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Formal Letter KS2 Text Types: Writing Planners and Model Texts

Resource Collection WAGOLL: text types writing packs

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Writing using a formal tone is a skill pupils learn throughout KS2. This formal letter KS2 text types resource pack gives pupils the opportunity to write a letter of application for a role in school or for a dream job. After studying the features of a formal letter, pupils will write their own formal letter in response to the prompts within the pack, or for a position or role linked to your current topic or the class’ interests.

Two examples of formal letters are included, showing WAGOLL (what a good one looks like), to inspire writing and provide an example letter writing template that pupils can refer to when writing their own letters..

What is included in this formal writing KS2 pack?

• Model Text 1 - ‘Student Council Application’

An example formal letter written by a year 4 child to apply to become a member of the school’s student council.

• Model Text 2 - ‘Dream Job’

An example formal letter applying for a position as an animal keeper at a local wildlife park.

• Formal Letter writing sheet

A PDF containing success criteria that pupils can use to support their writing and explore how to write a formal letter. There are two versions for upper and lower KS2. UKS2 includes examples of modal verbs and formal language. LKS2 includes examples of conjunctions and Standard English.

• Job Adverts

Various job adverts are included for pupils to respond to.

• Formal Letter Writing Plan

A worksheet to support pupils to plan and structure their writing.

• Writing Paper

A PDF sheet that pupils could use to present their work.

What is a formal letter?

A formal letter is a type of writing used in professional situations. Examples might include a job application, letter of complaint, a letter to a customer or to parents. Formal letters should be written using a formal tone. The use of Standard English and formal vocabulary is needed.

National Curriculum English programme of study links:

Year 3/4 Pupils should plan their writing by discussing writing that is similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar. Pupils will express time, place and cause using conjunctions ... Pupils will use Standard English forms for verb inflections

Year 5 /6 Pupils should plan their writing by identifying the audience for and purpose for writing, selecting the appropriate form and using other similar writing as models for their own. Pupils should show degrees of possibility using modal verbs. Pupils should recognise vocabulary and structures that are appropriate for formal speech and writing.

This resource is part of the WAGOLL: text types writing packs collection. View more from this collection

• Model Text 1 - Student Council Application
• Model Text 2 - Dream Job
• Formal Letter writing sheet LKS2
• Formal Letter writing sheet UKS2
• Writing paper

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• Education, training and skills
• School curriculum
• Primary curriculum, key stage 1
• Tests and assessments (key stage 1)

Key stage 1: English grammar, punctuation and spelling test framework

• Standards & Testing Agency

Updated 20 May 2024

© Crown copyright 2024

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/key-stage-1-english-grammar-punctuation-and-spelling-test-framework/key-stage-1-english-grammar-punctuation-and-spelling-test-framework

This test framework is based on the national curriculum programme of study (2014) for English, introduced for teaching in schools from September 2014 and first assessed in the summer term 2016. The framework specifies the purpose, format, content and cognitive domains of the optional key stage 1 (KS1) English grammar, punctuation and spelling tests; it is not designed to be used to guide teaching and learning.

This document has been produced to aid the test development process.

1.1 Purposes of STA optional assessments

The purpose of the optional assessments is to give schools access to test papers to support in the evaluation of pupil achievement and help to understand where they need additional support as they transition into key stage 2 (KS2).

While the Government encourages schools to administer the tests, there is no requirement to do so or to report results to parents or local authorities, and they will not be used for accountability purposes.

2. What is a test framework?

The purpose of the test framework is to provide the documentation to guide the development of the tests. The framework is written primarily for those who write test materials and to guide subsequent development and test construction. It is being made available to a wider audience for reasons of openness and transparency.

The framework includes those parts of the programme of study as outlined in the national curriculum (2014) that will be covered in the test (the content domain). The cognitive processes associated with the measurement of grammar, punctuation, vocabulary and spelling are also detailed in the cognitive domain.

The test framework also includes a test specification from which valid, reliable and comparable tests will be constructed each year. This includes specifics about test format, question types, response types, marking and a clear test-level reporting strategy.

By providing all of this information in a single document, the test framework answers questions about what the test will cover, and how, in a clear and concise manner. The framework does not provide information on how teachers should teach the national curriculum.

The test development process used by the Standards and Testing Agency (STA) embeds within it the generation of validity and reliability evidence through expert review and trialling. Given that the optional KS1 tests will be internally marked by teachers, an additional study to consider the reliability of marking will be undertaken as part of the ‘technical pre-test’ trial in the first year. The test framework does not provide detail of the validity and reliability of individual tests; this will be provided in the test handbook, which will be published on the Department for Education’s website following the administration of the test.

The test framework should be used in conjunction with the national curriculum (2014) and the annual ‘Optional KS1 tests guidance’ document.

3 Nature of the test

The KS1 English grammar, punctuation and spelling test forms part of the optional assessment arrangements for pupils at the end of KS1.

The test contributes to the assessment of pupils in English and is based on the relevant sections of the national curriculum statutory programme of study (2014) for English at KS1. The programmes of study are set out for spoken language, reading and writing. There are 2 statutory appendices (Appendix 1: Spelling and Appendix 2: Vocabulary, grammar and punctuation). Although the majority of the test content is drawn from the statutory appendices, some areas of content are sampled from across the programme of study for English.

