KS1 Assessment Update - EXS

The following materials were used in the recent STA Moderator training to support further understanding of the expected standard.

The collection includes the following pieces: A) The Great Storm Cat - a re-telling of a story; B) Mowzer - a character description; C) A letter to Tom - a letter; D) How to Make Tom’s hot Chocolate - a set of instructions; E) Jeremiah's Adventure – a story. With the exception of some of the handwriting statements, all of the statements for ‘working at the expected standard’ are met, as well as all of the statements for ‘working towards the expected standard’.

Each piece is accompanied by a detailed STA commentary: there is no expectation that schools will create such commentaries Across the collection:

Almost all sentences are demarcated with capital letters and full stops, with only occasional errors.

Question marks and exclamation marks are used mostly correctly.

Almost all the year 1 common exception words that are used are spelt correctly, eg they, are, was, were, said, full, where, love, your, friend, there, house, some.

Pupil 1 - Piece A: The Great Storm Cat - a re-telling of a story

Pupil 1 - Piece A: The Great Storm Cat - a re-telling of a story

Supporting commentary – piece A

The pupil can write a narrative about their own and others' experiences (real and fictional), after discussion with the teacher: demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation

marks o How delecious they would be! [A]

using sentences with different forms in their writing (statements, questions, exclamations and commands)

o In The Great Storm Cat [A], the sentences are predominantly statements, in keeping with the features of a narrative (The next morning Mowzwer and Old Tom slowly and quitely strolled down to the harbour and jumped into the boat.). Commands and a question are appropriately integrated into the dialogue to portray Old Tom’s growing desperation, captured in the abrupt command (“Sing Mowzer”), and his subsequent question (“Can you sing?”). Once the storm has subsided, the softer command (“Now let’s go fishing Mowzer,”) suggests a feeling of relief as normality is restored, whilst the exclamation (How delecious they would be!) expresses Mowzer's earlier anticipation of a fishy meal.

using some expanded noun phrases to describe and specify

o In The Great Storm Cat [A], expanded noun phrases describe the sea (the calming sea); the storm (a terrible storm); and the Great Storm Cat (eyes like green traffic Litghts; the powerful storm cat).

using present and past tense mostly correctly and consistently

o Throughout The Great Storm Cat [A], the simple past tense is used correctly and consistently to relate the events that happened during Mowzer and Old Tom’s fishing trip (Mowzer Purred Loudly; The rain poured down and huge waves rocked the boat), while the present tense is used correctly for the dialogue (I want to go home; “Mowzer My handsome I need to get the fish in.”).

using co-ordination (or/and/but) and some subordination (when/if that/because)

o In The Great Storm Cat [A], clauses are predominantly joined by co-ordinating conjunctions to extend ideas and add further information (strolled down to the harbour and jumped into the boat; Mowzer Purred Loudly and thought about the fish) or to provide contrasting information (Mowzer thought it was Just Lights but they were eyes). Subordination establishes the relationship between events (When they untied the boat…; When the storm Cat heard the singing…; as he threw out the net…).

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

o clam-calm; therw-threw [A]

spelling many common exception words

o old, could, would, Great, eyes, half, again [A]

spelling some words with contracted forms

Most words with contracted forms are spelt correctly, eg let’s [A]

adding suffixes to spell some words correctly in their writing, eg -ment, -ness, -ful, -less, -ly

o untied, strolled, trapped, calming sea, louder, sweeter [A] In addition there are some of the cited example suffixes, eg o slowly, calmly, loudly, gently, powerful [A]

Pupil 1 - Piece B: Mowzer - character description

Supporting commentary – piece B

The pupil can write a narrative about their own and others' experiences (real and fictional), after discussion with the teacher: demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation

marks o Why didn’t she like having her right ear tickled? [B]

using sentences with different forms in their writing (statements, questions, exclamations and commands)

o In Mowzer [B], with the exception of the final, somewhat teasing, question (Why didn’t she like having her right ear tickled?), statements are used throughout as is appropriate for the descriptive purpose of the piece (Mowzer is a kind, Calm black and White Cat who Lives with Old Tom in cornwall.).

