Name of Cluster / SCHOOL X
Key Stage 2 learnerprofile: Level 4
Lower end / Top end
Moderators agree with the cluster’s best-fit judgement for the level; however, this learner profile is more appropriate as a reference for securely within Level 4.Moderators are unable to identify sufficient characteristics of Level 5 in either the commentary or the learner’s work for Oracy and judge the profile to be securely within Level 4. The cluster has identified features of both levels within the profile.
The cluster commentary appropriately reflects the Skills and Range for English over all three attainment targets and relates to level descriptions.However, to strengthen the evidence for Reading and Writing, the cluster commentary should also include reference to adjacent levels.
In addition, the learner profile does not include sufficient contextual information (resource/stimulus material), for example relevantextracts from novelshould be included.
Key Stage 2 learner profile: Level 5
Lower end / Top end
Moderators agree fully with the cluster’s best-fit judgement for this level.
The cluster’s commentary shows clearly why the best-fit judgement has been made and includes appropriate consideration of adjacent levels.
The learner profile reflects the 2008 national curriculum Skills and Range for English over all three attainment targets. Both literary and non-literary Reading and Writing evidence are included for example a diary entry, a persuasive argument, a narrative and a formal letter.
Context and task-setting information is clear and concise and will provide a useful reference source for future school and cluster moderation processes.
Resource materials are included where appropriate and clearly labelled to relate to task.
Key Stage 3 learner profile: Level 4
Lower end / Top end
Moderators are unable to agree with the cluster’s best-fit judgement. There is currently insufficient evidence in order to come to an overall best-fit judgement.
No evidence has been included for Oracy. Evidence for reading includes a general comment based on the learner’s private reading and an example of non-literary analysis. In addition, resource material has not been included to make the assessment clear.
Evidence for writing includes three pieces of work, covering both literary and non-literary evidence. This is sufficient evidence to support the cluster’s best-fit judgement for writing. However, judgments have been applied to each piece separately, rather than to the writing profile as a whole.
To address these issues the cluster should:
- ensure that the learner profile includes evidence for each attainment target;
- ensure that there is sufficient evidence to support each attainment target;
- include reference material to support the assessment of reading;
- focus best-fit judgements on the overall evidence for each attainment target rather than for each single piece of work. This demonstrates the process of moderation, rather than standardisation.
Key Stage 3 learner profile: Level 5
Lower end / Top end
Moderators agree fully with the cluster’s best-fit judgement. The cluster commentary accurately reflects judgements at top end of the level. Appropriate references to adjacent levels are made.
The learner profile reflects the 2008 national curriculum Skills and Range for English over all three attainment targets. A range of literary and non-literary tasks are included for Reading and Writing. Secondary evidence for Oracy includes evidence from an appropriate range of tasks.
Context and task-setting is clear and concise. Resource material is included where appropriate, for example a copy of the poem and extract of the autobiography studied for reading.
This learner profile provides a useful reference source for teachers within the cluster.
General comments
To build on current practice, at both KS2 and KS3, the cluster should:- make use of the good practice identified to address the issues raised in both Level 4 profiles;
- review the assessment of the KS2 Level 4 profile;
- ensure that sufficient contextual information (task details and resource/stimulus materials) is included;
- learner profiles include evidence for each attainment target. As noted in the guidance and exemplified during the pilot’s information meetings, secondary evidence through teacher commentary for Oracy is appropriate; and
- focus best-fit judgements on the overall evidence for each attainment target rather than for each single piece of work. This demonstrates the process of moderation, rather than standardisation.
Profile of sample evidence:
Key Stage 2 Level 4 / Key Stage 2Level 5 / Key Stage 3Level 4 / Key Stage 3 Level 5AT1 Oracy / A(i) / A / Ua / A
AT2 Reading / A(i) / A / Ua / A
AT3 Writing / A(i) / A / A(i) / A
Overall best-fit subject level / Level 4 / Level 5
Key Stage 2 learner profiles / A(i) / A
Key Stage 3 learner profiles / Ua / A
Codes used
A / Agree fully with cluster’s best-fit judgementA(i) / Agree with the cluster’s best-fit judgement but with some issues as noted in report
Ua / Unable to agree with cluster’s best-fit judgement
N / No evidence received
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