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Exceeding writing Reception

Discussion in 'Early Years' started by stresagirl, May 6, 2019.

  1. stresagirl

    stresagirl New commenter

    What do your greater depth writers produce independently to show you they're working above average? We missed out on a local course looking at this so wonder if anyone has a tick list of requirements or is it down to gut feeling / best fit when writers show they can write more than simple sentences?
     
  2. ct186

    ct186 New commenter

    It’s always good to look at the governments DFE’s exemplification. Their official paper is a bit old and only shows "expected" examples (https://www.gov.uk/government/publications/eyfs-profile-exemplication-materials) but when it comes to justifying to the local authority moderators you can say they have at least ticked off all the “expected” and anything more works towards justifying in depth.

    “Best fit” judgements are what the DFE have indicated practitioners use to assess for expected(paragraph 5) so this would probably infer making a greater depth judgement in writing follows the same rule. There doesn’t seem to be a standardised set of criteria and specifics vary from local authority to local authority.

    When the moderators came in we were given a list; it seemed to take on some elements of year 1 which made sense. Luckily prior to moderators coming in we had paid a visit to year 1 and looked at their books at the beginning of the year.

    Some of the stuff included the usual:
    > use of capital letters
    > accurate use of tricky words
    > writing made sense
    > use of conjunctions to expand e.g. and/because etc...
    > use of 2 syllable words
    > extended length of writing
    > write a short narrative independently
    > ....a few others which I can’t quite recall

    It’s all quite subjective(how often is "accurate", how long is "extended"..,) If you can adequately persuade the moderators at the end of the day with comparisons with elements of year 1 criteria, you should be safe. Get some post it notes and stick them on the pages of pieces of work which show the "greater depth" e.g. lesson on instructions on how to make ginger bread men included "time connectives" first, next and then. Accurate use of punctuation should be evident not just once. Maybe chuck in a few lessons on question marks and speech bubbles with shouting using exclamation marks to be on the safe side too. Evidence, comparison and persuasiveness.

    Even if they disagree with you it isn't going to be the end of the world. You know deep down this child is more than ready for year 1 in September even if it doesn't match the exact criteria of what the moderators have chosen this time.
     
  3. grumbleweed

    grumbleweed Lead commenter

    The exceeding descriptor for writing us as follows:

    Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing.

    This is the only descriptor we have and the only one that should be used. Assessment should be best fit and not ticking off statemenrs. Notice that this does not say anything at all about capital letters, full stops, length of writing or complexity of sentence construction. The main focus is on features of narrative, and correct spelling (where expected is mainly plausible). A discussion with a tear on teacher is helpful to check if a child really us working beyond the ELG.

    In our LA we have far too few exceeding writers because schools apply their own criteria and err on the side of caution so when I moderate I'm more likely to upgrade to exceeding than the other way round.

    Always use the most up to date EYFSP handbook, which is published each year. This year's is here
    https://www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook
     
    Camokidmommy likes this.

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