2013 Key Stage 2 English Writing Moderation - Bradford · 2013 Key Stage 2 English Writing...

Standards and Testing Agency – Key Stage 2 Writing exemplification 2013

Standards and Testing Agency – Key Stage 2 Writing exemplification 2013 1

2013 Key Stage 2 English Writing Moderation

Exemplification materials for teacher assessment

Level 6 (without annotation)

STA-KS2-WriteMod-Un-L6.indd 1 20/03/2013 16:22

Standards and Testing Agency – Key Stage 2 Writing exemplification 2013 2Standards and Testing Agency – Key Stage 2 Writing exemplification 2013 2


STA Key Stage 2 Writing teacher assessment 2013 - Level 6 exemplification.

This document is part of a suite of exemplification for Key Stage 2 Writing teacher assessment which covers Level 2 to Level 6.

2013 Key Stage 2 Writing guidance and the full range of exemplification materials, including annotated versions, are on the Department for Education website at www.education.gov.uk/KS2.

Purpose of the Exemplification materials

Key Stage 2 Writing teacher assessment (levels 2 – 6) is statutory for 2013.

These materials exemplify the national standards for Key Stage 2 Writing at levels 2 – 6.

How the materials should be used

Teachers should use this exemplification for standardisation, as a point of reference when making their own level judgements, and / or agreeing levels during the moderation process.

Local authorities will also find this exemplification useful when training teachers and local authority moderation teams as the materials exist in two versions, with and without annotations.

This document contains the assessment focuses and the revised criteria to support statutory assessment, together with the National Curriculum level descriptions upon which they are based.

If you have any queries regarding the arrangements for Key Stage 2 Writing or this document, please contact [email protected].



Assessment strands For the purpose of assessing the collections of writing, related assessment focuses have been drawn together into three strands: ■ sentence structure and punctuation ■ text structure and organisation ■ composition and effect. Assessment focuses ■ sentence structure and punctuation

- vary sentences for clarity, purpose and effect - write with technical accuracy of syntax and

punctuation in phrases, clauses and sentences

■ text structure and organisation

- organise and present whole texts effectively - sequence and structure information, ideas and

events - construct paragraphs and use cohesion within

and between paragraphs

■ composition and effect

- write imaginative, interesting and thoughtful

texts - produce texts which are appropriate to task,

reader and purpose

The criteria encourage positive recognition of achievement in writing. Children do not necessarily develop uniformly across these categories, and the strands allow candidates to consider the relative strengths and weaknesses of a child’s work. When making an overall level judgement, candidates should consider the ‘best fit’ for each collection of writing, taking all of the strands into consideration.

When assessing spelling and handwriting, reference should be made to the National Curriculum level descriptions. When assessing a collection of work, spelling and handwriting should be considered and used to refine judgements but should not be given such weight as to change or define the overall level judgement.



Engl

ish

Writ

ing

Leve

ls 2

- 4 ~

Rev

ised

Crit

eria

to s

uppo

rt s

tatu

tory

ass

essm

ent

Ass

essm

ent

focu

ses

Le

vel 2

Le

vel 3

Le

vel 4

SEN

TEN

CE

STR

UC

TUR

E A

ND

PU

NC

TUA

TIO

N

AF5

V

ary

sent

ence

s fo

r cla

rity,

pu

rpos

e &

effe

ct

AF6

W

rite

with

tech

nica

l ac

cura

cy o

f syn

tax

and

punc

tuat

ion

in p

hras

es,

clau

ses

and

sent

ence

s

P

rimar

ily s

impl

e an

d co

mpo

und

sent

ence

s w

orki

ng to

war

ds g

ram

mat

ical

ac

cura

cy.

S

ente

nces

ofte

n br

ief,

star

ting

with

sim

ple

subj

ect/v

erb

(I sa

t, D

ad w

ent).

M

ay in

clud

e so

me

sim

ple

varia

tion

in s

truct

ure,

e.g

. thr

ough

use

of

adve

rbs

/ sim

ple

noun

phr

ases

(Tod

ay w

as e

xciti

ng...

Yes

terd

ay w

e w

ent..

.red

shoe

s.).

Cla

uses

mos

tly jo

ined

with

and

, but

, so.

Pas

t and

pre

sent

tens

e ge

nera

lly c

onsi

sten

t.

Sen

tenc

es s

omet

imes

dem

arca

ted

by c

apita

l let

ters

and

full

stop

s. S

ome

use

of q

uest

ion

and

excl

amat

ion

mar

ks a

nd c

omm

as in

a li

st.

C

laus

es m

ostly

link

ed w

ith s

impl

e co

nnec

tives

and

, but

, so.