using some expanded noun phrases to describe and specify

o In the character description, Mowzer [B], expanded noun phrases provide descriptive detail of both Mowzer’s temperament and physical appearance (a kind, Calm black and White Cat; a beautiful, bright pink nose) and the place where she lives (a quiet, calm seaside town).

using present and past tense mostly correctly and consistently

o In Mowzer, the character description [B], the correct use of the simple present tense (Mowzer is a kind…cat; she has white socks.) is sustained until the final two sentences where the writing loses consistency, slipping into the simple past tense (She loved it; Old Tom tickeld; Why didn’t she like…).

using co-ordination (or/and/but) and some subordination (when/if that/because)

o In the character description [B], there is some use of co-ordination to provide additional or contrasting information (on the Left ear but not on the right ear) and subordination to explain the way Tom’s actions make Mowzer happy (when Old Tom tickeld…; because old Tom puts delecious fish in them all).

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

o tickeld-tickled [B]

spelling many common exception words

o kind, who, Old, beautiful, because [B]

spelling some words with contracted forms

Most words with contracted forms are spelt correctly, eg didn’t [B];

adding suffixes to spell some words correctly in their writing, eg -ment, -ness, -ful, -less, -ly

o hanging, loved, having [B] In addition there are some of the cited example suffixes, eg beautiful [B]

Pupil 1 - Piece C: A letter to Tom - a letter

Supporting commentary – piece C

The pupil can write a narrative about their own and others' experiences (real and fictional), after discussion with the teacher: demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation

marks o Did you see them? [C] o What a brave man you are! [C]

using sentences with different forms in their writing (statements, questions, exclamations and commands)

o In A letter to Tom [C], which is written by one of the villagers, statements are used to express heartfelt thanks for all that the fisherman has done to save the villagers from starvation (First of all I want to thank you for bravely going out in your small boat when the storm cat was in the sea.). An exclamation is used appropriately and effectively to express their strength of feeling about the actions of this selfless character (What a brave man you are!).

using some expanded noun phrases to describe and specify

o In A letter to Tom [C], expanded noun phrases describe what the villagers saw (that terrible storm; your small boat) and specify the time and venue of the planned celebration (a tea party at the village hall tomorrow).

using present and past tense mostly correctly and consistently

o In A Letter to Tom [C], the writer uses different present and past tense forms appropriately: the present progressive to explain current actions (I am writing); the simple past to refer to the events that took place during that momentous fishing trip (no one wanted to go; I knew you were out; we saw your small boat; we all shouted); and the simple present to issue the invitation to the celebration and express the villagers’ feelings (I want to invitive you; Every one is excited to see…).

using co-ordination (or/and/but) and some subordination (when/if that/because)

o In the letter [C], a range of subordinating conjunctions is used to introduce clauses which consider alternative outcomes (If you didn’t go…because no one wanted to go…when the storm cat was in the sea…If you had not gone…) and explain the villagers’ actions that night (When I saw a light…so I told Bob…As soon as we saw …). The co-ordinating conjunction but emphasises the contrast between Old Tom’s brave, selfless action and the fears of the villagers (no one wanted to…but you did.).

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

o staverd-starved [C]

spelling many common exception words

o every, would, because, told, great, water [C]

spelling some words with contracted forms

Most words with contracted forms are spelt correctly, eg didn’t [C]; adding suffixes to spell some words correctly in their writing, eg -ment, -ness, -ful, -less, -ly

o writing, shouted, cheered [C] o darkest [E] In addition there are some of the cited example suffixes, eg bravely [C]

Pupil 1 - Piece D: How to Make Tom’s hot Chocolate - a set of instructions

Supporting commentary – piece D

The pupil can write a narrative about their own and others' experiences (real and fictional), after discussion with the teacher: demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation

marks o Then stir it so there are no lumps! [D]

using sentences with different forms in their writing (statements, questions, exclamations and commands)

o The set of instructions How to Make Tom’s hot Choclate [D] comprises a sequence of appropriately structured commands (After add coca powder into the warm milk; Then stir it so there are no lumps!), each prefaced by an adverb to clarify the order of events (After, Then, Next) and concludes with a statement which offers the reader a suggestion of how to serve the drink (Finally if you want you can add cream…).

