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STA 2018 KS1 Expected Standard
Piece C — Narrative
Year 2 · STA Expected Standard · Kim
Published exemplification — the same live marking as the product, on government or exam-board material, not a pupil’s book. STA KS1 English writing exemplification. Contains material developed by the Standards and Testing Agency for 2018 national curriculum assessments and licenced under Open Government Licence v3.0.
Published script
Live marked report
Marked against: STA · primary · English writing
KS1 Writing Assessment
EXS
Working at the Expected Standard
Fred’s adventure is lively and easy to follow, and you have sequenced the story well from the attic discovery to the machine breaking and being fixed again. You also showed some thoughtful re-reading and correction, which helps the story feel more controlled.
Strengths
You guide the reader through the story with clear time openers such as 'One day', 'Just then', 'Soon', 'Suddenly' and 'From that day on'.
Your story has a clear problem and solution: 'the machine went boom' and then Fred 'put it back together'.
You make phonically sensible spelling attempts, for example 'boad', 'ontop', 'pluged' and 'writeing'.
Areas for Development
Some sentence punctuation is still inconsistent, especially in longer sentences and around speech.
A few common words need checking, such as 'board/bored', 'down stairs/downstairs' and 'everyday/every day'.
You could make the ending clearer by splitting longer ideas into smaller sentences and adding full stops where the action changes.
Next Steps
1
After writing, reread your story once to check capitals, full stops and any speech marks or apostrophes you need.
2
Pick 2 or 3 tricky spellings and look closely at them to see if you can सुधार them on your second draft.
MetPartially metNot met
Composition
| Can-statement | Status | Evidence |
|---|---|---|
| write simple, coherent narratives about personal experiences and those of others (real or fictional) | Met | The story is coherent and complete, with a clear beginning, problem and resolution: 'Meet Fred... the machine went boom... From that day on Fred used his machine everyday'. |
| write sentences that are sequenced to form a short narrative (real or fictional) | Met | Events are sequenced clearly with 'One day', 'Just then', 'Soon', 'Suddenly' and 'From that day on'. |
| make simple additions, revisions and proof-reading corrections to their own writing | Partially met | There are visible corrections and cross-outs such as 'shwent', 'MErty', 'took took took' and 'to knit'. |
Vocabulary
| Can-statement | Status | Evidence |
|---|---|---|
| write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing | Not met | This is a single narrative and does not yet show the breadth of purposes or the reading-informed control seen in greater depth writing. |
| make simple additions, revisions and proof-reading corrections to their own writing | Partially met | The drafting shows some self-editing, for example the changes around 'shwent' and 'took took took'. |
Grammar and punctuation
| Can-statement | Status | Evidence |
|---|---|---|
| demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required | Partially met | There is frequent sentence demarcation, for example 'Meet Fred.' and 'It made a computer.', and a question mark in 'Whatever does that mean?'. Some sentences are not fully secure, such as 'it made a computer. it was really dark...'. |
| use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses | Met | Co-ordination is used in 'One was long ane one was fat and the other was a silver case' and subordination in 'First he opened the silver one which had wires in it'. |
| use the punctuation taught at key stage 1 mostly correctly | Partially met | Basic punctuation is present, but there are inconsistencies with capital letters, full stops and speech punctuation in 'I'm board. GO Into TnE Attic! said his mum.' |
Spelling
| Can-statement | Status | Evidence |
|---|---|---|
| segment spoken words into phonemes and represent these by graphemes, spelling many words correctly and making phonically-plausible attempts at others | Met | The writing shows plausible attempts such as 'boad', 'shwent', 'MErty', 'ontop', 'os', 'ane', 'pluged' and 'writeing'. |
| spell many common exception words | Met | Common words such as 'said', 'there', 'some', 'was', 'one', 'from' and 'were' are generally handled well across the piece. |
| add suffixes to spell most words correctly in their writing (e.g. -ment, -ness, -ful, -less, -ly) | Not met | This feature is not evident in the piece. |
Handwriting
| Can-statement | Status | Evidence |
|---|---|---|
| Handwriting (assessed from the original work) | Met | Irregular letter sizes with inconsistent spacing.; Irregular letter sizes with mixed joins and variable spacing. |
Grammar, Punctuation & Spelling security assessment
Sentence structure
Sequencing of narrative events
Secure
“One day Fred said to his mum I'm board.”
“Just then some thing caught his eye.”
“Soon he had opend all os them.”
“From that day on Fred used his machine everyday”
The narrative is ordered clearly from discovery to resolution.
Grammar
Co-ordination and subordination
Mostly secure
“One was long ane one was fat and the other was a silver case.”
“First he opened the silver one which had wires in it.”
“So he went to the garage got some tools and put it back together.”
Co-ordination is used often; there is also some subordination through 'which had wires in it'.
Punctuation
Capital letters, full stops and question mark
Mostly secure
“Meet Fred.”
“It was really dark in the attic and there were deep holes in the floor.”
“Whatever does that mean?”
Sentence demarcation is frequent, though not fully consistent throughout the piece.
Spelling
Phonically plausible attempts
Secure
“boad”
“shwent”
“MErty”
“ontop”
“os”
“ane”
“pluged”
“writeing”
The spellings show clear phoneme-grapheme awareness, even where conventional spelling is not yet secure.
Vocabulary
Descriptive and expressive choices
Mostly secure
“really dark”
“deep holes”
“silver case”
“Whatever does that mean?”
The writing includes simple but effective choices that help create a story mood and a reader address.