range of work provided to agree the best-fit. Schools within the best clusters are continuing to produce profiles to the standard The Welsh Language Support Team will expected for external moderation with detailed written teacher / support standardisation and moderation (KS2, school based commentary providing the background of the pupil, KS3 and at KS4) across the 5 LA’s in order to task contexts and cross referencing between the profile and the establish a common understanding and level descriptions (including adjacent levels). The teachers were application of standards across schools and able to appropriately able to scrutinise each other’s evidence and LAs. challenge where appropriate. There was evidence of internal moderation prior to cluster moderation at both KS2 and KS3. The EAS in Education Team will utilise the EAS Excellence in Teaching Framework Key 3 as a tool for raising standards of teaching and learning in Welsh and Welsh Second The percentage of learners at the end of Key Stage 3 who reach Language and to promote best practice. The at least Level 5 in the teacher assessment of Welsh Second team will define, on a subject level, the Language are noted in the table below. characteristics of the 6 elements of the framework and will provide and capture practice worth sharing to support the delivery of the framework. Targets KS2: It is not a statutory requirement for schools to set targets for improvement for non-core subjects however the following targets are set as aspirational targets for schools. Over the last 3 years the% of pupils achieving at least the expected level across SE Wales schools has increased (+10.6%).The percentage of pupils achieving at least the expected outcome is on a par with the Wales average (+0.2%). Girls outperform boys by 17.6% (Wales variance 17.2%). Caerphilly is the lowest performing LA with the percentage of pupils achieving L5+ being -5.3% lower than the Wales average.
range of work provided to agree the best-fit. Schools within the best clusters are continuing to produce profiles to the standard expected for external moderation with detailed written teacher / school based commentary providing the background of the pupil, task contexts and cross referencing between the profile and the level descriptions (including adjacent levels). The teachers were able to appropriately able to scrutinise each other’s evidence and challenge where appropriate. There was evidence of internal moderation prior to cluster moderation at both KS2 and KS3. Key 3 The percentage of learners at the end of Key Stage 3 who reach at least Level 5 in the teacher assessment of Welsh Second Language are noted in the table below. Over the last 3 years the% of pupils achieving at least the expected level across SE Wales schools has increased (+10.6%).The percentage of pupils achieving at least the expected outcome is on a par with the Wales average (+0.2%). Girls outperform boys by 17.6% (Wales variance 17.2%). Caerphilly is the lowest performing LA with the percentage of pupils achieving L5+ being -5.3% lower than the Wales average. The Welsh Language Support Team will support standardisation and moderation (KS2, KS3 and at KS4) across the 5 LA’s in order to establish a common understanding and application of standards across schools and LAs. The EAS in Education Team will utilise the EAS Excellence in Teaching Framework as a tool for raising standards of teaching and learning in Welsh and Welsh Second Language and to promote best practice. The team will define, on a subject level, the characteristics of the 6 elements of the framework and will provide and capture practice worth sharing to support the delivery of the framework. Targets KS2: It is not a statutory requirement for schools to set targets for improvement for non-core subjects however the following targets are set as aspirational targets for schools.
Monmouthshire-SEWC-WESP-14-01-14-Website.docx