The English grammar, punctuation and spelling test will cover the aspects of the curriculum that lend themselves to paper-based testing.

The optional KS1 English grammar, punctuation and spelling test will be marked by teachers.

3.1 Population to be assessed

The KS1 tests are optional. They are made available to schools to support the evaluation of pupil achievement and help to understand where they need additional help as they transition into KS2.

3.2 Test format

The optional KS1 English grammar, punctuation and spelling test comprises 2 components, which are presented to pupils as 2 separate test papers. The first paper is spelling. The second paper presents grammar, punctuation and vocabulary questions. The test is administered on paper. The spelling paper is administered aurally by the teacher / administrator.

The tests are designed to enable pupils to demonstrate their attainment and as a result are not strictly timed since the ability to work at pace is not part of the assessment. Guidance will be provided to schools to ensure that pupils are given sufficient time to demonstrate what they understand, know and can do without prolonging the test inappropriately. Table 1 provides an indication of suggested timings for each component. The total testing time is approximately 35 minutes. If teachers or administrators change the test time significantly, the test outcomes will be less reliable.

Table 1: Format of the test

4 content domain.

The content domain sets out the relevant elements from the national curriculum programme of study (2014) for English at KS1 that are assessed in the optional English grammar, punctuation and spelling test. The tests will, over time, sample from each area of the content domain.

Although the majority of the test content is drawn from the statutory appendices, some areas of content are sampled from across the programme of study for English.

Tables 2 to 8 detail content from the national curriculum (2014). These are derived from the English programmes of study for writing – vocabulary, grammar and punctuation, Appendix 1: Spelling and Appendix 2: Vocabulary, grammar and punctuation. Elements from the curriculum are grouped into content areas (for example, 1 - Grammatical terms / word classes), each of which is made up of subdomains (for example, 1.1 - Nouns, 1.2 - Verbs). The elements are also assigned to a numerical referencing system.

For the purposes of the optional English grammar, punctuation and spelling test, the areas covered under ‘vocabulary’ are the parts of the content domain that relate to words and word-building, such as the use of prefixes and suffixes.

Explanatory notes for Tables 2 to 8

The numerical references used in the ‘Content domain reference’ column are continued in the KS2 English grammar, punctuation and spelling test framework.

The ‘Relevant coverage’ column relates to the national curriculum (2014) for the English programme of study and statutory appendices.

The asterisk (*) indicates that the statutory appendix to the national curriculum (2014) requires the terminology to be taught, as well as the application of the feature, which may appear elsewhere in the programme of study. In order to assess the full curriculum, grammatical terms that are used in the programme of study, but which are not required terminology, may appear in the wording of items within the tests. However, pupils will not be expected to generate this terminology in their responses.

4.1 Paper 1: spelling

This paper consists of 20 target words, presented within 20 distinct, contextualised sentences. The teacher / test administrator reads the words and sentences to pupils from a script.

The range of strategies and morphological awareness tested is drawn from the statutory spelling appendix to the national curriculum programme of study (2014). The optional test may include the example words, but will not be limited to these and is likely to draw on other words that assess the content described below. The appendix to the national curriculum programme of study (2014) should be consulted for definitions of the terms used in Table 2 below.

There are 2 sections of the statutory spelling appendix that will be assessed only in Paper 2: the possessive apostrophe (singular nouns) and contractions.

Table 2: Content domain for Paper 1

4.2 paper 2: questions, content domain for paper 2, table 3: g1 grammatical terms / word classes, table 4: g2 functions of sentences, table 5: g3 combining words, phrases and clauses, table 6: g4 verb tenses and consistency, table 7: g5 punctuation, table 8: g6 vocabulary, 4.3 british english conventions.

In spelling, punctuation and grammar, variations exist between British English and conventions used in other English-speaking countries. The test will only credit pupils for using British English conventions, which will relate in particular to the aspects detailed below.

4.3.1 Grammar and punctuation

Some irregular past tense forms are favoured in British English; in particular, the past participle of ‘to get’ will be considered creditworthy in the test when formed as ‘got’ rather than ‘gotten’.

4.3.2 Spelling

Where there is a difference between British English spellings and those found in other varieties of English, it is the British English spelling that is creditworthy. This applies to words such as ‘colour’, ‘catalogue’ or ‘theatre’, for which there are no alternative spellings in a standard dictionary of British English, unless they are clearly marked as an American variant.

There are other words for which alternative spellings are acceptable within British English (for example, ‘organise / organize’). These are shown as equal alternatives in a standard dictionary of British English and are not marked as a variant from any other country. Either spelling of such words is considered creditworthy in the test.

4.3.3 Vocabulary

In order to be creditworthy, vocabulary used in pupils’ responses must appear in a standard dictionary of British English. Where there is any difference in meaning between the dictionary definition and that used in other varieties of English or in slang, the dictionary definition will be favoured.

4.4 Further definitions and guidance

4.4.1 sentences with different forms: questions.

For the purposes of the optional English grammar, punctuation and spelling test, a question is required to include one of the following syntactical forms:

• an initial interrogative pronoun (for example, ‘Which is your favourite?’)
• subject-verb inversion (for example, ‘Is this your favourite?’, ‘Do you like this one?’)
• a correctly punctuated question tag (for example, ‘This is your favourite, isn’t it?’)

