlighting the key changes to tests and
assessments for 2016 has been produced for schools.
It outlines the main changes to
the tests that will affect schools
and details where to go for
further information.
Important dates and deadlines for
schools involved in administering the
KS1 national curriculum assessments
and submitting teacher assessment.
Key changes for KS1 assessment in 2016
 New tests
 Test administration window
 Interim teacher assessment
frameworks
 Moderation of teacher assessment
 Test orders
STA KS1 ARA 2016:
Section 2
Key changes for KS1 assessment in 2016
New tests
o KS1 test outcomes no longer be reported using levels – scaled
scores used instead: www.gov.uk/guidance/scaled-scores.
o New national curriculum tests will replace previous tests/tasks:
• English reading (Paper 1): combined reading prompt/answer booklet;
• English reading (Paper 2): reading booklet & reading answer booklet;
• English GPS (Paper 1): spelling;
• English GPS (Paper 2): questions;
• Mathematics (Paper 1): arithmetic;
• Mathematics (Paper 2): reasoning.
o No longer a test for English writing.
o Schools should no longer use 2007/2009 KS1 test/task materials.
o Sample tests/materials published to help schools prepare for the
2016 national curriculum tests.
National curriculum assessments:
2016 sample materials (June 2015)
https://www.gov.uk/government/collecti
ons/national-curriculum-assessments2016-sample-materials#history
Key changes for KS1 assessment in 2016
Test administration window
o KS1 tests do not have set days for their administration, but
schools must administer the tests during May 2016.
o A number of schools will be selected to administer one of
the KS1 tests in April 2016 to inform the standard setting for
the tests. These schools should do all the other tests in May.
For any schools selected to administer one of the KS1 tests in
April 2016, participation is statutory.
https://www.gov.uk/guidance/introduction-of-statutory-participation-in-triallingof-national-curriculum-tests-from-2016
Key changes for KS1 assessment
in 2016
Interim teacher assessment frameworks
o Interim TA frameworks have been provided to support
teachers in making robust and accurate judgements for pupils
at the end of KS1 in 2016.
o The interim TA frameworks are for 2015/16 only.
o The interim frameworks set out the standard(s) a pupil will be
assessed against at the end of the key stage for reading,
writing, mathematics and science.
o To show that pupils have met the standard, teachers will
need to have evidence that a pupil demonstrates consistent
attainment of all the statements within the standard.
https://www.gov.uk/government/publications/interimframeworks-for-teacher-assessment-at-the-end-of-key-stage-1
Key changes for KS1 assessment in 2016
Moderation of teacher assessment
o The (national) deadline for submission (of teacher
assessments) to LAs is Monday 13th June.
o Moderation will take place from Tuesday 14th June.
Gloucestershire local authority has
responsibility to ensure that moderation of
KS1 assessment is carried out in line with
statutory guidance as specified in the
2015/16 KS1 ARA.
https://www.gov.uk/guidance/2016-key-stage1-assessment-and-reporting-arrangements-ara
(STA, Dec 2015)
Guidance and requirements to support schools and LAs involved in
KS1 teacher assessment and statutory moderation in 2016.
Schools and LAs have a statutory duty to ensure that teacher
assessment is accurate and in line with the standards within the
interim TA frameworks. The guidance is reviewed annually and
contains changes for the 2015/16.
https://www.gov.uk/government/publications/teacher-assessmentmoderation-requirements-for-key-stage-1
8.5.1 Local authorities
Local authorities have a statutory duty to moderate a minimum of
25% of schools within their area to validate KS1 TA judgements.
They must also moderate any academies that have chosen to be part
of their arrangements.
The guidance for LAs on the KS1 TA includes details of the
moderation process and how to carry out moderation visits.
o During the visits, LA external moderators must scrutinise evidence
of pupils’ work in reading, writing and mathematics.
o LA external moderators provide an independent, professional
validation of the school’s TA by reviewing a sample of evidence.
o If the LA external moderator is unable to validate the school’s TA
judgements, the data set submitted by the school must be
amended to ensure that the TA judgements are in line with the
appropriate standard within the interim TA frameworks.