May

incl

ude

com

plex

sen

tenc

es. U

se o

f whe

n, b

ecau

se o

r if m

ay b

e re

petit

ive.

Sub

ject

s an

d ve

rbs

ofte

n si

mpl

e an

d fre

quen

tly re

peat

ed (W

e pl

ayed

, do

gs a

re).

Tens

e ch

oice

gen

eral

ly c

onsi

sten

t and

app

ropr

iate

to ta

sk in

clud

ing

som

e us

e of

mod

als

(can

, will

).

S

ome

sent

ence

var

iatio

n cr

eate

d, e

.g. d

irect

spe

ech;

sim

ple

adve

rbia

ls

(we

play

ed a

fter t

ea...

it w

as s

cary

in th

e tu

nnel

).

N

oun

phra

ses

mos

tly s

impl

e (m

y lu

nch)

with

som

e lim

ited

expa

nsio

n (d

ark

dung

eon)

.

Full

stop

s, c

apita

l let

ters

, exc

lam

atio

n m

arks

and

que

stio

n m

arks

m

ostly

acc

urat

e; c

omm

as u

sed

in li

sts.

Som

e us

e of

spe

ech

punc

tuat

ion.

S

ente

nces

are

mos

tly g

ram

mat

ical

ly s

ound

, e.g

. cor

rect

sub

ject

/ver

b ag

reem

ent;

secu

rity

of te

nse

and

pers

on; c

orre

ct u

se o

f sub

ordi

natio

n.

S

ome

varia

tion

in s

ente

nce

stru

ctur

e th

roug

h a

rang

e of

ope

ning

s, e

.g.

adve

rbia

ls (s

ome

time

late

r, as

we

ran,

onc

e w

e ha

d ar

rived

...),

subj

ect

refe

renc

e (th

ey, t

he b

oys,

our

gan

g...)

, spe

ech.

Som

e va

riety

in s

ubor

dina

ting

conn

ectiv

es, e

.g. b

ecau

se, i

f, w

hich

(b

ecau

se th

e ra

in c

an d

amag

e th

eir s

kin.

..whi

ch w

as s

trang

e...I

f she

co

uld.

..).

Te

nse

choi

ce a

ppro

pria

te w

ith v

erb

form

s va

ried

and

gene

rally

acc

urat

e,

incl

udin

g th

e us

e of

mod

als

to e

xpre

ss p

redi

ctio

n, p

ossi

bilit

y,

perm

issi

on, e

.g. s

houl

d, m

ight

, cou

ld.

S

impl

e m

odifi

ers

may

cre

ate

shad

es o

f mea

ning

, e.g

. to

inte

nsify

or

emph

asis

e (v

ery

larg

e, q

uite

slo

wly

).

Mos

t sen

tenc

es c

orre

ctly

dem

arca

ted,

e.g

. som

e co

mm

as m

ark

phra

ses

or c

laus

es; a

post

roph

es m

ark

cont

ract

ions

. If u

sed,

inve

rted

com

mas

de

mar

cate

the

begi

nnin

g an

d en

d of

dire

ct s

peec

h, c

orre

ctly

on

mos

t oc

casi

ons.

TEXT

ST

RU

CTU

RE

AN

D

OR

GA

NIS

ATI

ON

A

F3

Org

anis

e an

d pr

esen

t who

le

text

s ef

fect

ivel

y, s

eque

ncin

g an

d st

ruct

urin

g in

form

atio

n,

idea

s an

d ev

ents

A

F4

Con

stru

ct p

arag

raph

s an

d us

e co

hesi

on w

ithin

and

be

twee

n pa

ragr

aphs

A

sim

ple

open

ing

or e

ndin

g (O

nce

upon

a ti

me.

..Yes

terd

ay w

e m

ade

cake

s...D

ear S

anta

...A

t the

end

we

wen

t hom

e...)

.

Som

e at

tem

pt to

org

anis

e an

d gr

oup

rela

ted

idea

s to

geth

er.

S

ome

atte

mpt

to s

eque

nce

idea

s or

eve

nts,

e.g

. by

use

of ti

me

rela

ted

wor

ds; n

umbe

red

poin

ts; h

eadi

ngs,

line

bre

aks;

use

of p

ictu

res.

Rel

ated

sen

tenc

es li

nked

by

pron

ouns

or s

impl

e tim

e co

nnec

tives

(The

n th

ey c

limbe

d...S

he p

icke

d th

e flo

wer

...N

ext y

ou s

tir it

...).

A

brie

f int

rodu

ctio

n (o

peni

ng) a

nd /

or e

ndin

g us

ually

sig

nalle

d.

