Evidence of Learning
Experiences and Outcomes
First Level
o By considering the type of texts I am
Writing 1a
Context for Learning
The class was doing a project on improving
the school’s environmental garden. Children
were asked to write to a company to request
a donation of logs to develop the area.
Technical vocabulary was explored beforehand.
The children had previously written letters in
a fictional context and a letter of thanks but
this was an opportunity to write
independently and apply skills in an
unfamiliar, cross curricular context.
creating, I can select ideas and
relevant information, organise these in
a logical sequence and use words which
will be interesting and/or useful for
others. (LIT 1-26a)
o I can spell the most commonly used
words, using my knowledge of letter
patterns and spelling rules and use
resources to help me spell tricky or
unfamiliar words Lit 1-21a
o Throughout the writing process, I can
check that my writing makes sense. LIT
1-23a
o I can convey information, describe
events or processes, share my opinions
or persuade my reader in different
ways Lit 1-28a / Lit 1-29a
Significant Aspects of Learning
say
make
write
do
Layout
appropriate
The pupil clearly
demonstrates knowledge of
the key features of a letter.
The address is correctly
laid out.
Create texts of increasing complexity using more sophisticated language
Learning statements
•Write with increasing accuracy, making effective use of spelling, grammar and punctuation
•Uses a variety of punctuation and sentence structures to convey meaning.
•Uses strategies to spell familiar and unfamiliar words.
•Presents work legibly to engage the reader.
•Checks and edits work throughout the writing process.
•Uses knowledge of genre conventions when planning and creating a variety of texts, using
language appropriate to purpose and audience.
Success Criteria
The pupils agreed the following ‘I can’ statements •include enough detail in my writing to make the meaning clear
•include several relevant details, organised in a logical sequence
•use several interesting and ambitious words which interest the reader
•use the features of a letter
•check my work, look for spelling mistakes and correct them.
• reread as I write to check the meaning and fitness for purpose
• use appropriate punctuation
Learner Voice
The pupil’s comment about her learning is noted in the evidence.
There is also both self and peer assessment.
Teacher Voice
This piece of work was undertaken independently and the pupil was
expected to use the correct format. The pupil redrafted a copy to be
sent to the company.
Relevant details in both
paragraph.
Evidence of Learning
First Level
say
Writing 1b
make
write
do
Context for Learning
The class was doing a Science project about
Solids, Liquids and Gases. As part of this pupils
created model volcanoes.
The children were then asked to create a set of
instructions to help another child make their own
volcano. They were able to look at their own
models to help.
Layout
appropriate
The class shared the learning intention suggested
appropriate success criteria. Pupils used the
criteria to help assess their work and then
formulate stars and wishes. Pupils had previously
written instructions so were applying their skills.
Bullet
points
Success Criteria
The pupils agreed the following ‘I can’ statements •include enough detail in my writing to make the meaning clear
•include all the relevant details, in a logical sequence
•use several interesting and ambitious words which interest the reader
•use bullet points or numbering
•check my work, look for spelling mistakes and correct them.
• reread as I write to check the meaning and fitness for purpose
• use appropriate punctuation
Learner Voice
The pupil was very excited making the volcano and this continued into
her writing. The pupil said she would ask her Mum if she could make a
volcano at home using her own instructions! Pupil self and peer
assessment is noted.
Teacher Voice
The pupil’s self assessment is accurate but the child peer assessing needs
more direction and support to write more appropriate comments.
Self assessment
shows awareness of
criteria and how to
improve
Evidence of Learning
First Level
say
Writing 1c
make
write
do
Context of Learning
The children were completing an
environmental project in the local area
and were asked to create and design a
leaflet to inform and educate others.
Some key vocabulary was explored.
The leaflets were to be displayed in the
local arts centre as well as being copied
and shared in the school.
Subheadings
Layout
appropriate
Additional information,
this shows the pupil knows
what to include in this
type of writing.
Learner Voice
Success Criteria
The pupils agreed the following ‘I can’ statements •include enough detail in my writing to make the meaning clear
•include all the relevant details, in a logical sequence
•use several interesting and ambitious words which interest the reader
•use bullet points or numbering
•check my work, look for spelling mistakes and correct them.
• reread as I write to check the meaning and fitness for purpose
• use appropriate punctuation
The pupil’s self assessed comments were noted on a draft copy as
were peer assessment comments. “ I think that the layout of my
work is good. These included: I’m pleased with how it looks.” “ I
think that I put lots of details into my writing.” “I wish that some
of my sentences were better.”
Teacher Voice
The pupil has created a leaflet complete with illustrations but only
the written text has been copied. The pupil planned the leaflet and
made notes with given headings..