LAs must provide a transparent appeals process.
KS1 ARA 2016 (p24)
Key changes for KS1 assessment in 2016
Test orders
o Quantities of test materials will be sent to schools based on
their autumn census data.
o Special schools, pupil referral units (PRUs), hospital schools
and secure units can confirm zero test orders by Friday 27th
November, where all pupils are working below the standard
of the tests or pupils will not be participating in the tests.
Participation in the tests
Participating pupils
o Pupils must take the KS1 tests if they:
• have completed the PoS for KS1;
• are considered to be working at the standard of the test.
[Teachers should use their knowledge of each pupil to decide whether to
administer the tests to them. They may use the sample materials to help
inform these decisions.]
o Teachers should not use the tests with pupils who:
• are working below the standard of the tests;
• are unable to participate in the tests using suitable access
arrangements
The headteacher’s decision regarding participation is final.
o If a headteacher decides a pupil shouldn’t take one or more of the tests,
they should explain this decision to the parents.
Participation in the tests
Access arrangements
o Teachers may need to use access arrangements for some pupils so that they
can demonstrate their abilities.
o Arrangements should neither advantage/disadvantage individual pupils.
o Access arrangements can be used to support pupils:
• with hearing impairments;
• with visual impairments;
• who use sign language.
o Access arrangements may be appropriate for pupils:
• with statement of SEN/EHCP as described in the SEN Code of Practice;
• for whom provision is being made in school using the SEN Support
system and/or whose learning difficulty or disability significantly
affects their ability to access the tests;
• who requires alternative access arrangements because of a disability
(which may or may not give rise to a SEN);
• who is unable to sit and work for a long period because of a disability
or because of behavioural, emotional or social difficulties;
• with EAL and who have limited fluency in English.
Reporting results
 Schools must report end of KS1 teacher assessment to their LA.
 For all pupils, schools must submit TA judgements in English
reading, English writing, mathematics and science.
 Schools are not required to report test results to the LA or the
next school when a pupil moves.
Headteachers are responsible for:
o ensuring that the required national processes are followed;
o ensuring that their school’s TA judgements are accurate;
o cooperating with any moderation requirements;
o submitting accurate TA data.
HTs must ensure those carrying out TA have enough opportunity to
become familiar with the interim teacher assessment frameworks.
KS1 ARA 2016 (p26)
Guidance, including relevant documents,
can be found at:
http://www.gloucestershire.gov.uk/schoolsnet/article
/110380/Statutory-requirements-for-assessment
Moderation: local
arrangements (2016)
If your school is selected for a moderation visit in 2016 ...
• … your headteacher will receive a notification letter in
Term 6 (after the TA submission deadline).
• … your moderator will be asked to contact your school
before the ‘Meet the Moderator’ network meeting on
Wednesday 15th June (am), which you will need to
attend.
This meeting will offer teachers (in schools selected for
external moderation) an opportunity to meet their
moderator prior to the formal visit and to receive full
guidance on what will be expected during the external
moderation visit.
Arrangements for schools NOT selected for
moderation
Cluster assessment moderation meetings, which encourage
the involvement of Y3 colleagues, will be held across the
County in June to support effective and accurate assessment
processes.
These will be for English and mathematics combined.
P-scale clinics will be held around the county in April –
details to follow.
LA cluster moderation meetings
 If unable to attend local authority meetings,
schools are requested to take part in local cluster
moderation meetings.
 Each school will be asked to notify the LA of
moderation arrangements so that information is
available should the local authority be
moderated by STA.
Local authority contact
Assessment, monitoring and moderation:
Tim Foster tim.foster@gloucestershire.gov.uk
KS1 2015/16 pupils’ list
What is it?
This is a summary of what the LA believes is the current
position regarding pupils in your school, based on the
school’s own returns.
When do we get it?