A sentence that has the syntax of a statement, but to which a question mark has been added is not considered to be a creditworthy question form (for example, ‘This is your favourite?’), although it is recognised that they may be used in spoken language.

4.4.2 Sentences with different forms: exclamations

An exclamation is a sentence that has a particular syntax. Exclamations begin with ‘What’ or ‘How’ and are usually demarcated by an exclamation mark, for example:

• What a lovely day it is!
• How exciting this term has been!

A sentence that ends in an exclamation mark, but which does not have one of the grammatical patterns shown above, is not considered to be creditworthy as an exclamation (for example: exclamatory statements, exclamatory imperatives, exclamatory interrogatives or interjections).

An exclamation mark is a punctuation mark that can end a statement, command or exclamation, or be placed after a phrase or single word (for example, an interjection). An exclamation mark shows that the writer wants to indicate a certain effect, such as heightened emotion - for example, ‘Be my friend!’ [command] - and will be considered creditworthy.

4.4.3 Spelling of responses within Paper 2

Correct spelling is required for the award of the mark for the majority of questions in Paper 2, especially in the following cases:

• verb forms – the whole word must be correctly spelt for the award of the mark
• contractions – the full contraction must be correctly spelt and the apostrophe correctly placed for the award of the mark
• prefixes and suffixes – the whole word (that is, the root and the prefix and / or suffix) must be correctly spelt for the award of the mark
• plurals – the whole word must be correctly spelt in responses to questions assessing plurals for the award of the mark. The use of an apostrophe in the formation of a plural will prohibit the award of the mark, unless this is a legitimate use to indicate a possessive plural

4.4.4 The use of the serial comma

The mark will not be awarded if a serial comma is used in a list of single items, for example:

‘We bought apples, cheese, and milk.’

However, the serial comma is acceptable if it is used for the avoidance of ambiguity, for example:

‘My favourite sandwiches are ham, beef and mustard, and tuna.’

4.4.5 Accuracy in copied sentences in Paper 2

Where pupils are required to copy (or ‘rewrite’) a given sentence, the meaning and key words of the sentence must be preserved. Minor copying errors, such as a change of article, are tolerated. Misspellings are not penalised, unless in plurals, contractions or words requiring a prefix and / or suffix, where this is the assessment focus of the question.

4.4.6 Capital letters

Where they are required, capital letters must be clear and unambiguous for the award of the mark. Where letters do not have unique capital letter forms, this means that the height of the capital letter will be similar to the height of letters with ascenders and will be clearly greater than the height of letters that do not have ascenders - for example, in the word ‘What’, the height of the capital letter ‘W’ should be a similar height to, or taller than, the ‘h’.

Where pupils need to write, rewrite or complete a sentence, capital letters within a sentence will be marked as incorrect, unless used to start a proper noun or the pronoun ‘I’. This includes where an entire word is capitalised - for example, for emphasis. Incorrect use of capital letters negates an otherwise correct response and will be marked as incorrect.

Where pupils are asked to write a short response that is not part of a sentence (for example, if they are asked to write a word or phrase in a box or table), the use of capital letters will not be taken into account when deciding whether the mark should be awarded. The only exception to this is if the word is a proper noun; in this case, a capital letter will be required for the award of the mark.

5 Cognitive domain

The cognitive domain seeks to make the thinking skills and intellectual processes required for the optional KS1 English grammar, punctuation and spelling test explicit. Each question will be rated against the 4 strands of the cognitive domain listed in Table 9 below to provide an indication of the cognitive demand.

The cognitive domain will be used during test development to ensure comparability of demand as well as difficulty for tests in successive years.

Table 9: Cognitive classifications

A detailed explanation of each of the 4 dimensions follows in sections 5.1 – 5.4.

The square brackets [ ] in the following tables are used to identify examples of content in questions. These could be substituted for a range of features.

5.1 Cognitive level

The cognitive level is classified within a three-point taxonomy.

Table 10: Cognitive level

5.2 response strategy.

The response complexity is considered within a scale that ranges from closed to extended response formats, subcategorised into a number of types.

Table 11: Response strategy

5.3 abstraction rating.

The abstraction rating is an indicator of the familiarity of the question for the test population. It takes into account the concreteness or abstractness of the concepts involved and the likely familiarity of the vocabulary and context for the test population.

Table 12: Abstraction rating

5.4 strategy support rating.

The strategy support rating indicates the extent to which the pupil must arrive independently at an understanding of the question requirements, response method and answer format.

Table 13: Strategy support rating

6 test specification.

This section provides details of each test component.

6.1 Summary

The test comprises 2 components, which will be presented to pupils as 2 separate papers.

Table 14: Format of the test

6.2 breadth and emphasis.

The content and cognitive domains for the optional English grammar, punctuation and spelling test are specified in sections 4 and 5. The test will sample from the content domain in any given year. Although every element may not be included within each test, the full range of content detailed in this document will be assessed over time. The questions in each test will be placed in an approximate order of difficulty.

The following sections show the proportion of marks attributed to each of the areas of the content and cognitive domains in a test.

