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The students who are learning to read and write are provided with a template with pictures and they fill in the blanks. Most of them are able to only write the initial sounds of the words.

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Title of subject and unit moderated in this meeting.

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Please paste in the objectives covered and moderated within this unit.

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The pre-assessment and SAT for the same student have been uploaded to track the progress they have made throughout the unit.

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This is an example of a middle to high attaining students pre- assessment. A clear plan and a detailed organization of ideas was completed by the student, prior to completing this realistic fiction pre-assessment. Some good use of fronted adverbials, adjectives and dialogue used. A clear understanding of punctuation and structure is also evident.

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This is an example of a recount writing pre-assessment completed by a low attaining student. They used nominal time connectives and added few details to their writing. Words such as 'to the' have been left out of their writing. There is no use of adjectives in their writing. Their sentence structure was very basic at this pre-assessment stage.

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Pre K - KG1
Please post a description of the pre assessment process for this unit and a brief explanation of the task.

KG2-Grade 5
Please post a completed pre assessment.

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We can observe significant improvement in the organization and language elements. The student demonstrates confidence in employing various grammatical tools to enhance the quality of their writing. Clear evidence of subheadings, parentheses, commas, adjectives, and adverbs is apparent, indicating their progress throughout the unit.

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Significant progress is evident from this SAT. The student has written this piece of recount writing in paragraphs and have used the past tense. They have also used time connectives and added more detail to their writing. The length of their writing piece has also developed since their pre-assessment, with the assistance of a detailed plan.

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KG2 - G5
Please post the completed SAT of the same student as the pre assessment.

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This is an example of the same (middle to high attaining) students SAT based on Unit One Migration. One again a clear plan and a detailed organization of ideas was completed by the student, prior to completing this realistic fiction story with a connection to migration. Some minor grammatical errors are evident but for the most part, a detailed account of a realistic fiction migration story. A very good introduction, setting the scene and the characters involved. The length of the story was improved upon from the pre-assessment and paragraph content was greatly improved.

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Many more success criteria are included in the SAT compared to the previous drafts. However, the criterion is customized to the students' level to keep it achievable for the students of each level.

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Student completed her recount using the success criteria. Included time connectives, past tense verbs, events in order and adjectives.

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Student used one type of time connective, has some understanding of past tense verbs and her events are not in order.

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Please post a picture of a shared and agreed upon Emerging piece of work, with any related comments.

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This child is currently working at an emerging level with her English writing. With this piece of realistic fiction writing, she did display some of the different features we had been working on in class, such as the use of fronted adverbials and she also structured her writing into separate paragraphs. Since this writing task, this student has focused on checking back over her work, revising and editing it so that she is producing her best possible work and using more of the features from our class checklists. I am very confident and pleased with the progression she is making with her writing, moving into Unit 2 and fantasy narratives.

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In Grade 4 writing, a student at expected level showcased their skills of writing an explanation text. Following the writing checklist, the text is written in paragraphs and organized using fronted adverbial and sub-headings, the writing is legible. The use of commas are visible and many other success criteria can be seen. While these elements shine, there's potential for growth by incorporating relative clauses, parenthesis and a labelled diagram.

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Student completed recount with picture prompts. Is able to use time connectives but not past tense verbs and putting events in order.

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Please post a picture of a shared and agreed upon Expected piece of work, with any related comments.

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This is an example of an expected piece of writing in Grade 5. The student wrote a story based on a realistic fiction and used some features from our Narrative Checklist. The students story flows well, is neatly organised and they have clear, neat handwriting. The student can use fronted adverbials, expanded noun phrases and dialogue in their story. They are missing some features in their writing to make this exceeding work such as metaphors, alliteration and relative clauses. This work was corrected through peer assessment where you can clearly see the students partner has corrected mistakes from their writing piece and highlighted the features that worked well.

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This final writing assessment was done independently. this group of students used their phonic sounds to decode and write words from the story. They were supported with pictures and questions by the teacher.

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Here's an example of an exceeding writing. The clear use of explanation elements, such as chronological order, paragraphing, sub-heading, use of comma, relative clauses and parenthesis, indicates that the piece exceeds expectations. Additionally, it's apparent that thorough revision and editing is employed to further improve the final published work.

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Student completed her recount using the success criteria. Included time connectives and past tense verbs. Areas for improvement; adding more details and extending her sentences.

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Published recount writing

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Please post a picture of a shared and agreed upon Exceeding piece of work, with any related comments.

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Here a sample of exceeding writing. It is clear that the piece is exceeding due to the realist fiction features present, e.g. direct speech, structure, introducing characters and setting). As well as this, there is clear and obviously revising and editing that will be used to enhance their published piece of writing.