S

impl

e te

xt s

truct

ure

with

an

atte

mpt

to o

rgan

ise

rela

ted

idea

s in

se

ctio

ns o

r par

agra

phs.

Som

e at

tem

pt to

seq

uenc

e id

eas

logi

cally

.

Sim

ple

adve

rbia

ls /

pron

ouns

may

link

sen

tenc

es, s

ectio

ns o

r pa

ragr

aphs

(whe

n w

e go

t the

re, a

fter t

hat).

Som

e lin

king

of i

deas

/ ev

ents

– fl

ow m

ay b

e di

sjoi

nted

or a

brup

t.

A

n ap

prop

riate

ope

ning

and

clo

sing

, whi

ch m

ay b

e lin

ked.

Org

anis

atio

n th

roug

h se

quen

cing

or l

ogic

al tr

ansi

tion,

e.g

. sim

ple

chro

nolo

gica

l sta

ges;

idea

s gr

oupe

d by

rela

ted

poin

ts; s

ubhe

adin

gs.

R

elat

ed e

vent

s or

idea

s or

gani

sed

into

par

agra

phs

or s

ectio

ns to

su

ppor

t the

con

tent

of t

he w

ritin

g in

diff

eren

t tex

t typ

es.

C

onne

ctio

ns w

ithin

and

bet

wee

n pa

ragr

aphs

gen

eral

ly m

aint

aine

d th

roug

h us

e of

ong

oing

refe

renc

es, e

.g. p

rono

uns,

adv

erbi

als,

co

nnec

tives

(Eve

ntua

lly w

e...)

.

Link

s es

tabl

ishe

d be

twee

n pa

ragr

aphs

, alth

ough

tran

sitio

ns m

ay b

e aw

kwar

d or

abr

upt.

Par

agra

phs

or s

ectio

ns m

ay b

e ex

tend

ed a

nd d

evel

oped

, usu

ally

ar

ound

a to

pic,

mai

n po

int,

even

t or i

dea,

e.g

. with

exp

lana

tion,

con

trast

, ad

ditio

nal d

etai

l.

C

OM

POSI

TIO

N

AN

D E

FFEC

T A

F1

Writ

e im

agin

ativ

e,

inte

rest

ing

and

thou

ghtfu

l te

xts

AF2

P

rodu

ce te

xts

whi

ch a

re

appr

opria

te to

task

, rea

der

and

purp

ose

AF7

S

elec

t app

ropr

iate

and

ef

fect

ive

voca

bula

ry

S

ome

awar

enes

s of

pur

pose

with

idea

s an

d co

nten

t gen

eral

ly re

leva

nt to

th

e ta

sk, e

.g. i

nfor

mat

ive

poin

ts in

a re

port;

mem

orie

s in

a re

coun

t; se

quen

ce o

f eve

nts

in a

sto

ry -

poss

ibly

repe

titiv

e or

spa

rse

with

lim

ited

awar

enes

s of

the

read

er.

V

iew

poin

t may

be

indi

cate

d by

sim

ple

com

men

ts o

r act

ions

(The

teac

her

was

nic

e...a

pple

s ar

e go

od fo

r you

...).

S

ome

deta

il in

clud

ed th

roug

h ad

vent

urou

s w

ord

choi

ce a

ppro

pria

te to

ta

sk (a

big

, hai

ry c

ater

pilla

r...M

r. Jo

nes

look

ed c

ross

...be

ars

are

fierc

e...)

.

S

ome

awar

enes

s of

pur

pose

thro

ugh

sele

ctio

n of

rele

vant

con

tent

and

an

atte

mpt

to in

tere

st th

e re

ader

.

Feat

ures

of w

ritin

g ge

nera

lly a

ppro

pria

te to

the

sele

cted

task

, e.g

. use

of

dia

logu

e in

a s

tory

; use

of f

irst p

erso

n fo

r a le

tter;

use

of im

pera

tive

in in

stru

ctio

ns.

C

onte

nt m

ay b

e im

bala

nced

, e.g

. led

pre

dom

inan

tly b

y di

alog

ue.

V

iew

poin

t (op

inio

n, a

ttitu

de, p

ositi

on) i

s ex

pres

sed,

but

may

not

be

mai

ntai

ned.

Som

e de

tail

/ des

crip

tion

of e

vent

s or

idea

s ex

pand

ed th

roug

h vo

cabu

lary

(sim

ple

adve

rbs,

adj

ectiv

es) o

r exp

lana

tion.

Som

e vo

cabu

lary

sel

ecte

d fo

r effe

ct o

r app

ropr

iate

ness

to ta

sk.