All schools will receive their KS1 2016 Pupils List via the
General Transfer community of RM SecureNet Plus from
the Data and Performance Team at the beginning of
Term 5.
What do we do?
Return the list to Data and performance team by 4th May
2016, via RM SecureNet Plus, confirming data is correct or
with amendments where necessary. Any amendments
must be replicated in SIMs.
What’s next?
Subsequently, ALL schools send the electronic KS1 results
file to the LA via KS1 community RM SecureNet Plus
Example of pupil list and possible comments
DfE
School
Name
UPN
Legal
Surname
G
E
N
D
Legal
E
Forename R
DOB
Correct
Y/N
Comments
1234
Water's
Edge
A916123400001 Black
Priscilla
F 01/08/2009 Y
1234
Water's
Edge
B916123400002 White
Jimmy
M 05/06/2009 N
Left on 12/4/16
1234
Water's
Edge
C916123400003 Brown
Joe
F 11/08/2009 N
Gender should
be male , have
changed in SIMs
1234
Water's
Edge
D916123400004 Green
Al
M 10/09/2008 N
DOB is 9/10/08
1234
Water's
Edge
X916123400005 Orange
Jason
M 30/05/2009 Y
1234
Water's
Edge
Y916432100006 Pink
Lilly
F 08/05/2009
New pupil, started
11/4/16
Reporting and Using Results
Please remember… All schools (whether
or not they have been included in the 25%
moderation sample) are required to send the
teacher assessment results electronically to
the local authority using RM SecureNet
Plus to a community called ‘KS1 Return
to LA’.
Results can be submitted from:
Monday 6th June 2016, but no later than Wednesday 8th
June 2016.
These dates are critical in the process to enable us to
provide schools with a summary of the data to be sent to
the DfE.
Schools must check the summary thoroughly and notify
us of any anomalies no later than 19th July 2016.
KS1 ASSESSMENT 2016:
Pupils working below the
expected standard
Tests
 Administered to all who have completed KS1
and are considered to be working at the
standard of the test.
NB includes pupils in Alternative Provision but on
your register.
 Any ‘held back’ last year?
 Access arrangements
 Some still cannot access tests – teacher
assessment only; headteacher’s decision but
should write to parents and LA.
Children not assessed
 Those remaining in KS1 for another year;
 “recently arrived from a different education
system” = A;
 “absent for long periods of time” = A.
Pupils working below the expected standard
Must be teacher assessed




WTS if meets every statement.
If not, check PKFoundation.
If all statements not met, record BLW.
If SEND assess using P-scales.
Assessing using P-scales
Key points:
ONLY for children at/with My Plan/My Plan+/EHC Plan
NOT for Reception OR EAL children
BEWARE use early in Y1
Involve/consult SENCo
P scale documents
gov.uk
 Search P-scales;
 ‘Performance – P scales – attainment targets
for pupils with SEN’;
 July 2014 version!!!
 Using the P scales: examples of pupil
performance.
End of KS1 assessment and pupils with SEND
Use P-scales with pupils with SEND who are working below 1





P1i; P1ii; P2i; P2ii; P3i; P3ii.
P4; P5.
P6; P7; P8.
EN: speaking; listening; reading; writing.
MA: number; using & applying; shape, space & measure.
NB English and/or mathematics levels are only awarded for
pupils at P1i – P3ii
Recording and Reporting P-scales
NC assessment for ALL pupils: A; BLW; PKF;WTS; EXS; GDS
 reading
 writing
 mathematics
 science – EXS or HNM
ADDITIONALLY for pupils with SEND (BLW + P-scale)
assessments in:
 speaking; listening; reading; writing
 using & applying; number; shape, space and measure.