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Students had to draw some parts of the story. Students do not need to label yet but need to be able to explain verbally

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Students did a fantastic job in remembering the story, using phonic sounds to decode words. They need to be reminded about sentence structure in the future. Most of them have a neat handwriting and are able to draw and label their drawings.

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The Emirati student has followed the success criteria and have clearly used sub-headings, chronology, paragraphing and illustration. Some areas of improvement are; spellings, details and explanation, time words and glossary. Along with the next step marking teacher has also provided verbal feedback to the student.

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Student completed the recount independently and included all the features of a recount.

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Please post a picture of a (or multiple) Emirati pieces that were discussed at the meeting, please also comment on the consistent promotion/monitoring of the Emirati cohort during this unit.

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An example of an emerging Emirati student. The student has revised and edited their work and later implemented the prompts given and suggested changes. The student struggled to structure their writing correctly and use the features from the success criteria.

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Students had to draw parts of the story and label by writing the initial sound for each picture, for example "g" for grass or "m" for mud. Students also had to try and explain verbally what they drew.

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Student wrote a recount about our trip to Velocity. She included the features of a recount; time connectives capital letters, full stops and past tense verbs. Throughout the unit, student was monitored and given regular feedback. She was also provided with the success criteria checklist to self-assess and review her writing.

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Please post a picture of a SEND piece of work discussed at the meeting.
Any comments on the provision for this particular student also helpful.

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Here is a copy of an SEND student. The student was given a writing template to enable them to complete their SAT. This is a good example of differentiation used in G5 English writing.

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Students had to draw all parts of the story and label by blending the the words of the picture. Students also had verbally explain their work.

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Our SEND student understands instructions and is able to sit with focus. He enjoys drawing and writing.

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SEN- when added information to the previous model.

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This student is achieving expected level. He achieved most of the success criteria except for past tense verbs and adjectives. Student is provided with the success criteria checklist to self-assess and review his writing. Was also provided with picture prompts from our field trip.

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SEN- Life cycle information to support writing.

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We provided support for the SEN student throughout the process. The student received a life cycle diagram to recreate, and they were encouraged to add information to it using their own words.

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Draft of recount- EAL

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Please insert a picture of an EAL piece of work that has been discussed at the meeting.
Any comments regarding the consistent EAL provision also useful.

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This child moved to Dubai and RWA only this year and has worked extremely hard on her English literacy skills. With this piece of fantasy writing as a pre-assessment, I note some very positive improvements from the beginning of the academic year. For example, she is now structuring her writing into clear paragraphs, making use of more descriptive language and also inputting fronted adverbials successfully within her writing. With continued EAL support and guidance, I am positive that as the year goes on, this child will continue to progress onwards with her English writing.

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Students had to illustrate and verbally explain their drawings.

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EAL students were able to say a few words from the story. They were able to sequence, match the pictures and say a few words. They showed their understanding by drawing and choosing/copying the correct words for the blank spaces.

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This is the final piece for the entire unit, and the EAL student has completed three writing assignments in the cycle. The current work incorporates feedback from the teacher on the initial draft, reflecting the student's development of necessary skills. The writing is clear and organised, they are using topic-specific vocabulary and have created a personalised glossary to translate these words into their mother tongue. The teacher's verbal feedback played a key role in helping the student improve this published piece.

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Student completed with EAL teacher support. Was given the key words to complete the sentences and put the time connectives and events in order.

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Please document (in short sentences or bullet points) the discussion points or findings from the moderation meeting. Particularly where a disagreement has been discussed and agreements collectively reached.

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1. Narrative comprehension questions was the area where G5 fell down most on last year's GL's. Narrative writing is not done again after Unit 2 and this is something that we must look at going further.

2. It is important that we are consistent with our use of RWA marking throughout the writing book. This can even be done after a paragraph or two and doesn't have to be confined to the end of a piece of writing. It is also important to make a note on the books when we have provided support or verbal feedback.

3. Support teachers should ensure that they are marking and signing the books of the children that they are working with.

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During Moderation we discussed the criteria for HA/MA/LA and came to a conclusion that students do not need to copy any words modelled by the teacher. HA can try to label independently and MA can try to use initial sounds to label. LA can verbally explain their activity and teachers can annotate.

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1. Make sure to mark the objective related to parentheses.

2. We checked and assessed the trackers to ensure that all teachers are aligned. We also confirmed that any variations in the results of specific objectives are not because of a misunderstanding in marking, but rather due to differences in the students' abilities.

3. Students scoring '3' should be put on intervention if they are not SEN/EAL.

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Please post a photograph as evidence collection from the moderation meeting.