W

ritin

g is

cle

ar in

pur

pose

and

inco

rpor

ates

rele

vant

con

tent

to in

form

/ en

gage

the

read

er.

Fe

atur

es o

f tex

t typ

e / g

enre

are

app

ropr

iate

to th

e ta

sk, e

.g. c

hoic

e of

te

nse/

verb

form

; lay

out;

form

ality

. Ide

as m

ay b

e ad

apte

d, e

.g. i

nclu

sion

of

con

text

ual i

nfor

mat

ion

on a

fict

itiou

s ch

arac

ter o

r the

use

of q

uote

s w

ithin

a re

port.

Con

tent

is b

alan

ced,

e.g

. bet

wee

n ac

tion

and

dial

ogue

; fac

t and

co

mm

ent.

Vie

wpo

int i

s es

tabl

ishe

d an

d ge

nera

lly m

aint

aine

d. C

ontra

stin

g at

titud

es

/ opi

nion

s m

ay b

e pr

esen

ted.

Som

e us

e of

exp

ert c

omm

ent m

ay b

e us

ed to

sug

gest

cre

dibi

lity

(rab

bits

are

pop

ular

pet

s be

caus

e th

ey c

an

live

outd

oors

in a

ll w

eath

er).

Idea

s an

d ev

ents

dev

elop

ed th

roug

h so

me

delib

erat

e se

lect

ion

of

phra

ses

and

voca

bula

ry, e

.g. t

echn

ical

term

inol

ogy;

viv

id la

ngua

ge;

wor

d ch

oice

for e

ffect

or e

mph

asis

.

Som

e us

e of

sty

listic

feat

ures

sup

port

purp

ose,

e.g

. for

mal

/info

rmal

vo

cabu

lary

; app

ropr

iate

use

of s

imile

s.



Engl

ish

Writ

ing

Leve

ls 4

- 6

~ R

evis

ed C

riter

ia to

sup

port

sta

tuto

ry a

sses

smen

t A

sses

smen

t fo

cuse

s

Leve

l 4

Leve

l 5

Leve

l 6

SEN

TEN

CE

STR

UC

TUR

E A

ND

PU

NC

TUA

TIO

N

AF5

V

ary

sent

ence

s fo

r cla

rity,

pu

rpos

e &

effe

ct

AF6

W

rite

with

tech

nica

l ac

cura

cy o

f syn

tax

and

punc

tuat

ion

in p

hras

es,

clau

ses

and

sent

ence

s

S

ente

nces

are

mos

tly g

ram

mat

ical

ly s

ound

, e.g

. cor

rect

sub

ject

/ver

b ag

reem

ent;

secu

rity

of te

nse

and

pers

on; c

orre

ct u

se o

f sub

ordi

natio

n.

S

ome

varia

tion

in s

ente

nce

stru

ctur

e th

roug

h a

rang

e of

ope

ning

s, e

.g.

adve

rbia

ls (s

ome

time

late

r, as

we

ran,

onc

e w

e ha

d ar

rived

...),

subj

ect

refe

renc

e (th

ey, t

he b

oys,

our

gan

g...)

, spe

ech.

Som

e va

riety

in s

ubor

dina

ting

conn

ectiv

es, e

.g. b

ecau

se, i

f, w

hich

(b

ecau

se th

e ra

in c

an d

amag

e th

eir s

kin.

..whi

ch w

as s

trang

e...I

f she

co

uld.

..).

Te

nse

choi

ce a

ppro

pria

te w

ith v

erb

form

s va

ried

and

gene

rally

acc

urat

e,

incl

udin

g th

e us

e of

mod

als

to e

xpre

ss p

redi

ctio

n, p

ossi

bilit

y, p

erm

issi

on,

e.g.

sho

uld,

mig

ht, c

ould

.

Sim

ple

mod

ifier

s m

ay c

reat

e sh

ades

of m

eani

ng, e

.g. t

o in

tens

ify o

r em

phas

ise

(ver

y la

rge,

qui

te s

low

ly).

M

ost s

ente

nces

cor

rect

ly d

emar

cate

d, e

.g. s

ome

com

mas

mar

k ph

rase

s or

cla

uses

; apo

stro

phes

mar

k co

ntra

ctio

ns. I

f use

d, in

verte

d co

mm

as

dem

arca

te th

e be

ginn

ing

and

end

of d

irect

spe

ech,

cor

rect

ly o

n m

ost

occa

sion

s.