6.2.1 Profile of content domain

Table 15 shows the proportion of marks allocated to each element of the content domain. This allocation will allow coverage of the relevant areas of the national curriculum (2014) over time. The content domain is subdivided into 4 elements: grammar, punctuation, vocabulary and spelling.

Table 15: Profile of marks by content area

The total number of marks across both papers is 40.

6.2.2 Profile of cognitive domain

The cognitive domain is specified in section 5. The content domain may be tested through questions across any combination of the 4 cognitive dimensions, according to the explanations given in Table 16 below.

Table 16: Profile of cognitive domain by component

*In Paper 2, the majority of questions in any test are selected responses, as detailed in Table 17.

6.2.3 Question selection and organisation

The words for the spelling task are selected from a large bank of trialled content. The words are selected to take account of pupils’ developing ability to spell a wide range of words accurately and to apply the strategies specified in the content domain. The words are presented in order of spelling difficulty.

Trialling is used to determine how each word functions statistically. Words included in the spelling paper are selected to ensure an appropriate range of difficulty so that pupils at the end of KS1 are able to demonstrate performance and standards are maintained.

Questions in Paper 2 are, as far as possible, placed in order of difficulty. The difficulty of individual questions is determined quantitatively from trialling data.

6.3 Format of questions and responses

6.3.1 paper 1: spelling.

Paper 1 consists of 20 target words. Spellings will be presented within distinct, contextualised sentences. The teacher / test administrator will read the words and sentences aloud to pupils from a script.

6.3.2 Paper 2: questions

Paper 2 comprises short-answer questions.

Teachers / test administrators may choose to read the questions aloud with a pupil, small group of pupils or the whole class.

Questions are categorised into 2 broad formats:

• selected response – requiring selection of the correct answer
• constructed response – requiring the pupil to write a short answer of his or her own within a specified format

The proportion of each format that will appear in any single test is given in Table 17.

Table 17: Profile of marks by response category in Paper 2

These formats are further categorised into the following subtypes:

Table 18: Question subtypes used in Paper 2

In Paper 2, most responses will require only a tick, circle, line or short written response. Some test questions do require a full sentence to be written but these will usually be placed towards the end of the paper in order to allow pupils every opportunity to gain more straightforward marks easily.

The stems in the table below are indicative of the rubric used in live test questions for each subtype, although actual questions may differ from, and are not limited to, the examples given. The question types below can be asked using selected or constructed response types.

Table 19: Question stems in Paper 2

6.4 marking and mark schemes.

The end of KS1 tests are optional and will be marked internally by teachers.

Full mark schemes will be provided for all aspects of the test, with particular detailed focus on marking principles and any constructed response items within Paper 2, in order to maximise the reliability of marking.

The mark schemes will give specific guidance for the marking of each question, together with general principles to ensure consistency of marking.

The mark schemes will provide the total number of marks available for each question and the criteria by which teachers should award the marks to pupils’ responses. Where multiple correct answers are possible, examples of different types of correct answer will be given in the mark schemes. Where applicable, additional guidance will indicate minimally acceptable and unacceptable responses.

The mark schemes will be developed during the test development process and will combine the expectations of experts with examples of pupils’ responses obtained during trialling.

For multi-mark questions, if the correct answer is not reached and, therefore, full marks cannot be awarded, the mark scheme will indicate how partial credit can be awarded.

The mark schemes will contain the following information:

• the question
• a content domain reference
• the mark allocation
• square bullets indicating the required responses / acceptable points
• round bullets exemplifying pupils’ responses from the trials
• for multi-mark questions, the examples awarded higher marks will usually be placed before the examples awarded lower marks

6.5 Reporting

The raw score on the test (the total marks achieved out of the 40 marks available) will be converted into a scaled score using a conversion table. Scaled scores retain the same meaning from one year to the next. Therefore, a particular scaled score reflects the same standard of attainment in one year as in the previous year, having been adjusted for any differences in difficulty of the test.

Additionally, each pupil will receive an overall result indicating whether or not he or she has achieved the required standard on the test. A standard-setting exercise will be conducted on the first live test in 2016 to determine the scaled score needed for a pupil to be considered to have met the standard. This process will be facilitated by the performance descriptor in section 6.7, which defines the performance level required to meet the standard. In subsequent years, the standard will be maintained using appropriate statistical methods to translate raw scores on a new test into scaled scores with an additional judgemental exercise at the expected standard. The scaled score required to achieve the expected standard on the test will remain the same.

6.6 Desired psychometric properties

While the focus of the outcome of the test will be whether a pupil has achieved the expected standard, the test must measure pupils’ ability across the spectrum of attainment. As a result, the test must aim to minimise the standard error of measurement at every point on the reporting scale, particularly around the expected standard threshold.

The provision of a scaled score will aid in the interpretation of pupils’ performance over time, as the scaled score that represents the expected standard will be the same year-on-year. However, at the extremes of the scaled score distribution, as is standard practice, the scores will be truncated such that above or below a certain point all pupils will be awarded the same scaled score to minimise the effect for pupils at the ends of the distribution, where the test is not measuring optimally.

