Key stage 2 writing National moderator training delegate

Key stage 2 writing National moderator training delegate notes January/February 2017

Expected standard Greater depth The pupil can write for a range of purposes and audiences (including writing a short story): The pupil can write for a range of purposes and audiences: § selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly § managing shifts between levels of formality through selecting vocabulary precisely and by managing grammatical structures

Managing shifts between levels of formality through selecting vocabulary precisely and by manipulating grammatical structures To meet the requirements for greater depth, the shifts need to be within single pieces of writing; in more than one piece of writing; and on more than one occasion within those pieces of writing.

What Frankie did ‘Several pieces demonstrate the ability to manage shifts in levels of formality by manipulating grammatical structures and by selecting vocabulary precisely. For example, in Pointe Shoes, the shifting levels of formality convey the writer’s thoughts and feelings about the subject matter (dance), whereas in The Cornwall News, the shifts in formality are used to convey the interweaving of fact and opinion. ’

Explanatory writing on Pointe Shoes (Informal) Have you ever wondered…Keep on reading to find out…the Nutcracker you saw… But as soon as you get into the ballet world…This exact thing happened… Pointe work is awesome…you are now a pointe shoe fan! (More formal) They were invented to…They are traditionally worn by…There is an all male ballet company Every dancer has unique feet with varying length, shape, arch, flexibility…consequently, most pointe shoe companies make…Sometimes they are custom tailored…

Newspaper report “We were joking around with her just hours earlier and now she’s dead!” said one of her brothers, Felix. Another one of her brothers recalled that she had been making a cowrie shell necklace since the start of their holiday two weeks before. They explained that she needed only a few more inches to reach the toaster – but tragically those inches cost her life!

Diary “Hello!” I called, “It’s me – Cherry! I’m home. I’ve survived. ” Why was everyone ignoring me? And then it dawned on me. The miners, the water, the no answering. I leant against the wall and slowly slid down in a crumpled, sobbing heap. I was dead. Nobody survives a drowning in an Atlantic storm. I am very stupid and very, very dead. Then I cried until there were no more tears. I bit down on my lip until I tasted blood. Blood? The reality of it all came flooding into my mind.

Pupil evidence It will not always be appropriate for a writer to shift the level of formality within a piece of writing. Writing can be equally effective when vocabulary and grammatical structures are sustained and adapted to reflect the level of formality appropriate to purpose and audience. However, to be awarded ‘greater depth’, there must be evidence that pupils can manage such shifts. Moderators need to recognise tasks that are likely to elicit evidence for this statement.

Use of semi-colons and colons At the expected standard, pupils do not need to evidence the use of semi-colons and colons to mark the boundary between independent clauses (although they may do so). It is acceptable for pupils to use a colon to introduce a list and to use semi-colons within lists.

Use of dashes Dashes can be used to mark the boundary between independent clauses or to mark parenthesis. A pair of dashes or a single dash can be used to mark a parenthetical afterthought. Any of these uses can provide evidence for dashes at the expected standard.

Punctuation for parenthesis Commas, dashes and brackets can all indicate parenthesis. However, it is not necessary for pupils to demonstrate all 3 forms of punctuation to indicate parenthesis across a collection of writing.

Bullet points may be referred to as punctuation marks or typographical symbols: they are typically used to introduce items in a vertical list. The NC refers to the consistent punctuation of bullet points; therefore, if they are used, the way they are punctuated must be consistent. For example, each item starting with a lower case or upper case letter, but not mixed; each item ending with a full stop or no punctuation, but not mixed etc. However, bullet points do not need to be evidenced for a pupil to be judged as working at any of the 3 standards.

Ellipsis Pupils do not need to demonstrate the use of ellipsis dots as part of the full range of punctuation taught at key stage 2 (although they may choose to do so). In the NC, ellipsis is referenced as a cohesive device, even though it is grouped under ‘terminology’ alongside other punctuation marks.

Further information GOV. UK: § KS 2 writing exemplification www. gov. uk/government/publications/2016 -teacherassessment-exemplification-ks 2 -english-writing § KS 2 interim teacher assessment frameworks https: //www. gov. uk/government/publications/2017 interim-frameworks-for-teacher-assessment-at-theend-of-key-stage-2 Queries? TA. moderation@education. gov. uk