V

arie

ty in

sen

tenc

e le

ngth

, stru

ctur

e an

d su

bjec

t to

help

exp

and

idea

s,

conv

ey k

ey is

sues

/fact

s or

pro

vide

em

phas

is, d

etai

l and

des

crip

tion.

Diff

eren

t sen

tenc

e ty

pes,

e.g

. que

stio

ns, d

irect

/ re

porte

d sp

eech

, co

mm

ands

(Tur

n up

side

dow

n) u

sed

appr

opria

tely

.

A w

ider

rang

e of

sub

ordi

natin

g co

nnec

tives

(whi

lst,

until

, des

pite

) with

po

ssib

le u

se o

f sev

eral

sub

ordi

nate

cla

uses

to a

id e

cono

my

of

expr

essi

on (B

ecau

se o

f the

ir co

urag

eous

effo

rts, a

ll of

the

pass

enge

rs

wer

e sa

ved,

whi

ch w

as n

othi

ng s

hort

of a

mira

cle.

.. ‘W

hils

t und

er m

y ro

of, y

ou w

ill o

bey

my

rule

s, w

hich

are

cle

arly

dis

play

ed’).

Em

phas

is m

ay b

e cr

eate

d th

roug

h w

ord

orde

r and

acc

urat

e us

e of

ve

rb p

hras

es, i

nclu

ding

the

pass

ive

voic

e w

here

app

ropr

iate

(the

ce

ntre

has

bee

n vi

site

d of

ten)

.

A ra

nge

of v

erb

form

s de

velo

ps m

eani

ng, a

nd a

ppro

pria

te te

nse

choi

ce

is m

aint

aine

d (it

will

pro

babl

y le

ave

of it

s ow

n ac

cord

...w

e co

uld

catc

h a

late

r tra

in, b

ut w

ill w

e ar

rive

on ti

me?

).

M

odifi

ers

cont

ribut

e to

sha

des

of m

eani

ng, e

.g. a

dver

bs (e

xtre

mel

y).

R

ange

of p

unct

uatio

n us

ed, a

lmos

t alw

ays

corr

ectly

, e.g

. com

mas

m

ark

phra

ses

and

clau

ses,

bra

cket

s, d

ashe

s.

C

ontro

lled

use

of a

var

iety

of s

impl

e an

d m

ore

com

plex

sen

tenc

es

cont

ribut

es to

cla

rity

of p

urpo

se a

nd o

vera

ll ef

fect

on

the

read

er.

A

rang

e of

sen

tenc

e fe

atur

es a

re u

sed

to g

ive

clar

ity o

r em

phas

is o

f m

eani

ng, e

.g. f

ront

ed a

dver

bial

s (A

s a

cons

eque

nce

of...

Gla

ncin

g

b

ackw

ards

...S

ome

wee

ks la

ter..

.), c

ompl

ex n

oun

phra

ses

(The

m

yste

rious

you

ng g

irl in

the

portr

ait..

.), p

repo

sitio

nal p

hras

es (F

rom

b

ehin

d th

e bi

ke s

hed.

..In

the

even

t of..

.).

S

ubor

dina

ting

conn

ectiv

es m

ay b

e m

anip

ulat

ed fo

r em

phas

is o

r to

nom

inal

ise

for s

ucci

nctn

ess

(Bec

ause

of t

hat,

he fa

iled.

).

Ver

b fo

rms

are

mos

tly c

ontro

lled

and

sele

cted

to c

onve

y pr

ecis

ion

of

mea

ning

(It w

ould

be

help

ful i

f you

cou

ld le

t me

know

, as

this

will

ena

ble

me

to ta

ke fu

rther

act

ion)

.

Mod

ifier

s ar

e us

ed to

qua

lify,

inte

nsify

or e

mph

asis

e (e

xcep

tiona

l res

ult,

insi

gnifi

cant

am

ount

).

Syn

tax

and

full

rang

e of

pun

ctua

tion

are

cons

iste

ntly

acc

urat

e in

a

var

iety

of s

ente

nce

stru

ctur

es, w

ith o

ccas

iona

l err

ors

in a

mbi

tious

s

truct

ures

.

TEXT

ST

RU

CTU

RE

AN

D

OR

GA

NIS

ATI

ON

A

F3

Org

anis

e an

d pr

esen

t who

le

text

s ef

fect

ivel

y, s

eque

ncin

g an

d st

ruct

urin

g in

form

atio

n,

idea

s an

d ev

ents

A

F4

Con

stru

ct p

arag

raph

s an

d us

e co

hesi

on w

ithin

and

be

twee

n pa

ragr

aphs

A

n ap

prop

riate

ope

ning

and

clo

sing

, whi

ch m

ay b

e lin

ked.

