2017 Key Stage 1 training collection
Pupil X – working at the expected standard
The collection includes the following pieces: A) The Magic Carpet - a story; B) Wombat Information – a fact sheet;
C) Diary of a Rabbit – diary entries; D) Saint George - information writing; E) Sports Day – a recount.
All of the statements for ‘working at the expected standard’ are met, as well as all of the statements for ‘working
towards the expected standard’. Although there is some correct and appropriate use of commas to separate items
in a list and a few apostrophes to mark singular possession in nouns, there is insufficient evidence of ‘working at
greater depth within the expected standard’.
Supporting commentary
The pupil can write a narrative about their own and others' experiences (real and fictional), after discussion with the teacher:
 demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation
marks
Across the collection, capital letters and full stops are used correctly to demarcate sentences, with only
occasional errors or omissions. Question marks and exclamation marks are used mostly accurately, e.g.
o
o
o
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what was going to happen? [A]
Where do Wombats live? [B]
What is the real Saint George? [D]
If you were in sports day would you find it fun? [E]
o
o
o
o
o
What a tiring day it was today! [A]
Wombats are cute animals! [B]
What a amazing day it was! [C]
What a brave man he must have been! [D]
What a sunny day it was! [E]
 using sentences with different forms in their writing (statements, questions, exclamations and commands)
o
In keeping with the features of a narrative, the sentences in Magic carpet ride [A] are predominantly
statements (When I lifted it up I thought I was going to fall over. ... As time went on it worked).
Questions are effectively integrated into the narrative, on one occasion to create intrigue (what was
going to happen?) and on another occasion addressed by the narrator to themself (Do you know what
to do? I thought very hard). A command is used at the critical point to levitate the carpet (Wind wind
stay where you are) and an exclamation concludes the piece with a suggested touch of humour (What
a tiring day it was today!).
o
In Wombat Information [B], most of the information is presented as statements (Wombats live in hilly
mountin areas…Marsupials carry their babies in a small pouch…Wombats are not good for gardens or
fences because they ruin them). Questions are used to good effect, mostly to organise the material,
providing subheadings for several sections of the leaflet (What do they do? What species is a
wombat?), but on one occasion in the middle of a section to catch the reader's attention (How can
they ruin the gardens?).
o
The Diary of a Rabbit [C] uses statements appropriately throughout to describe aspects of the rabbit's
background (My family normily wake up at seven thirty), and to present the rabbit's observations (I
scurry, jump and hop because that's the way I move) and actions (I hopped over the fence and grabbed
some food and went back) across the two days, with one less well-integrated exclamation (What a
amazing day it was!).
o
In these extracts from the information writing Saint George [D], each section comprises mostly
statements which present information straightforwardly (Saint George was a brilliant solider because
he saved all the Christians...The fierce, fiery dragon with green scales would be scary). Questions are
used as subheadings for some sections (What is the real Saint George?) or to engage the reader (If you
went near the dragon what would you feel?); an exclamation introduces his heroic exploits (What a
brave man he must have been!) and a command is addressed to the reader (Go to the musium to find
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out more if you want to).
o
In the recount Sports Day [E], most of the sentences are statements that describe the organisation of
the day and the writer's participation in some of the main events (it was very compercated so I listened
to all the words that the helpers said...I went for the sprint race because it is faster). A question is
included in the second section (If you were in sports day would you find it fun?) and an exclamation in
the third (What an amazing day it was!).
using some expanded noun phrases to describe and specify

o In Magic carpet ride [A], expanded noun phrases are used to specify some of the significant objects in
the story and to provide descriptive detail about them (the best carpet ever; a black and white stick; a
random magic word).
o
In Wombat Information [B], expanded noun phrases are used to describe with precision the wombat's
habitat (hilly mountin areas) and appearance (their sharp prickly claws).
o In Diary of a Rabbit [C], expanded noun phrases are used to provide additional detail (the shiny field)
and also to convey a sense of the rabbit's appreciation of his food and rest (nice yummy breakfast; a
nice calm rest).
o In Saint George [D], expanded noun phrases describe Saint George in terms of his character (a kind,
helpful and brave person) and specify in great detail the physical appearance of the dragon (a
dangerous fire-breathing dragon; The fierce, fiery dragon with green scales). In the final section, an
expanded noun phrase is used to specify the distinguishing features of the celebration cakes (cakes
with a red cross and white background).
o In Sports Day [E], a few expanded noun phrases are used to specify or clarify an aspect of the day's
organisation (12 different stations; two tyepes of races).

using present and past tense mostly correctly and consistently
o
In Magic carpet ride [A], the simple past is used correctly and consistently to tell the story (First I saw a
giant box...I thought it was an ordondinary wand!) with appropriate use on occasions of the past
progressive to describe events in progress (when Mrs R and Mrs T weren't looking).
o
In Wombat Information [B], the simple present is used appropriately, consistently and correctly
throughout to present factual information about the wombat (Wombats are a little bit like a baby
bear... Wombats are not good for gardens or fences because they ruin them).
o
In Diary of a Rabbit [C], most of the entries describing the rabbit's activities are written appropriately
and consistently in the simple past (Very soon it started raining so I thought of digging a burrow) but
the writer moves correctly to the present tense to provide relevant background information (My family
normily wake up at seven thirty) or describe its characteristic movements (I scurry, jump and hop
because that's the way I move).
o
In Saint George [D], factual information from the pupil's research about the saint's historical
background is mostly conveyed using the simple past (Saint George was a brilliant solider...Saint
George saved a beautiful lady) whilst questions to the reader or contemporary information
appropriately employ the present tense (What is the real Saint George? Saint George's day is
celebrated…).
o
In Sports Day [E], the events of the day are recalled using predominantly the simple past (It was very
compercated. In the races there were two tyepes of races) with occasional appropriate use of the past
progressive (Meanwhile we were coming in the circle) to describe an action in progress or the simple
present to describe the present state of affairs (I went for the sprint because it is faster....It was great
fun because I love sports day).
 using co-ordination (or/and/but) and some subordination (when/if that/because)
o
In the Magic carpet ride story [A], clauses are predominantly joined by co-ordinating conjunctions to
extend ideas and add further information (I felt as I was going to be in trouble but then they didn't see
me......Next I went inside and then there was a baby lion but then I heard a noise) whilst subordinating
conjunctions establish the relationship between events (When it was on the floor I looked in side) or
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provide an explanation (It was part of the carpet so I think that it was a magic carpet) or reason (I
looked closely because I wanted to see what it was).