6.7 Performance descriptor

This performance descriptor describes the typical characteristics of pupils whose performance in the optional KS1 test is at the threshold of the expected standard. Pupils who achieve the expected standard in the tests have demonstrated sufficient knowledge to be well-placed to succeed in the next phase of their education, having studied the aspects of the KS1 programme of study in English assessed by this test. This performance descriptor will be used by panels of teachers to set the standards on the new tests following their first administration in May 2016. It is not intended to be used to support teacher assessment, since it reflects only the elements of the programme of study that can be assessed in a written test (see content domain in section 4).

6.7.1 Overview

Pupils working at the expected standard will be able to engage with all questions within the test. However, they will not always achieve full marks on each question, particularly if working at the threshold of the expected standard.

Questions will range from those requiring recall of facts to those requiring application and analysis. There will be a variety of question formats including selected response short answer and constructed response.

Question difficulty will be affected by strands of the cognitive domain, such as how abstract the task is and the extent to which support is given in the question to help pupils organise their response. This should be borne in mind when considering the remainder of this performance descriptor, since pupils working at the threshold of the expected standard may not give correct responses to all questions. This will be true even when the performance descriptor determines that a skill should be within the pupil’s capacity if working at the expected standard.

The following sections describe the typical characteristics of pupils in year 2 working at the threshold of the expected standard. It is recognised that different pupils will exhibit different strengths, so this is intended as a general guide rather than a prescriptive list.

6.7.2 Spelling

Pupils working at the expected standard are able to spell simple monosyllabic and polysyllabic words, including common exception words and homophones and nearhomophones.

6.7.3 Grammar and vocabulary

Pupils working at the expected standard are able to:

• demonstrate familiarity with some word classes, their terminology and their use: nouns, verbs, adjectives and adverbs
• recognise and write different types of sentences: statements, questions, commands and exclamations
• understand that co-ordinating conjunctions (and, or, but) and subordinating conjunctions (‘when’, ‘if’, ‘that’, ‘because’) link words and clauses, and use them to construct and extend sentences
• combine given words to make clauses or sentences, or expand noun phrases
• identify and use the present or past tense forms of familiar, regular verbs and some irregular verbs (for example, ‘has’ / ‘had’), including the progressive form
• understand that the prefix un– can change the meaning of some words
• use some suffixes to form nouns, adjectives and adverbs

6.7.4 Punctuation

• identify and use appropriate end punctuation to demarcate different sentence types (full stop, question mark and exclamation mark)
• identify and use a capital letter to start a sentence, for names of people, places, days of the week and for the personal pronoun ‘I’
• use commas to separate items in a list
• use apostrophes to indicate simple contracted verb forms
• use apostrophes to denote singular possession

7 Diversity and inclusion

The Equality Act 2010 sets out the principles by which national curriculum assessments and associated development activities are conducted. During the development of the tests, STA’s test development division will make provision to overcome barriers to fair assessment for individuals and groups wherever possible.

National curriculum assessments will also meet Ofqual’s core regulatory criteria. One of the criteria refers to the need for assessment procedures to minimise bias: ‘The assessment should minimise bias, differentiating only on the basis of each learner’s ability to meet national curriculum requirements’ (Regulatory framework for national assessment, published by Ofqual 2011).

The optional end of KS1 English grammar, punctuation and spelling test should:

• use appropriate means to allow all pupils to demonstrate their knowledge in grammar, punctuation, vocabulary and spelling
• provide a suitable challenge for all pupils and give every pupil the opportunity to achieve as high a standard as possible
• provide opportunities for all pupils to achieve, irrespective of gender, disability or special educational need, social, linguistic or cultural backgrounds
• use materials that are familiar to pupils and for which they are adequately prepared
• not be detrimental to pupils’ self-esteem or confidence
• be free from stereotyping and discrimination in any form

The test development process uses the principles of universal design, as described in the ‘Guidance on the principles of language accessibility in national curriculum assessments’ (New language accessibility guidance, published by Ofqual 2012).

In order to improve general accessibility for all pupils, where possible, questions will be placed in order of difficulty. As with all national curriculum tests, attempts have been made to make the question rubric as accessible as possible for all pupils, including those who experience reading and processing difficulties and those for whom English is an additional language, while maintaining an appropriate level of demand to adequately assess the content. This includes applying the principles of plain English and universal design wherever possible, conducting interviews with pupils and taking into account feedback from expert reviewers.

For each test in development, expert opinions on specific questions are gathered - for example, at inclusion panel meetings, which are attended by experts and practitioners from across the fields of disabilities and special educational needs. This provides an opportunity for some questions to be amended or removed in response to concerns raised.

Issues likely to be encountered by pupils with specific learning difficulties have been considered in detail. Where possible, features of questions that lead to construct irrelevant variance (for example, question formats and presentational features) have been considered and questions have been presented in line with best practice for dyslexia and other specific learning difficulties.

7.1 Access arrangements

The full range of access arrangements applicable to optional KS1 assessments as set out in the ‘Optional KS1 tests guidance’ will be available to eligible pupils as required.

Teachers are able to vary the administration arrangements for pupils according to their need. Where arrangements are varied, it should follow normal classroom practice for assessments of this type.

7.2 Compensatory marks

Compensatory marks for spelling will be available for eligible pupils. Consistent with the ‘Optional KS1 tests guidance’, these will be based on the mean average scores that pupils achieved during the technical pre-test.