Reaching P-scale judgements
 Not ALL PKFs? Then BLW in NC section
 Some PKFs – then probably P8
 P-scales are “best fit” but …
Pupil A
National
Curriculum
P-levels
Speaking
8
Listening
7
Reading
BLW
Reading
7
Writing
BLW
Writing
6
Mathematics
BLW
Number
7
Using &
applying
6
Shape, space
etc
7
Science
HNM
Pupil B
National
Curriculum
P-levels
Speaking
Listening
Reading
PKF
Reading
Writing
BLW
Writing
7
Mathematics
BLW
Number
7
Using &
applying
6
Shape, space
etc
Science
HNM
Pupil C
National
Curriculum
P-levels
Speaking
Listening
Reading
PKF
Reading
Writing
BLW
Writing
Mathematics
WTS
Number
Using &
applying
Shape, space
etc
Science
HNM
8
TASK
National
Curriculum
P-levels
Speaking
8
Listening
6
Reading
BLW
Reading
8
Writing
BLW
Writing
7
Mathematics
BLW
Number
7
Using &
applying
6
Shape, space
etc
7
Science
HNM
MODERATION CLINICS
 Five/six around the county in April
 Bring completed P-scale form
 Evidence = pupil work; teacher records; teacher
statements
 Class Teacher &/or TA welcome
 After, use P-scale to enable school admin to enter data
accurately.
KS1 Statutory Assessment:
‘The evidence gathering process’
… assessment
is not an end in itself.
It’s main purpose is to tell us where
pupils are now and where they need
to go next.
Assessing and
moderating reading and
writing
A Range of Evidence for Teacher
Assessment of Reading and Writing
• Ensure learning and assessment opportunities
for all of the KS1 NC objectives.
• Opportunities should be in English and across
the curriculum to show pupils can apply their
skills.
• Ensure opportunities for independence and
choice.
• Gather your evidence over time and in a
manageable and meaningful way.
Reading
Range of Evidence for Reading
•
•
•
•
Shared Reading
Whole class activity
Support of the teacher
Mixed ability
Teach whole class objectives
Independent Reading
Essential for ‘Working at greater
depth within the expected
standard’
• Engagement and enjoyment
• Inference
• Prediction based on what has
been read so far
• Make links between books
read
Guided Reading Records
•Small targeted groups
•Specific support of the teacher
•Differentiated ability groups
•Teach specific, targeted
objectives
Cross-Curricular Reading
• Non-Fiction text evidence
• For purpose (research) and
pleasure (whole range of text
types and genre)
• Evidence of greater depth
Assessment Evidence - Written Records
(eg trackers)
Phonics tracker
Reading tracker
Gathering evidence for reading
• Listening to children read – written records of
evidence including evidence of discussions
• Phonic records and trackers
• Spoken and written responses – pupils respond in full
sentences so that evidence is clear.
• Drama – responses to texts where pupil shows
insight
• Creative responses
• Reading journals/logs including showing
preference/opinion – likes and dislikes
• Oral presentations
Gathering evidence for reading
• Extended conversations – to target individual
pupil’s reading skills
• Use a Range of Questions to target skills –
including information retrieval; understanding of
vocabulary in context; inference.
• Speech, thoughts, feelings and actions ‘bubbles’
• Character profiles
• Ordering and sequencing
Pupil Responses to
Reading
thoughts
feelings
Interim TA Framework Reading
Some of the statements contain qualifiers (some, many and most)
to indicate that pupils will not always consistently demonstrate
the skill required. Further guidance to support teachers in making
consistent judgements on these will be provided as part of the
exemplification material. However, where they have been used,
they have consistent meaning with ‘most’ indicating that the
statement is generally met with only occasional errors and ‘some’
indicating that the skill / knowledge is starting to be acquired, and
is demonstrated correctly on occasion, but is not consistent or
frequent.
Teachers should refer to the spelling appendix (Y1 and Y2) of the
national curriculum programmes of study for items marked * to
exemplify the words that pupils should be able to read as well as
spell. (p2)
Reading Interim Assessment Framework:
Working at the expected standard
National curriculum assessments: 2016
sample test materials (June 2015)
Use the test results
as part of your
evidence
https://www.gov.uk/government/collecti
ons/national-curriculum-assessments2016-sample-materials#history
The Key Stage 1 Reading
Test Framework
Developing Pupils’ Independence in Reading
• Experience of a range of fiction and non-fiction
texts
• Responses to familiar and unfamiliar texts
• Speaking in full sentences when responding:
I think John is angry because it says he stomped out
the room.