o
In Wombat Information [B], there is some use of co-ordination, mostly and, to provide further
information (Also Koalas live in China and wombats live in Australia, and some subordination, with
because introducing clauses which provide a reason (because they like to be in mud and eat there
plants).
o
In Diary of a Rabbit [C], a range of subordinating conjunctions is mostly used to introduce clauses which
provide a reason (because I had lots of food...), consequence (so I thought of digging a burrow), or
clarify the sequence of events (When I finished...). The co-ordinating conjunction but is used to draw
attention to the rabbit's continued digging even after the rain stopped (Suddenly the rain stopped but I
kept going on working on my burrow) whilst and adds further information (and it felt comferble) or
extends ideas (and I even dig under holes in walls).
o
In Saint George [D], there is limited use of co-ordination: and is used to add further information (and
it's unlikely he ever visited England) whilst subordination is used to offer further explanation (because
he saved all the Christians), or introduce options for the reader (if you want to).
o
In Sports Day [E], co-ordinating conjunctions are used to introduce additional information (and we
waved at our parents) or to make a contrasting point (but I chose the strieght race). The subordinating
conjunction so introduces a clause of consequence or result (so I listened to all the words the helpers
said) and because provides a reason (because it is faster), whilst the conjunction when clarifies the
sequence of events (when we were ready).
Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
Across the collection, there is sufficient evidence to meet this statement although there are a few
examples of words where an incorrect choice of grapheme has been made to represent the phoneme in
the spoken words, e.g.
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o
o
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fritened – frightened [A]
there/their/they’re –some homophone errors [B]
normily – normally, streching – stretching, sneeked – sneaked [C]
musium – museum [D]
coulour – colour, call – cool [E].
However, after some corrections, which were made independently by the child at the point of writing,
spelling is mostly accurate, evidencing the application of many of the rules and guidance for years 1 and 2.
 spelling many common exception words:
Across the collection, almost all the year 1 common exception words that are used are spelt correctly, e.g.
o
a, he, was, Do, Go, the, you, there, are, where, they, be, so, is, my, to, I, some, were, your, said, love,
pull(ed), one, today.
Across the collection, many of the year 2 common exception words are spelt correctly, e.g.
o
o
o
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o
Mrs, floor, could(n’t), find, any, pretty, beautiful, because, every, last, fast [A]
most(ly), because, last, wild [B]
because, any(more), even, move, plant(s) [C]
every, kind, because, beautiful, would, find [D]
water, would, because, fast(er), after, great [E].
 spelling some words with contracted forms
Despite the absence of words with contracted forms in the Sports Day report [E], across the collection as a
whole there is sufficient evidence to meet this statement, e.g.
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weren’t, didn’t, couldn’t, it’s, wasn’t [A]
they’re, don’t [B]
that’s, it’s [C]
it’s, he’s [D].
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
adding suffixes to spell some words correctly in their writing, eg -ment, -ness, -ful, -less, -ly
Across the collection most words with suffixes are spelt correctly, including for inflection of verb endings
and the formation of nouns and adjectives, e.g.
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looking, going, pulled, tried, floating [A]
stopped, working, hopped, grabbed [C]
saved, called [D]
listened, coming, waved [E].
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tiring [A]
hilly, nocturnal, babies, farmers [B]
hungry, shiny, amazing [C]
dangerous, fire-breathing, scaly, horrible, fiery, scary, countries, celebration [D]
sunny, helpers, faster, amazing [E].
In addition there are some of the cited example suffixes, e.g.
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o
o
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beautiful, Suddenly, closely, quickly [A]
mostly, prickly [B]
Suddenly [C]
helpful, unlikely, beautiful [D]
Calmly [E].
Handwriting
 using the diagonal and horizontal strokes needed to join letters in some of their writing
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
writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
using spacing between words that reflects the size of the letters
Across the collection, the pupil uses the diagonal and horizontal strokes needed to join letters. Capital
letters are generally of the correct size, orientation and relationship to one another and to lower case
letters. The spacing between words is appropriate for the size of the handwriting.
Evidence from KS1 English grammar, punctuation and spelling test
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o
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The correct responses (questions 3 and 10) support the evidence that the pupil is able to recognise and
use sentences with different forms in their writing.
The correct response to question 18 supports the evidence that the pupil is able to demarcate most
sentences with capital letters and full stops and with some use of question marks and exclamation
marks.
The incorrect response to question 14 supports the evidence that the pupil’s ability to use the full
range of punctuation taught at KS1 is not sufficiently secure to meet the requirements of ‘working at
greater depth within the expected standard.'
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