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National moderator
training
KS1 Writing
Dispelling myths
Some common misconceptions
Using sentences with different forms
 To meet the requirements of this statement, there may be
appropriate use of each sentence form across a collection
of writing, or multiple examples within a single piece of
writing, for example commands in a set of instructions
 Evidence for this statement must include sentences which
use the appropriate syntax for all 4 sentence forms
(statements, questions, exclamations and commands)
Using sentences with different forms
 Providing the syntax is correct, this statement is met, even if
the sentence demarcation has been omitted, for example, the
question mark omitted at the end of a question. (The correct
demarcation of sentences is assessed separately.)
 The statement refers to sentences with different forms
 Therefore, evidence for exclamations must be full sentences,
for example What a fantastic goal he scored
 Whilst not incorrect, exclamative phrases, such as What an
amazing adventure! don’t provide evidence for this statement
Using sentences with different forms
 It is not always necessary to demarcate an exclamation with
an exclamation mark, for example What a sad day it was for
Sally. How strange this afternoon has been…
 An exclamation mark can also be used to demarcate a
command or a statement
Using expanded noun phrases
 It is possible to expand a noun phrase by adding words
appropriately before and/or after the noun
 There is no requirement for an expanded noun phrase to
include a specific number of adjectives
Expanded noun phrases
yellowish fur with black spots (Piece A)
Adding suffixes to spell some/most
words correctly
 If the root word and suffix follow the spelling requirements
of the KS1 programme of study, both must be spelt
correctly, for example sadly, suddenly, closely
Common exception words
 The year 1 and year 2 common exception words are nonstatutory
 Pupils are not required to evidence all the given common
exception words in Appendix 1 across a range of writing
Spelling
 Incorrect spelling of words that require application of the
statutory requirements for key stage 2 (see Appendix 1)
should be disregarded, for example science (Y3/4)
Evidence for moderation
 Teachers must base their teacher assessment judgement
on a broad range of evidence from across the curriculum
for each pupil
 The evidence used can include the optional key stage 1
English grammar, punctuation and spelling test
Independence of work
Writing is independent if it:
Writing is not independent if:

Has been independently edited and
/ or redrafted by the pupil. This may
be in response to self, peer, or
group evaluation


Is informed by clear learning
objectives and limited success
criteria which are not over detailed
and do not over-aid pupils
Edited as a result of direct
intervention by a teacher or other
adult, for example where the pupil
has been directed to change
specific words for greater impact, or
where incorrect or omitted
punctuation has been indicated

Supported by success criteria that
are over-detailed and over-aids
pupils

Produced with the support of
electronic aids that automatically
provide correct spelling, synonyms,
punctuation, or predictive text

Is produced by pupils who have
independently drawn on classroom
resources such as dictionaries,
thesauruses, word banks,
classroom displays, books or
websites for support or ideas
Success criteria
 Success criteria provide pupils with a means of
successfully demonstrating their learning
 They can also support teachers’ judgements as to whether
a pupil has achieved specific learning intentions in a piece
of writing
 Pupils can use success criteria to assess their own work,
address their own concerns, and identify areas for
improvement
Success criteria
 If success criteria are over-detailed, they can impact on the
independent nature of the writing, for example
 I have started a sentence with Suddenly or Quickly
 I have used when or because in some of my sentences
 I have used can’t, don’t or isn’t in my writing
 Success criteria should encourage pupils to focus on the
criteria against which the work will be assessed, without
modelling or over-scaffolding the expected outcome
Identifying the evidence
Working at the expected standard
Activity
 Your pack contains 5 pieces of writing, taken from one
pupil’s collection, which was moderated as ‘working at the
expected standard’
 These pieces are representative of a broader range of
writing seen during the moderation visit
A)
B)
C)
D)
E)
a story
a fact sheet
diary entries
information writing
a recount
 You also have some brief contextual information for each
piece and an extract from the 2016 KS1 GPaS test.
Activity (continued)
 Your task is to expand the partially populated supporting
commentary, using evidence from the pupil’s writing to
show how it meets each of the interim TA framework
statements for the expected standard
 You should aim to:
 provide further bullet points for each statement
 comment on all 5 pieces of writing across the commentary
as a whole
 consider how the evidence from the optional GPaS test
might support the TA judgement
Identifying the evidence
 Read the exemplified commentary
 Consider how your comments and examples correspond to
those within the exemplified commentary
 Agree reasons why this collection of evidence does not
meet the requirements for ‘working at greater depth within
the expected standard’
Next steps
 All prospective LA moderators must successfully complete
the KS1 standardisation exercise.
 Names of successful and unsuccessful moderators will be
reported to STA.
 KS1 standardisation exercise window is 17 March to 3 May
 STA will send letters to successful moderators by 12 May to
confirm they are approved to conduct LA KS1 moderation
visits