Appendix: Glossary of terminology used in the test framework

Independent review of key stage 2 testing, assessment and accountability (2011), Lord Bew.

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Writing a formal letter for a job application. 1-9 GCSE letter. Writing skills A05 and A06.

Subject: English

Age range: 14-16

Resource type: Lesson (complete)

Last updated

1 March 2019

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KS2 Teaching Assistant (E3944) - Weetwood Primary School

KS2 Teaching Assistant

Are you looking for a new challenge or are you interested in becoming a teacher and want to build up your skills first?

This is the job for you!

We are looking for a dedicated and passionate teaching assistant to join our fun, inclusive team at Weetwood. We have high expectations of our teaching assistants; the successful candidate will be required to form a teaching partnership with their teacher and play a full part in all aspects of the school day.

Salary: A1-B1 NJC Pay Scale point 2 - 6 (£12.00 - £12.38) - Can be negotiated based on experience

Contract: Temporary for a year (in the first instance) from September 2024

Hours: 31.25hours – Term Time only.

Closing Date: Monday 10th June

Interviews: W.C. 17th June.

If you are someone who:

● a good understanding of engaging children and eliciting their best

● a determined approach to the achievement of all children and doing ‘whatever it takes’ to ensure children experience success

● enthusiasm for a role in a school environment which sees pupils at its heart

● a commitment to your own professional development and ambitions for your future

● an appetite for collaboration with colleagues

●Relevant knowledge and skills to meet the demand of the Key Stage 2 curriculum. 

…then we want to hear from you.

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• A supportive team of dedicated, friendly staff. 
• An opportunity to develop your role through training and working with other experienced practitioners. 
• Kind, friendly and enthusiastic children. 

If you would like to find out more, recruitment packs and application forms are available from our website:  https://www.weetwoodschool.co.uk/vacancies

The Recruitment Pack contains the job description and person specification required for the position. 

The Application Process

Interested candidates are welcome to contact Mr Crawford for further information on the post on 0113 3230450 or at [email protected]. Visit our website  www.weetwoodprimary.co.uk  for more information about Weetwood Primary School. 

Shortlisted candidates are welcome to visit the school. 

How do I apply?

Please complete the relevant application form providing full details of your education and employment history, including any unpaid or voluntary work. Where there are gaps in your employment, please state the reasons why (e.g. gap year, career break, unemployed etc.). Use the job description and person specification as your guide and give specific examples, where possible, to demonstrate how you match the requirements for this post. We require details of two referees, one of which must be your current or most recent employer; if you currently work in school, the reference must be from the Headteacher. Please provide their names, email addresses and daytime contact numbers.

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This section of the form is very important. It gives you an opportunity to explain why you are applying and why you are the best person for this job. Use the job description and person specification as your guide and give specific examples, where possible, to demonstrate how you match the requirements for this post in a covering letter of no longer than one side of A4 detailing your experience and why you are an ideal candidate. 

CVs are not accepted as part of the application process. 

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Your   completed application form and covering letter should be emailed to  [email protected]

Closing date:  Monday 10th June 2024 

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Start Date: September 2024

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Applications will be evaluated against the requirements of the post, with those candidates that best fit the requirements being shortlisted. We are unable to contact all applicants, but all shortlisted candidates will be contacted by email or phone within 72 hours of the closing date. If you have any queries on any aspect of the application process or need additional information please contact the office manager. 

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Assonance in Books

Ai generator.

Dive into the captivating world of assonance in literature with this comprehensive guide.Assonance, the repetition of vowel sounds in close proximity, is a literary device that adds rhythm and musicality to phrases and sentences. While often studied in the context of poetry, assonance is also prevalent in prose, particularly in literary works. To fully grasp the concept, exploring assonance in literature can provide a broader understanding of its usage and effects.

What is Assonance in Books? – Definition

Assonance in books refers to the intentional repetition of vowel sounds in close proximity within a sentence or phrase. This literary device serves to create a pleasing rhythm, unify stanzas, and emphasize particular words, making the text more memorable and emotionally impactful.

What is the best Example of Assonance in Books?

One of the most vivid examples of assonance in literature can be found in J.K. Rowling’s “Harry Potter” series. The sentence “Harry walked wearily” is simple yet effective, using the repetition of the “ee” sound to emphasize Harry’s exhaustion. This adds a layer of emotional depth to the narrative and pulls the reader deeper into the story.

100 Assonance in Books Examples

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Many popular books utilize assonance to enhance their narratives. For instance, in Harper Lee’s “To Kill a Mockingbird,” assonance helps to convey the Southern dialect and setting. To see assonance at work in various genres and styles, one can look at examples of assonance across different literary works.