Org

anis

atio

n th

roug

h se

quen

cing

or l

ogic

al tr

ansi

tion,

e.g

. sim

ple

chro

nolo

gica

l sta

ges;

idea

s gr

oupe

d by

rela

ted

poin

ts; s

ubhe

adin

gs.

R

elat

ed e

vent

s or

idea

s or

gani

sed

into

par

agra

phs

or s

ectio

ns to

sup

port

the

cont

ent o

f the

writ

ing

in d

iffer

ent t

ext t

ypes

.

Con

nect

ions

with

in a

nd b

etw

een

para

grap

hs g

ener

ally

mai

ntai

ned

thro

ugh

use

of o

ngoi

ng re

fere

nces

, e.g

. pro

noun

s, a

dver

bial

s,

conn

ectiv

es (E

vent

ually

we.

..).

Li

nks

esta

blis

hed

betw

een

para

grap

hs, a

lthou

gh tr

ansi

tions

may

be

awkw

ard

or a

brup

t.

P

arag

raph

s or

sec

tions

may

be

exte

nded

and

dev

elop

ed, u

sual

ly a

roun

d a

topi

c, m

ain

poin

t, ev

ent,

or id

ea, e

.g. w

ith e

xpla

natio

n, c

ontra

st,

addi

tiona

l det

ail.

O

vera

ll or

gani

satio

n of

text

is s

uppo

rted

by p

arag

raph

s or

sec

tions

w

hich

ena

ble

cohe

rent

dev

elop

men

t and

con

trol o

f con

tent

acr

oss

the

text

.

Rel

atio

nshi

ps b

etw

een

para

grap

hs o

r sec

tions

giv

e st

ruct

ure

to th

e w

hole

text

, e.g

. lin

ks m

ake

stru

ctur

e be

twee

n to

pics

cle

ar; c

onne

ctio

ns

betw

een

open

ing

and

endi

ng.

S

eque

ncin

g an

d st

ruct

ured

org

anis

atio

n of

par

agra

phs

and

/ or

sect

ions

con

tribu

tes

to o

vera

ll ef

fect

iven

ess

of te

xt.

In

form

atio

n / e

vent

s de

velo

ped

in d

epth

with

in s

ome

para

grap

hs a

nd /

or s

ectio

ns.

S

ome

shap

ing

of p

arag

raph

s m

ay b

e ev

iden

t to

high

light

or p

riorit

ise

info

rmat

ion,

pro

vide

chr

onol

ogic

al li

nks,

bui

ld te

nsio

n or

inte

rject

co

mm

ent o

r ref

lect

ion.

A ra

nge

of c

ohes

ive

devi

ces

used

to d

evel

op o

r ela

bora

te id

eas

both

w

ithin

and

bet

wee

n pa

ragr

aphs

, e.g

. pro

noun

s; a

dver

bial

s;

conn

ectiv

es; s

ubje

ct s

peci

fic v

ocab

ular

y; p

hras

es o

r cha

ins

of

refe

renc

e (H

owev

er, i

t sho

uld

be s

tate

d...B

iolo

gica

l cha

nges

...D

espi

te

thei

r her

oic

effo

rts...

).

O

vera

ll or

gani

satio

n of

the

text

is c

ontro

lled

to ta

ke a

ccou

nt o

f the

re

ader

’s p

ossi

ble

reac

tion

/ que

stio

ns /

opin

ion,

e.g

. use

of f

lash

back

in

narr

ativ

e; p

laci

ng o

f inf

orm

atio

n ac

cord

ing

to im

porta

nce;

bal

anci

ng

pers

pect

ives

or p

oint

s of

vie

w; s

eque

ncin

g of

eve

nts

or id

eas.

A ra

nge

of fe

atur

es a

re u

sed

to in

form

the

read

er o

f the

ove

rall

dire

ctio

n of

the

writ

ing,

e.g

. ope

ning

par

agra

phs

clea

rly in

trodu

ce th

emes

or

crea

te in

tere

st; w

ithho

ldin

g of

info

rmat

ion

for e

ffect

; par

agra

ph o

r se

nten

ce m

arke

rs; r

efer

ence

s lin

k in

form

atio

n / i

deas

acr

oss

the

text

.

Som

e pa

ragr

aphs

and

/ or

sec

tions

are

sha

ped

and

deve

lope

d to

su

ppor

t mea

ning

and

pur

pose

, e.g

. prio

rity

subj

ects

/ ev

ents

/ id

eas

deve

lope

d in

gre

ater

det

ail a

nd d

epth

.

