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Edition 10Kathryn’s CPD and Consultancy CornerThe Juniper Express

Assessing KS1 Writing at Greater Depth

By February 28, 2020 No Comments

Things You Should Know When Assessing KS1 Writing  at Greater Depth

‘Make simple additions, revisions and proof-reading corrections to their own writing.’

Whilst this pupil can statement isn’t new, the 2019/20 moderator training has provided a little more clarity:

  • Additions are words, phrases or sentences inserted into a text to enhance the overall effect
  • Revisions are changes or removal of content from a text to improve effectiveness
  • Proof-reading is the process of finding and correcting mistakes in texts before publishing e.g. spelling, punctuation or grammatical errors

 

‘Use the punctuation taught at KS1 mostly correctly.’

Pupils should demonstrate that they can use all of the punctuation taught at KS1:

  • Full stops
  • Capital letters to demarcate sentences, for names and the personal pronoun ‘I’
  • Question marks
  • Exclamation marks (not necessarily for exclamatory sentences)
  • Commas to separate items in a list
  • The apostrophe for contractions
  • The singular possessive apostrophe

There is no expectation that pupils will use inverted commas to punctuate speech.

‘Write effectively and coherently for different purposes, drawing on reading to inform the vocabulary and grammar of writing.’

The National Curriculum states, ‘Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar’.

 When we consider the effectiveness of a piece of writing, we are looking at how the content, vocabulary and grammar impacts on the reader against the overall purpose of the writing.

The KS1 moderator training materials are available to schools on the Primary Assessment Gateway.

 

Jane Downes

Jane Downes

Jane Downes is a Teaching and Learning Adviser with a specialism in assessment.