using some expanded noun phrases to describe and specify

o In the set of instructions, How to Make Tom’s hot Choclate [D], expanded noun phrases specify the temperature of the milk at different stages of the process (freshcold milk…the warm milk).

using present and past tense mostly correctly and consistently

o In the instructions [D], there is appropriate use of the simple present in the qualifications which accompany the commands (When the milk is warm; so there are no lumps!).

using co-ordination (or/and/but) and some subordination (when/if that/because)

o In How to Make Tom's hot Choclate [D], co-ordination and subordination are used to specify the precise time sequence of the instructions (Next take the saucepan and put it on the hob; When the milk is warm...) and to introduce the concept of choice (Finally, if you want you can add...).

spelling many common exception words

The set of instructions [D] has only two year 2 common exception words (cold, After)

adding suffixes to spell some words correctly in their writing, eg -ment, -ness, -ful, -less, -ly

o slowly, carefully, Finally [D]

Pupil 1 - Piece E: Jeremiah’s Adventure - a story

Pupil 1 - Piece E: Jeremiah’s Adventure - a story

Pupil 1 - Piece E: Jeremiah’s Adventure - a story

Supporting commentary – pupil E

The pupil can write a narrative about their own and others' experiences (real and fictional), after discussion with the teacher:

demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation marks o Have you stolen my aunities jam tarts? [E]

using sentences with different forms in their writing (statements, questions, exclamations and commands)

o Jeremiah’s Adventure [E], a third person narrative, consists predominantly of statements (Jeremiah put on his flat cap and…boots. The prince started to cry. Quickly Jeremiah and the prince ran back to…Gingerbread cottage.). A series of commands is deployed to convey the wishes of Jeremiah’s grandmother (Jeremiah come quick…Look for the grumpy ugly no-good rober…Go…Look for him), whilst patterned dialogue incorporates the repetitive question (Have you stolen my aunities jam tarts?).

using some expanded noun phrases to describe and specify

o In Jeremiah's Adventure [E], expanded noun phrases support the description, characters and setting, albeit with some repetitive patterning (his colourful, tiny train-set…Lovely tiny Grandma in a massive tasty gingerbread cottage in the darkest forest… the grumpy ugly no-good rober…the evil stepmother…the tall, towering trees).

using present and past tense mostly correctly and consistently

o In Jeremiah’s Adventure [E], although the present tense is used in the first sentence to provide some background information (Jeremiah Jones is 7 today), the simple past is used correctly and consistently throughout the remaining narrative (Grandma yelled...Feeling brave Jeremiah shouted...The prince started to cry). Dialogue between Jeremiah and the characters he encounters in the forest is correctly deployed using the present tense (I'm prowling for three Little pigs...Jam tarts make me sick.) and appropriate use of the simple past (the one how stole).

using co-ordination (or/and/but) and some subordination (when/if that/because)

o In Jeremiah’s Adventure [E], the writer uses co-ordination throughout to link information and provide additional detail (Jeremiah rushed down-stairs and saw the hot colourful Jam tarts; Jeremiah tried to eat it but then the evil stepmother appedrd) with some limited use of subordination to provide explanation and establish the relationship between events (Jeremiah’s auntie can’t go because she is poorly; When the tart cooled down Jeremiah went up…; The prince ate the tarts because…).

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

o In Jeremiah’s Adventure [E], there are a few examples of the incorrect choice of grapheme to represent the phoneme (gon-gone; shadoes-shadows; sore-saw; rezised-resist), and across the collection as a whole there are some examples of misspellings where the pupil has chosen the correct grapheme, but made an error in the order of the letters, eg how-who [E]

spelling many common exception words

o because, after, gold, behind [E]

spelling some words with contracted forms

Most words with contracted forms are spelt correctly, eg , I’m, don’t [E]

adding suffixes to spell some words correctly in their writing, eg -ment, -ness, -ful, -less, -ly

o feeling, walking, tasty, sticky, hungry, darkest [E] In addition there are some of the cited example suffixes, eg poorly, colourful, lovely, bravely, quickly [E]