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2018 teacher assessment exemplification: KS1 English writing
A summary of the updated teacher assessment exemplification of English writing at the end of key stage 1.
The Standards and Testing Agency have put together 3 different examples of pupils work to support teachers assessment of English writing at the end of key stage 1. The 3 examples are: working towards the expected standard, working at the expected standard and working at greater depth within the expected standard.
The exemplification materials provided show examples of pupils work to support teachers in making judgements against the new statutory teacher assessment frameworks for English writing at the end of key stage 1. The materials illustrate how the ‘pupil can’ statements in the frameworks might be met. They do not dictate a particular method of teaching or the evidence expected from the classroom, which will vary from school to school.
3 ‘sample’ children have been provided to assist teachers when they require further guidance on their judgements. Each example is based on real students work but the children’s names have been changed to provide anonymity.
Example 1 – Jamie meets the requirements for ‘pupil can’ statements within the statutory teacher assessment framework for ‘working towards the expected standard’.
Example 2 – Kim meets the requirements for ‘pupil can’ statements within the statutory teacher assessment framework for ‘working at the expected standard’.
Example 3 – Ali meets the requirements for ‘pupil can’ statements within the statutory teacher assessment framework for ‘working at greater depth within the expected standard’.
For each example the collection of work contains evidence drawn from a wide range of the pupil’s individual work. Pieces have been selected specifically to exemplify the statements relevant to the ‘expected’ standard at which Ali is working, but the pupil’s wider range of writing will contain elements relevant to the other standards in the English writing framework.
These exemplification materials are provided to help assist teachers to make their judgements where they want extra guidance. If teachers are confident in their judgements they may choose not to refer to these materials.
“The teacher exemplifications are invaluable. There has been so many changes to the curriculum over the past few years (with interim curriculum etc) that guidance documents help teachers when levelling work, especially inexperienced teachers such as NQTs and RQTs. The document explains that teachers may choose not to refer to the guidance, but as a former writing moderator, having the documents readily available to refer to helps us to ensure the correct grade is given”.
Simon Hunt – Primary School Teacher – Tottington Primary