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2. Moderation as part of learning, teaching and assessment George M Sinclair Transforming lives through learning

3. Planning A Head • Year Planning: • Based on SIP • Es and Os • Principles and practice papers • Curriculum areas • IDL • Wider life of the school • Design principles

4. A Moderation Model • With a colleague, work through the following process.

5. Spine Planning Learning: Taken from year plan • Learning Intentions • Success Criteria • Learning and Teaching • Pedagogy • Assessment • How?: • formative vital • evidence retained • next steps

6. The Feedback Loop • Year Planning • Es and Os • Principles and Practice • Planning Learning and Teaching • Learning Intentions • Success Criteria • Learning and Teaching • Assessment

7. The Beating Heart • Can they? • Plan forward together – check back together • Dialogue • CPD

8. The first time you work through this with colleagues: • Keep it simple • Discuss at all stages • Aspects may seem artificial but it gets you into the process • Issues – beware of ‘ticking boxes’ and watch workload

9. Adding Limbs • Planning Learning and Teaching • Planned with appropriate peers, e.g. P2-4 for progression • Input from children • Opportunities for breadth, challenge and application • Use Principles and Practice papers • Grouping of experiences and outcomes • across the curriculum areas where relevant • Must be natural – not contrived

10. Adding Limbs • Learning Intentions: • Planned with peers • Planned with children and tailored to needs • Child friendly language – do they understand? • Success Criteria: • Planned with peers • Planned with children and agreed with them – language appropriate? • Linked to standards in Es and Os or Principles and Practice papers • Linked to the 7 design principles • (Ideally enmeshed but initially may be considered separately)

11. Adding Limbs • Learning and Teaching • Classroom environment • Collaborative work • Skills development • Intellectual Challenge • Ongoing discussion and engagement with children • Input from/role of parents

12. Adding Limbs • Assessment • Diagnostic assessment • Peer and self-assessment by children • Link back to: • success criteria • Es and Os • principles of practice • ‘Can they?’ How much and how well? Evidenced by say, write, make, do. • Variety of assessment approaches • Proportionate and manageable – sampling

13. The Feedback Loop • Year Planning • Es and Os • Principles and Practice • Planning Learning and Teaching • Learning Intentions • Success Criteria • Learning and Teaching • Assessment

14. The Feedback Loop Continued.. • Does the evidence meet the quality required? • Share the “feedback loop” with children – agree strengths and next steps • Share the “feedback loop” and agree standards with colleagues – valid and reliable? • Feedback to and support from parents • Profiling undertaken by children from the learning and evidence gathered • Display work aligned to success criteria and Es and Os • Evidence to be retained – manageable • Share with other colleagues – peers, Head Teacher/Depute Head Teacher, authority – sampling • Evidence for reporting – proportionate!

15. Next Steps • Reflection: • Breadth, challenge and application in future learning from the above experience and evidence of outcomes. Amend/update year plan. • Over the year this gives a building and clear picture of children achieving aspects of work and of their progression related to the year plan (as amended on an ongoing basis).

16. Secure Learning End of Session? Achieving A Level? Breadth, Challenge And Application Holistic Not Tick Box Range Of Evidence Significant Body Of Evidence Professional Judgement Supported By Moderation Significant Aspects Of Learning Pre-requisite To Ensuring Successful Progression This is moderation at a more global scale in terms of a young person. It should, at times, involve dialogue with colleagues

17. Secure Learning… • Teacher is able to say with confidence “he/she can” and, as necessary, • can say that learning is secure.

18. The Beating Heart • Can they? • Plan forward together – check back together • Dialogue • CPD

19. The Beating Heart • Thus: • Moderation is integral to learning, teaching and assessment • The learner is central to the process • Moderation quality assures the assessment • Moderation checks the validity and reliability of assessment • Moderation supports profiling and reporting • Moderation is fundamental to the whole process

20. Finally and Importantly… • Moderation is for EVERY BODY • And the beat goes on…. • This is an on-going process. There is a need for moderation with and for children and young people next year and the year after……

21. Activity • If moderation was really effective and efficient in your establishment, what would it look like? • What is it like at the moment? • What steps could you take to narrow the gap? • Use the post its to capture your answers. Share around the table and then post your answers on the relevant flipchart.

22. www.educationscotland.gov.uk Transforming lives through learning