Brixton Learning Collaborative year 3 joint writing moderation Participating schools: St John’s Angell Town, Jessop Primary, Hill Mead Primary, St Saviour’s Primary, Stockwell Primary.
The Process • In June 2015, Year 3 teachers from Brixton Learning Collaborative schools met for an afternoon to jointly moderate writing from a case study child they judged to be ‘at’ age related expectation. The teachers worked with the New curriculum goals for writing, particularly focussing on the goals for Composition, with which to jointly moderate the case study examples. The case study work included examples both from literacy lessons and from other subject lessons. The following slides include examples of children’s work together with teacher’s explanations as to why they feel this work is at ARE. At the end of the presentation is a summary of the New Curriculum goals used in the moderation session. • It is hoped that this bank of examples will be useful to other year 3 teachers who wish to look at other children’s work judged by colleagues to be ‘at’ ARE. • Many thanks to all the teachers who took part and in particular to Becky Lawrence from Hill Mead Primary for leading the session.
Example 1 • Producing work which is organised, imaginative and clear. • Using ambitious vocab • Next steps: to vary sentence openers and begin to use paragraphs
Example 2 • Able to use a range of forms appropriately • Can use most punctuation accurately
Example 3 • A well structured range of vocabulary • Punctuation used including dialogue, speech marks and apostrophes
Example 4 • This child is at ARE for the end of year 3 • She is a confident, creative writer with a good sense of purpose/audience • She uses varied and appropriate vocabulary • She is beginning to write I paragraphs and writes at length • She uses a wide range of conjunctions • She uses mainly accurate sentence punctuation including direct speech • Next steps: independent editing and improving
Example 5 • Good vocabulary choices • Work has been planned • Used paragraphs • Shows variation in sentence structure
Example 6 • Humanities ARE: • A range of adventurous vocabulary, writing in the style of the genre
Example 7 • This child is ARE because: • She can plan, write and begin to edit her work • She’s beginning to use paragraphs and punctuate her work accurately • Next steps: to use more adventurous language and grammar, and be consistent.
Example 8 • This child is at ARE because: • They use adventurous vocabulary • The writing shows a familiarity with text types • The paragraphs are organised around themes
Example 9 • This child is at ARE because: • The paragraphs are organised around themes • They are using organisational devices • Ideas are discussed in the writing and it uses a controlling tone
Example 10 • This is an example of extended writing at ARE: • It shows good vocabulary choices though there is a slight repetition of ideas • There is a clear structure and progression of ideas • Next steps to expand description and improve spellings
Example 11 • This is a child who is at ARE. • Next steps for this writing would be to: • Edit work independently, reading and rewording paragraphs • Extend vocabulary including conjuctions
Example 12 • This is a child who’s writing is at ARE • Next steps would be to: • Extend vocabulary • Vary sentence starters • Write more
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