• Model and Build written responses
• Independent selection of evidence from texts
• Build stamina for reading longer texts and
responding I writing to the questions on them
• Opportunity for prediction and inference
Writing
What do successful writers do?
• Enjoy writing
• Read widely and make
choices for own writing
• Understand that purpose
shapes writing
• Are aware of and use key
features and text types
and genres
• Write for an
audience/reader
• Plan before writing
• Can respond to the
suggestions and responses
of others
• Can develop their ideas
• Don’t dodge good words
• Can reflect, refine,
improve their own writing
• Can explain the choices
they make in their writing.
• Concentrate and have
stamina for extended
writing
Range of Evidence for Writing
•
•
•
•
Pupils’ plans and drafts
Edited writing
More than one story
A range of writing
including non-fiction
• Short pieces of crafted
writing
• Pupil discussions about
choices made – examples
recorded
• Mark book / success
criteria ticked
• Exercise books including
pupils’ responses to
teacher feedback on
assessed writing
• Reading journals
• Day to day marking
• Incidental observations
during shared / guided /
independent work
• Cross-curricular work
• Presentation and
handwriting matter!
Interim TA frameworks – reading,
writing and mathematics
 The framework is to be used only to make a teacher assessment judgement at
the end of the key stage following the completion of the KS1 curriculum.
 The interim framework does not include full coverage of the content of the
national curriculum and focuses on key aspects for assessment.
 Framework not intended to guide individual PoS, classroom practice or
methodology.
 Teachers must base TA judgement on a broad range of evidence from across
the curriculum for each pupil.
 The evidence used must include the KS1 GPS/mathematics test.
 Individual pieces of work should be assessed according to a school’s
assessment policy and not against this interim framework.
o Each standard contains a number of ‘pupil can’ statements.
o Teachers will need to have evidence that a pupil demonstrates consistent
attainment of all of the statements within that standard and all the
statements in the preceding standard(s).
o This framework is interim for the academic year 2015/16 only.
Interim TA Framework Writing
Some of the statements contain qualifiers (eg some, many and most) to
indicate that pupils will not always consistently demonstrate the skill
required. However, where qualifiers have been used, they have
consistent meaning with ‘most’ indicating that the statement is generally
met with only occasional errors and ‘some’ indicating that the skill/
knowledge is starting to be acquired, and is demonstrated correctly on
occasion, but is not consistent or frequent.
Teachers should refer to the national curriculum programmes of study for
items marked * (eg to exemplify the words that pupils should be able to
spell). Where pupils have a physical disability that prevents them from
being able to write, the statements relating to handwriting can be
excluded from the teacher assessment. Where pupils are physically able
to write and meet all of the statements except for being able to produce
legible handwriting, they may be awarded the ‘expected standard’ but
cannot be awarded the ‘greater depth’ standard. This refers to the final
statements within ‘Working towards’ and ‘Working at the expected
standard’. (p4)
Writing Interim Assessment Framework
Working at the expected standard
National curriculum assessments:
2016 sample materials (June 2015)
The National Curriculum kS1
Writing including:
Statutory Appendix 1: Spelling
Statutory Appendix 2:
Vocabulary, Grammar and
Punctuation
https://www.gov.uk/government/collecti
ons/national-curriculum-assessments2016-sample-materials#history
The Key Stage 1 English
Grammar, Punctuation and
Spelling Test Framework
The ‘Content Domain’
follows the National
Curriculum including
the statutory
appendices 1 and 2
Key Stage 1 English GPS Test
Question
Stem Type
Key Stage 1
Identify
Q2 Tick the correct word to
complete the sentence below.
Match
Q4 Draw lines to match the
groups of words that have the
same meaning.
Complete/ Q 16 The verbs in the boxes are
correct/
in the present tense. Write
rewrite
these verbs in the past tense.