A ra

nge

of c

ohes

ive

devi

ces

cont

ribut

e to

the

effe

ct o

f the

text

on

the

read

er a

nd th

e pl

acin

g of

em

phas

is fo

r im

pact

, e.g

. pre

cise

adv

erbi

als

as s

ente

nce

star

ters

; a ra

nge

of a

ppro

pria

te c

onne

ctiv

es; s

ubje

ct

spec

ific

voca

bula

ry; s

elec

t use

of p

rono

un re

fere

ncin

g; c

ompl

ex n

oun

phra

ses;

pre

posi

tiona

l phr

ases

.

CO

MPO

SITI

ON

A

ND

EFF

ECT

AF1

W

rite

imag

inat

ive,

in

tere

stin

g an

d th

ough

tful

text

s A

F2

Pro

duce

text

s w

hich

are

ap

prop

riate

to ta

sk, r

eade

r an

d pu

rpos

e A

F7

Sel

ect a

ppro

pria

te a

nd

effe

ctiv

e vo

cabu

lary

W

ritin

g is

cle

ar in

pur

pose

and

inco

rpor

ates

rele

vant

con

tent

to in

form

/ en

gage

the

read

er.

Fe

atur

es o

f tex

t typ

e / g

enre

are

app

ropr

iate

to th

e ta

sk, e

.g. c

hoic

e of

te

nse

/ ver

b fo

rm; l

ayou

t; fo

rmal

ity. I

deas

may

be

adap

ted,

e.g

. inc

lusi

on

of c

onte

xtua

l inf

orm

atio

n on

a fi

ctiti

ous

char

acte

r or t

he u

se o

f quo

tes

with

in a

repo

rt.

C

onte

nt is

bal

ance

d, e

.g. b

etw

een

actio

n an

d di

alog

ue; f

act a

nd

com

men

t.

V

iew

poin

t is

esta

blis

hed

and

gene

rally

mai

ntai

ned.

Con

trast

ing

attit

udes

/ op

inio

ns m

ay b

e pr

esen

ted.

Som

e us

e of

exp

ert c

omm

ent m

ay b

e us

ed

to s

ugge

st c

redi

bilit

y (r

abbi

ts a

re p

opul

ar p

ets

beca

use

they

can

live

ou

tdoo

rs in

all

wea

ther

).

Id

eas

and

even

ts d

evel

oped

thro

ugh

som

e de

liber

ate

sele

ctio

n of

ph

rase

s an

d vo

cabu

lary

, e.g

. tec

hnic

al te

rmin

olog

y; v

ivid

lang

uage

; wor

d ch

oice

for e

ffect

or e

mph

asis

.

Som

e us

e of

sty

listic

feat

ures

sup

port

purp

ose,

e.g

. for

mal

/ in

form

al

voca

bula

ry; a

ppro

pria

te u

se o

f sim

iles.

P

urpo

se o

f writ

ing

is c

lear

and

gen

eral

ly m

aint

aine

d w

ith s

ome

effe

ctiv

e se

lect

ion

and

plac

ing

of c

onte

nt to

info

rm /

enga

ge th

e re

ader

.

Feat

ures

of s

elec

ted

form

are

cle

arly

est

ablis

hed,

e.g

. app

ropr

iate

se

lect

ion

and

varia

tion

of te

nse;

cho

ice

of p

erso

n; le

vel o

f for

mal

ity;

adap

tatio

n of

con

tent

for g

enre

and

aud

ienc

e.

C

onte

nt is

bal

ance

d an

d co

ntro

lled

with

som

e ef

fect

ive

sele

ctio

n an

d or

derin

g of

text

to e

ngag

e th

e re

ader

, e.g

. pla

cem

ent o

f sig

nific

ant

idea

/eve

nt fo

r em

phas

is; r

efle

ctiv

e co

mm

ent;

opin

ion;

dia

logu

e...

Est

ablis

hed

and

cont

rolle

d vi

ewpo

int w

ith s

ome

deve

lopm

ent o

f op

inio

n, a

ttitu

de, p

ositi

on o

r sta

nce.

Idea

s an

d ev

ents

dev

elop

ed th

roug

h el

abor

atio

n, n

omin

alis

atio

n, a

nd

imag

inat

ive

deta

il, e

.g. e

xpan

sion

of k

ey e

vent

s / d

etai

led

char

acte

risat

ion.

Voc

abul

ary

pred

omin

antly

app

ropr

iate

to te

xt ty

pe a

nd g

enre

. Pre

cise

w

ord

choi

ce m

ay c

reat

e im

pact

and

aug

men

t mea

ning

.

