Moderation File

[Guest]

Hi there,

I have read that quite a few people do this. I don't have one yet, but plan on doing one. I have a moderation group meeting in July and they have asked for 3 different ability of evidence. Now do I bring in three portfolios of different ability children, or doi I just bring in my moderation file. Please help, thank you

[Susan]

Take both!

 

Then you can prove why the children you have selected are as they are, should you need to???

[Guest]

I'd say take what you have. Individual portfolio's that show evidence to back up your judgement should be fine. If you've made a start on a moderation file, take that ... but it's a mamouth and on-going task, so don't let yourself get too stressed, just explain that this is a work in progress. If you know which areas are being moderated, and you are just making a start on your moderation file, maybe you could concentrate on building these sections first.

 

Harricroft

[Guest]

I am just thinking ahead about which children's portfolios to bring. We are being moderated on KUW and PSE. Do I take 3 different abilities for both of these areas.

By the way do you have evidence for all the points you are being moderated on. For example if a child got an 8 in emotional' then do I need to show evidence for points 1-7. I hope that is clear.

Last year the moderator came to our school and just looked at 3 abilites and their highest score for each aspect.

 

I shall look forward to other people's replies.

 

Laura

[Guest]

Oh how I hate all this! I take my whole moderation portfolio, but there is not much in it. Lots of the evidence is in my head - especially for the simplest FSP points. Sometimes I find it more valuable to record evidence to show why they haven't achieved the points! I keep loads of assessments - often annotated class lists, but I don't rewrite everything under each child's section of the portfolio. Am being moderated this year and feel quite stressed at the thought! So, in answer to your question: No I don't have written evidence for all the points!

[Guest]

I would take three different ability levels for each area - one on the stepping stones, one within the early learning goals and one achieving highly/point 9 if you have it. You don't need to have evidence for all points being moderated - ie child achieving 8 might not necessarily have got 4-8 as they're not heirarchical (?spelling). But if you are scoring at 9 they will have to have achieved 1-8.

 

I think everyone find moderation stressful, but usually things are fine and it is nice to have the reassurance that you're on the right track.

 

Good luck,

Harricroft

[Guest]

Hi lauraraply,

My moderation focus was PSED and CLL

I have just been moderated i too felt stressed about the whole thing. The moderators role is a supporting one it is not an OFSTED inspection! I showed evidence of three children that are at varying developmental stages. I did not evidence every point as this would have been an impossibility. I was expceted to give exlanations of why one child may have achieved a point and not another so they were able to see that there is consisitency when making a decisions. I was also asked did I use the profiles to infrom my planning of what next for the child. I told that I could consider doing evidence of a child developing a skill and then maybe achieveing it as this would show progress. The profiles need to be indvidual to the child for example:

PSED Social Development

4 ELG Works as part of a group /class taking turns share fairly :

Evidence: A asked if we could save a cake for her friend for tomorrow when she comes back to school.

I was also asked about transition from Kindergarten to Reception Class and parent partnership.

I hope this has been of some help and makes sense.

THERE IS NO NEED TO WORRY

best wishes and good luck let us know how you get on

Kathleen

l

[Guest]

Thank you for all being so kind and replying, as I know it has often been discussed