Write
Q1 Write the missing
punctuation mark to complete
the sentence below.
Explain
Q15 Why do the underlined
words start with a capital letter?
Build pupils’ skills
over time:
• Starters for
writing sessions
and interventions;
• Individual, group
and whole class
activities.
Developing Pupils’ Independence in Writing
• Everyone uses the terminology of the National
Curriculum.
• Pupils talk in full sentences about their choices for their
writing using the statutory terminology.
• Provide opportunities for pupils to talk about their
writing and the intended effects. This shows whether
they understand how writing works.
•
•
•
•
Give pupils choice.
Fiction and non-fiction writing – a range of purposes.
A range of story writing: adventure, mystery, fable.
Make explicit the transfer of skills across the
curriculum.
Assessing and
moderating mathematics
Evidence of attainment might ...







… be planned for;
… have the element of surprise;
… occur in a context outside the mathematics lesson;
… be observed;
… come from discussion in response to a question;
… be in the written outcome of a lesson;
… not be recorded, but remembered.
To help reach accurate judgements it can be useful, in
addition to considering evidence against national
standards, to also take the following aspects into
account:
• How did the pupil arrive at a solution?
• What was her/his thinking?
• Why did she/he approach the task in that way?
Because the answer we need to make a judgement
will not always be on the paper!
How did the pupil arrive at a solution?
The use of a range of calculation strategies and
jottings can indicate a great deal about the level
at which the pupil is thinking and working.
25 + 27 = 52
What was the pupil thinking? Carefully choosing
a question to elicit the insight you need
Give me an example of
… a pair of numbers
with a difference of 2
… and another and
another.
What is the same
and what is
different about
…97 and 84?
Sam says he has 37p in his
pocket.
He tells his friends that he has
less than 4 coins.
Is this possible? Convince me.
What is the most money he
could have in his pocket?
Make each of
these the odd
one out, giving
your reasons …
2, 3,12
Is it sometimes, always or
never true that … that three
consecutive numbers have
an odd total?
Why did the pupil approach the task in that way?
A set of ten cards, each showing one of the digits from 0 to 9, is
divided up between five envelopes so that there are two cards in
each envelope.
The sum of the two numbers inside it is written on each envelope:
Investigate possible
solutions to this problem.
Rich (and sophisticated) tasks …
… are accessible and extendable
… allow learners to make decisions
… involve learners in testing, proving, explaining,
reflecting and interpreting
… promote discussion and communication
… encourage originality and invention
… encourage 'what if' and 'what if not' questions
… are enjoyable and contain the opportunity for surprise
Developing a scheme of work (National Strategies, 2007)
Be A Mathematician http://nrich.maths.org/9085
‘Mathematicians often know lots of mathematical facts, but, more
importantly, they think about mathematics in different ways.’
The National Curriculum for Mathematics
The Big Picture
https://www.ncetm.org.uk/resources/41229
 web-based tool to support planning
in line with the new curriculum.
 written by teachers for teachers in
KS1-KS3.
NCETM video material to
support the
implementation of the
National Curriculum
Kangaroo Maths Assessment
BAM Tracker Sheets | BAM Tasks | Got It? |
'Build-a-Mathematician' (BAM) Tasks (Stages 3-9)
New assessment tasks (for each mastery indicator) to support the
process of building a picture of a mathematician.
The tasks are ideal to consolidate intended learning, support
deliberate practice sessions and/or use as homework tasks.
The carefully crafted questions have been designed to assess
fluency, reasoning, problem solving and a pupil’s/student's ability
to apply their understanding.
Got It? (Stages 1-9)
Collection of assessments designed to assess pupils'
understanding of all the key concepts and help build a
mathematical profile against age-related expectations.
Assessing and
moderating science
The programmes of study
• Curriculum of ‘expectation’, rather than levels
eg “Subject content”, “Pupils should be taught about …”
• KS1 and KS2 expectation is for “end of key stage”
(although set out in year-by-year format)
• “By the end of each key stage, pupils are expected to
know, apply and understand the matters, skills and
processes specified in the relevant programme of
study.”