Var

ied

styl

istic

feat

ures

may

sup

port

both

pur

pose

and

effe

ct, e

.g.

allit

erat

ion,

met

apho

rs, p

uns,

em

otiv

e ph

rase

s.

C

onfid

ent,

imag

inat

ive

treat

men

t of s

ubje

ct /

mat

eria

l, th

ough

not

alw

ays

succ

essf

ul. W

ritin

g ge

nera

lly a

dapt

ed a

ppro

pria

tely

to d

iffer

ent f

orm

s,

purp

oses

and

aud

ienc

e, e

.g. a

per

suas

ive

spee

ch th

at s

hock

s th

e lis

tene

r; a

narr

ativ

e th

at fo

cuse

s on

the

perp

etra

tor’s

per

spec

tive;

a

mag

azin

e co

lum

n th

at is

use

d to

com

men

t on

mor

al /

soci

al is

sues

.

Var

ying

leve

ls o

f for

mal

ity a

re a

dopt

ed a

ccor

ding

to p

urpo

se a

nd

audi

ence

, e.g

. app

ropr

iate

use

of c

ontro

lled

info

rmal

ity; i

mpe

rson

al

cons

truct

ions

; shi

fts b

etw

een

form

al n

arra

tive

and

info

rmal

dia

logu

e.

V

iew

poin

t con

veys

an

indi

vidu

al v

oice

and

is g

ener

ally

sus

tain

ed

thro

ugho

ut a

pie

ce, e

.g. a

utho

ritat

ive

expe

rt vi

ew; c

onvi

ncin

g ch

arac

teris

atio

n; o

ppos

ing

opin

ions

.

Idea

s ar

e de

velo

ped

thro

ugh

cont

rolle

d us

e of

ela

bora

tion,

no

min

alis

atio

n an

d im

agin

ativ

e de

tail,

e.g

. inf

luen

ce o

f ear

ly c

hild

hood

on

cha

ract

er’s

late

r act

ions

.

Voc

abul

ary

is v

arie

d, p

reci

se a

nd o

ften

ambi

tious

.

A ra

nge

of s

tylis

tic fe

atur

es c

ontri

bute

to th

e ef

fect

of t

he te

xt, e

.g.

rhet

oric

al q

uest

ions

; rep

etiti

on fo

r effe

ct; f

igur

ativ

e la

ngua

ge.



National Curriculum level descriptions National Curriculum level descriptions are on the Department’s website at http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/attainment/en3.

Level 2

Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size.

Level 3

Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.

Level 4

Pupils' writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect. Pupils are beginning to use grammatically complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within the sentence. Handwriting style is fluent, joined and legible.

Level 5

Pupils' writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. Vocabulary choices are imaginative and words are used precisely. Simple and complex sentences are organised into paragraphs. Words with complex regular patterns are usually spelt correctly. A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately. Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.

Level 6

Pupils' writing often engages and sustains the reader's interest, showing some adaptation of style and register to different forms, including using an impersonal style where appropriate. Pupils use a range of sentence structures and varied vocabulary to create effects. Spelling is generally accurate, including that of irregular words. Handwriting is neat and legible. A range of punctuation is usually used correctly to clarify meaning, and ideas are organised into paragraphs.




Key Stage 2 Writing teacher assessment

- Exemplification

Collection 1

1. Commentary

2. Letter

3. Narrative

4. Report



Collection 1 Piece 1


In this piece of independent writing, children were asked to capture the strength of character, atmosphere and tension witnessed in an Olympic event. The piece was completed in a single, extended session.

Continued






As part of a thematic fortnight on ‘food’, children were asked to compose a letter of complaint, following the discovery of a foreign body in a tinned product. Language and formality were discussed as a class; however, the child’s ideas were independent and the letter was completed within a single session.

Continued






Continued






Children studied and extensively explored the animated version of The Piano (Aidan Gibbons). The teacher modelled and discussed different narrative techniques before asking the children to write an extended narrative, emphasising the flashbacks between past and present. The piece was planned, drafted, discussed in guided group work, self-edited and the final version produced over a two week period.

Continued






Continued






As part of the Olympic theme, writing was linked to a historical perspective of the games. Children planned and wrote a newspaper report based on the original event. The piece was edited and completed during ICT over two days.




© Crown copyright 2013

You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence or email [email protected].

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

Any enquiries regarding this publication should be sent to us at www.education.gov.uk/contactus or [email protected]

This document is available for download at www.education.gov.uk/ks2


2013 Key Stage 2 English Writing Moderation - Bradford · 2013 Key Stage 2 English Writing...

Documents

Transcript of 2013 Key Stage 2 English Writing Moderation - Bradford · 2013 Key Stage 2 English Writing...