• “A Tale of Two Cities” – “It was the best of times, it was the worst of times.”
• “To Kill a Mockingbird” – “Maycomb County had recently been told that it had nothing to fear but fear itself.”
• “Moby Dick” – “Whenever I find myself growing grim about the mouth.”
• “The Great Gatsby” – “So we beat on, boats against the current.”
• “1984” – “War is peace. Freedom is slavery. Ignorance is strength.”
• “Pride and Prejudice” – “It is a truth universally acknowledged.”
• “The Catcher in the Rye” – “If you really want to hear about it, the first thing you’ll probably want to know is where I was born.”
• “The Hobbit” – “In a hole in the ground there lived a hobbit.”
• “Brave New World” – “Community, Identity, Stability.”
• “Wuthering Heights” – “He shall never know I love him.”
• “The Odyssey” – “Tell me, O muse, of that ingenious hero who traveled far and wide.”
• “The Road” – “You forget what you want to remember, and you remember what you want to forget.”
• “Little Women” – “I like good strong words that mean something.”
• “Gone with the Wind” – “Scarlett O’Hara was not beautiful, but men seldom realized it.”
• “Frankenstein” – “You are my creator, but I am your master.”
• “Crime and Punishment” – “Pain and suffering are always inevitable.”
• “The Scarlet Letter” – “No man, for any considerable period, can wear one face to himself and another to the multitude.”
• “Jane Eyre” – “I am no bird; and no net ensnares me.”
• “One Hundred Years of Solitude” – “He really had been through death, but he had returned because he could not bear the solitude.”
• “War and Peace” – “The strongest of all warriors are these two—Time and Patience.”
• “Don Quixote” – “Too much sanity may be madness.”
• “Lolita” – “It was love at first sight, at last sight, at ever and ever sight.”
• “Fahrenheit 451” – “It was a pleasure to burn.”
• “The Picture of Dorian Gray” – “Youth is the one thing worth having.”
• “Invisible Man” – “I am invisible, understand, simply because people refuse to see me.”
• “Animal Farm” – “All animals are equal, but some animals are more equal than others.”
• “Catcher in the Rye” – “Don’t ever tell anybody anything.”
• “The Grapes of Wrath” – “The last clear definite function of man—muscles aching to work, minds aching to create.”
• “The Sun Also Rises” – “You are all a lost generation.”
• “Great Expectations” – “I have been bent and broken, but—I hope—into a better shape.”
• “To Kill a Mockingbird” – “Until I feared I would lose it, I never loved to read.”
• “Brave New World” – “Words can be like X-rays if you use them properly.”
• “Beloved” – “Freeing yourself was one thing, claiming ownership of that freed self was another.”
• “Wuthering Heights” – “He’s more myself than I am. Whatever our souls are made of, his and mine are the same.”
• “The Catcher in the Rye” – “People never notice anything.”
• “Moby Dick” – “Call me Ishmael.”
• “Pride and Prejudice” – “It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.”
• “Les Miserables” – “Even the darkest night will pass and the sun will rise.”
• “The Sound and the Fury” – “I give you the mausoleum of all hope and desire.”
• “The Great Gatsby” – “So we beat on, boats against the current, borne back ceaselessly into the past.”
• “Slaughterhouse-Five” – “So it goes.”
• “Dracula” – “Listen to them—the children of the night.”
• “Heart of Darkness” – “The horror! The horror!”
• “Madame Bovary” – “One’s duty is to feel what is great, cherish the beautiful, and not accept the conventions of society.”
• “The Old Man and the Sea” – “Man is not made for defeat.”
• “The Lord of the Rings” – “Not all those who wander are lost.”
• “The Brothers Karamazov” – “Above all, don’t lie to yourself.”
• “The Iliad” – “There is the heat of Love, the pulsing rush of Longing, the lover’s whisper, irresistible—magic to make the sanest man go mad.”
• “Of Mice and Men” – “Tell me about the rabbits, George.”
• “The Scarlet Letter” – “She had not known the weight until she felt the freedom.”
• “Anna Karenina” – “All happy families are alike; each unhappy family is unhappy in its own way.”
• “Frankenstein” – “Beware; for I am fearless, and therefore powerful.”
• “The Odyssey” – “Of all creatures that breathe and move upon the earth, nothing is bred that is weaker than man.”
• “The Picture of Dorian Gray” – “To define is to limit.”
• “Don Quixote” – “I know who I am and who I may be, if I choose.”
• “Catch-22” – “Just because you’re paranoid doesn’t mean they aren’t after you.”
• “Little Women” – “I’d rather take coffee than compliments just now.”
• “Ulysses” – “Love loves to love love.”
• “Crime and Punishment” – “Man is sometimes extraordinarily, passionately, in love with suffering.”
• “Great Expectations” – “I have been bent and broken, but – I hope – into a better shape.”
• “Gulliver’s Travels” – “Every man desires to live long, but no man wishes to be old.”
• “The Bell Jar” – “I felt very still and empty, the way the eye of a tornado must feel.”
• “War and Peace” – “If everyone fought for their own convictions there would be no war.”
• “Fahrenheit 451” – “Don’t ask for guarantees. And don’t look to be saved in any one thing, person, machine, or library.”
• “The Jungle” – “I aimed at the public’s heart, and by accident, I hit it in the stomach.”
• “The Republic” – “Ignorance, the root and stem of all evil.”
• “On the Road” – “I was surprised, as always, by how easy the act of leaving was, and how good it felt.”
• “Gone with the Wind” – “After all, tomorrow is another day.”
• “Moby Dick” – “It is not down on any map; true places never are.”
• “The Grapes of Wrath” – “How can you frighten a man whose hunger is not only in his own cramped stomach but in the wretched bellies of his children?”
• “Dracula” – “No man knows till he experiences it, what it is like to feel his own lifeblood drawn away into the woman he loves.”
• “Brave New World” – “Words can be like X-rays if you use them properly — they’ll go through anything.”
• “Lord of the Flies” – “The thing is – fear can’t hurt you any more than a dream.”
• “The Catcher in the Rye” – “Don’t ever tell anybody anything. If you do, you start missing everybody.”
• “Les Misérables” – “Not being heard is no reason for silence.”
• “The Hitchhiker’s Guide to the Galaxy” – “So long, and thanks for all the fish.”
• “Sense and Sensibility” – “It isn’t what we say or think that defines us, but what we do.”
• “Heart of Darkness” – “I couldn’t have felt more of lonely desolation somehow, had I been robbed of a belief or had missed my destiny in life…”
• “The Chronicles of Narnia” – “Some day you will be old enough to start reading fairy tales again.”
• “The Da Vinci Code” – “Men go to far greater lengths to avoid what they fear than to obtain what they desire.”
• “Middlemarch” – “It is always fatal to have music or poetry interrupted.”
• “Atlas Shrugged” – “The question isn’t who is going to let me; it’s who is going to stop me.”
• “To Kill a Mockingbird” – “Sometimes the best way to escape from a problem is to solve it.”
• “The Fountainhead” – “The hardest thing to explain is the glaringly evident which everybody has decided not to see.”
• “Wuthering Heights” – “Whatever our souls are made of, his and mine are the same.”
• “The Count of Monte Cristo” – “All human wisdom is summed up in two words; wait and hope.”