Example National Curriculum statements
KS1
Pupils should be taught to:
• observe changes across the four seasons;
• observe and describe weather associated with the seasons and
how day length varies.
Working scientifically
• asking simple questions and recognising that they can be
answered in different ways
Recording assessments
Y6
Electricity
associate the
brightness of a
lamp or the
volume of a
buzzer with the
number and
voltage of cells
used in the
circuit
compare and give
reasons for
variations in how
components
function, including
the brightness of
bulbs, the
loudness of
buzzers and the
on/off position of
switches
use recognised
symbols when
representing a
simple circuit in a
diagram
Electricity
Y6
John
Met
Met
Jane
Met
Met
Johan
Met
Not yet
etc.
•
associate the brightness of a lamp or the volume of a buzzer with the number and
voltage of cells used in the circuit
Exceeded
• compare and give reasons for variations in how components function, including the
brightness of bulbs, the loudness of buzzers and the on/off position of switches
•
Exceeded use recognised symbols when representing a simple circuit in a diagram
John
Exceeded
Met
Jane
Exceeded
Johan
Met
Assessment questions for the teacher.
How many/which statements does John meet by the end of the key stage?
Which children have met all statements by the end of the key stage?
What are Jane’s areas of knowledge/skills? What does Johan need support with?
Developing ‘performance descriptors’
NC statement
(Students who exceed this statement
are able to …)
KS1 - Pupils should be
taught to:
• observe changes across
the four seasons
• observe and describe
weather associated with
the seasons and how day
length varies.
Students who meet
this statement are
able to …
(Students who are not yet meeting
this statement are able to …)
Task
Using your performance descriptors from the previous activity, brainstorm ways
you could gather evidence that students have met the statement.
To do better than just worksheets and tests, base these ideas on:
• Key questions to pupils – be specific!
• Creative writing task
• Using, making, criticising a model
• Producing a display
• Discussion – what would be the stimulus? what would you expect?
• Practical work
• etc.
Interim Framework for science 2015/16
For KS1 science, where results are not used for
formal accountability, the framework contains
one standard: working at the expected standard.
Pupils will be grouped into 2 categories; the
‘working at the expected standard’ category plus
an additional category for those pupils that do
not meet that standard.
Interim Teacher Assessment Framework for science
“Key principles”
(Used) at end of the key stage following completion of KS1/KS2 curriculum.
 … not intended to guide individual programmes of study, classroom
practice or methodology.
 Teachers must base their teacher assessment judgements on a broad
range of evidence from across the curriculum for each pupil.
 Individual pieces of work should be assessed according to a school’s
assessment policy and not against this interim framework.
 Teachers will need to have evidence that a pupil demonstrates
consistent attainment across all of the statements within the
standard. This will draw on assessment judgements that have been
made earlier, regarding science content that has been taught before
the final year of the key stage.
“Does it meet the standard?”
Consider pupil’s work
Standardise
- Look at TAF and any DfE
exemplification
Moderate
- Compare with any DfE
exemplification
Estimate whether it
meets NC standard
Make decision and
note whether it
meets NC standard
(which was previously moderated by
teachers)
Moderate
- Compare with own &
other teachers’/schools’
experience & exemplification
As time passes, could keep a few examples as
they arise, annotated with why standard has been
met – all for internal/cross-school use only
Primary Science Assessment Hub 2015/16
Networking opportunity set up to develop understanding of age
related expectations in primary science and consider what they
may look like in science.
Autumn Term
Andoversford Primary School: Monday 30th November
Spring Term
Churchdown Village Junior school
Tuesday 1st March (3:45-5:15 pm)
Focus Working Scientifically (Y2 and Y6)
Summer term
Meadowside Primary School
(date tbc)
Further details and booking form available at:
http://www.gloucestershire.gov.uk/schoolsnet/article/110556/Primar
y-Science-Resources