KS1 Assessment Update - WTS 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) Rosie’s Diary – a diary entry; B) A letter to the Queen – a letter; C) How to make rocky road cake – a set of instructions; D) Owls – information writing; E) My Magical Adventure Story – a story. All of the statements for ‘working towards the expected standard’ are met. Even though several of the statements for ‘working at the expected standard are met’, there is insufficient evidence to meet the overall requirements of this standard. Each piece is accompanied by a detailed STA commentary: there is no expectation that schools will create such commentaries
Transcript
KS1 Assessment Update - WTS
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) Rosie’s Diary – a diary entry; B) A letter to the Queen – a letter; C) How to make rocky road cake – a set of instructions; D) Owls – information writing; E) My Magical Adventure Story – a story. All of the statements for ‘working towards the expected standard’ are met. Even though several of the statements for ‘working at the expected standard are met’, there is insufficient evidence to meet the overall requirements of this standard.
Each piece is accompanied by a detailed STA commentary: there is no expectation that schools will create such commentaries
Pupil 3 - Piece A: Rosie’s Diary - a diary entry
Supporting commentary – piece A The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher:
demarcating some sentences with capital letters and full stops There is clear evidence of sentence demarcation across the collection, eg
o She had to go in It was wet and sliemee [A]
Segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly Across the collection, there are some examples of the pupil selecting the correct grapheme to represent the phonemes in words, eg o morning, brother, reading, book, like, back [A]
However, this is not yet consistent or secure. In many cases, both the correct and incorrect versions appear in the same piece, eg owt –out [A]
spelling some common exception words Across the collection, many of the year 1 common exception words are spelt correctly, eg
o the, my, me, a , I, his, to , they, was, said, here, go, there, she, come [A]
forming lower-case letters in the correct direction, starting and finishing in the right place Across the collection, lower case letters are correctly formed, starting and finishing in the right place.
forming lower-case letters of the correct size relative to one another in some of the writing. In some pieces, there is only a limited height difference between those letters with ascenders and those without. However, across the collection as a whole, there is sufficient evidence of lower-case letters being of the correct size relative to one another to meet the requirements of this statement.
using spacing between words The spacing between words is appropriate for the size of the handwriting.
Pupil 3 - Piece B: A letter to the Queen - a letter
Pupil 3 - Piece B: A letter to the Queen - a letter
Supporting commentary – piece B
The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher:
demarcating some sentences with capital letters and full stops There is clear evidence of sentence demarcation across the collection, eg
o My name is Joseph and I love mafs [B]
Segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly Across the collection, there are some examples of the pupil selecting the correct grapheme to represent the phonemes in words, eg o name, hard, cake, home, found, out, animal [B]
However, this is not yet consistent or secure. In many cases, both the correct and incorrect versions appear in the same piece, eg
spelling some common exception words Across the collection, many of the year 1 common exception words are spelt correctly, eg
o my, is, I, love, a, to, you, today, Are, is, your, the, come, house, We [B] o because, old [B]
forming lower-case letters in the correct direction, starting and finishing in the right place Across the collection, lower case letters are correctly formed, starting and finishing in the right place.
forming lower-case letters of the correct size relative to one another in some of the writing. In some pieces, there is only a limited height difference between those letters with ascenders and those without. However, across the collection as a whole, there is sufficient evidence of lower-case letters being of the correct size relative to one another to meet the requirements of this statement.
using spacing between words The spacing between words is appropriate for the size of the handwriting.
Pupil 3 - Piece C: How to make rocky road cake - a set of instructions
Supporting commentary – piece C
The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher:
demarcating some sentences with capital letters and full stops There is clear evidence of sentence demarcation across the collection, eg
o Now put the cheries in the chocolate mixture and stur them for 15 minutes [C]
Segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly Across the collection, there are some examples of the pupil selecting the correct grapheme to represent the phonemes in words, eg o soap, little, wait, breaking, mixture, baking, tray, cake [C]
However, this is not yet consistent or secure. In many cases, both the correct and incorrect versions appear in the same piece, eg
o chocolat – chocolate [C]
spelling some common exception words Across the collection, many of the year 1 common exception words are spelt correctly, eg
o of, a, your, the, you, are, has, be, put [C] o water, break [C]
forming lower-case letters in the correct direction, starting and finishing in the right place Across the collection, lower case letters are correctly formed, starting and finishing in the right place.
forming lower-case letters of the correct size relative to one another in some of the writing. In some pieces, there is only a limited height difference between those letters with ascenders and those without. However, across the collection as a whole, there is sufficient evidence of lower-case letters being of the correct size relative to one another to meet the requirements of this statement.
using spacing between words The spacing between words is appropriate for the size of the handwriting.
Pupil 3 - Piece D: Owls – information writing
Pupil 3 - Piece D: Owls – information writing
Supporting commentary – piece D
The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher:
demarcating some sentences with capital letters and full stops There is clear evidence of sentence demarcation across the collection, eg
o Owls are nocturnul because they sleep at day time and hunt at night time [D]
Segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly Across the collection, there are some examples of the pupil selecting the correct grapheme to represent the phonemes in words, eg o food, about, wing, helps, jumping, back, live, barn, cave [D]
o now – know; slep – sleep [D]
spelling some common exception words Across the collection, many of the year 1 common exception words are spelt correctly, eg
o are, they, the, of, a, you, by, to, there, some, where [D] o because, eyes, fast, whole [D]
forming lower-case letters in the correct direction, starting and finishing in the right place Across the collection, lower case letters are correctly formed, starting and finishing in the right place.
forming lower-case letters of the correct size relative to one another in some of the writing. In some pieces, there is only a limited height difference between those letters with ascenders and those without. However, across the collection as a whole, there is sufficient evidence of lower-case letters being of the correct size relative to one another to meet the requirements of this statement.
using spacing between words The spacing between words is appropriate for the size of the handwriting.
Pupil 3 - Piece E: My Magical Adventure Story - a story
Supporting commentary – piece E
The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher:
demarcating some sentences with capital letters and full stops There is clear evidence of sentence demarcation across the collection, eg
o One night a bom gon of in the UK. It was fogy and loud. [E]
Segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly Across the collection, there are some examples of the pupil selecting the correct grapheme to represent the phonemes in words, eg o night, loud, shoot, name, drive, glasses, never [E]
o amy – army [E]
spelling some common exception words Across the collection, many of the year 1 common exception words are spelt correctly, eg
o the, One, a, was, my, is, they, are, he, we, to, your [E]
forming lower-case letters in the correct direction, starting and finishing in the right place Across the collection, lower case letters are correctly formed, starting and finishing in the right place.
forming lower-case letters of the correct size relative to one another in some of the writing. In some pieces, there is only a limited height difference between those letters with ascenders and those without. However, across the collection as a whole, there is sufficient evidence of lower-case letters being of the correct size relative to one another to meet the requirements of this statement.
using spacing between words The spacing between words is appropriate for the size of the handwriting.