Assonance in Books Examples for KS2

Searching for ways to engage KS2 (Key Stage 2) students in the fascinating world of literary devices? Assonance, the repetition of vowel sounds, is a captivating tool that’s often used in children’s literature. It adds rhythm and musicality to the text, making it more appealing for younger readers. So, how does assonance sound in books specifically designed for KS2 learners? Let’s delve into some stand-out examples.

• “Charlotte’s Web” – “Terrific, radiant, and humble.”
• “The Very Hungry Caterpillar” – “He ate through five plums but was still hungry.”
• “Green Eggs and Ham” – “I am Sam. Sam I am.”
• “Where the Wild Things Are” – “Let the wild rumpus start!”
• “The Gruffalo” – “A mouse took a stroll through the deep dark wood.”
• “James and the Giant Peach” – “A peach is a peach, no matter how small.”
• “Harry Potter and the Philosopher’s Stone” – “The boy who lived.”
• “Alice’s Adventures in Wonderland” – “Curiouser and curiouser!”
• “Matilda” – “Never do anything by halves.”
• “The Wind in the Willows” – “The mole was bewitched, entranced, fascinated.”

These examples showcase the magical element that assonance brings to children’s literature, enhancing their reading experience while also making the text memorable.

How Do You Write Assonance in Books? – Step by Step Guide

If you aim to enrich your narrative with lyrical resonance, incorporating assonance is a sterling strategy. This vocalic repetition not only elevates the cadence of your prose but also deepens the reader’s engagement. Whether you’re penning a novel, a novella, or a short story, assonance can amplify the book’s aesthetic appeal. Here is your comprehensive guide to flawlessly weave assonance into your book’s fabric.

Step 1: Grasp the Basics of Assonance

To skillfully implement assonance, get a firm grip on its definition: the recurrence of similar vowel sounds in closely situated words within a sentence or line.

Step 2: Pinpoint the Ideal Vowel Sound

Zero in on a specific vowel sound that aligns with the narrative’s tone or mood. Whether ‘a’, ‘e’, ‘i’, ‘o’, or ‘u’, make a purposeful selection.

Step 3: Craft Your Text

Devise a phrase or sentence that integrates your chosen vowel sound naturally. Keep the story’s overarching theme and tone in view.

Step 4: Seamlessly Embed into Your Narrative

Inlay this newly created phrase or sentence into your book’s narrative. It should add nuance and depth, without jarring the reader.

Step 5: Auditory Assessment

After the drafting stage, vocalize the assonant phrase to confirm its rhythmic flow and mood-enhancing capabilities. Revise if it falls short.

Step 6: Elicit External Insights

To validate your usage of assonance, obtain evaluations from a reliable source—be it a professional editor, fellow writers, or your intended readership.

By adhering to this detailed roadmap, you’ll proficiently add a layer of sophistication to your book through assonance.

Tips for Using Assonance in Books

Implementing assonance in books necessitates a delicate balance. Here are fine-tuned pointers to employ this literary element effectively.

Prioritize Subtlety Excessive repetition can distract; the key is to be subtle. Let assonance accentuate, not dominate.

Narrative Enhancement Deploy assonance as a tool for narrative enrichment. Use it to fortify emotional tones or thematic undertones in the book.

Rhythmic Consistency For maximum impact, sustain the same vowel sound across a sentence or even a whole paragraph.

Less is More An overuse of assonance may lead to an unnatural-sounding text. Exercise restraint.

Oral Review Reading your prose aloud is the most effective way to judge the success of your assonance.

Explore and Iterate Do not hesitate to experiment with alternative vowel sounds or word placements to achieve optimal assonance effects.

This revamped guide provides actionable insights to seamlessly integrate assonance in books, creating a more captivating and nuanced reading experience.

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