Unit 3: Writing Classroom-based Assessment / PBD

✏️ Writing (DSKP 3.1.1, 3.1.2, 3.2.1, 3.2.2) — Unit 3: Pet Show
Objective: Assess pupils’ ability to write pet-related words (e.g., dog, cat, frog, spider, lizard, elephant), use basic adjectives (e.g., green, small, big) and prepositions (in, on, under), and construct very simple sentences about pets with correct spelling and basic punctuation.

Activities (for PBD / H5P)

1️⃣ Copy and Label Pets (low level)
Pupils look at pet pictures and copy/write the names (e.g., dog, frog, spider) under each image.
(H5P type: Drag the Words or Fill in the Blanks)

2️⃣ Complete Sentences with Words (mid level)
Pupils fill in missing words to complete simple sentences such as:
The ___ cat is ___ the chair.
(black / on).
(H5P type: Fill in the Blanks)

3️⃣ Write a Short Descriptive Sentence (high level)
Pupils write one or two sentences based on a picture prompt or short story (e.g., Ben’s brown dog is under the table. Anna’s colourful parrot is flying above the stage.).
(H5P type: Essay / Free Text or Image Hotspot Question with text box)

Grading (auto TP from % score)

• 90–100 → TP6: Writes pet-related words and descriptive sentences accurately and independently.

• 76–90 → TP5: Completes descriptive sentences correctly with minimal support.

• 61–75 → TP4: Writes simple pet-related words and sentences with some support.

• 41–60 → TP3: Copies or fills familiar pet words/phrases with guidance.

• 21–40 → TP2: Writes or traces a few familiar pet words with support.

• 0–20 → TP1: Attempts a few letters or words with strong support.

Suggested DSKP Elements (Writing, aligned to Unit 3)

• 3.1.1 Copy familiar words in print (e.g., dog, frog, spider).

• 3.1.2 Write letters and familiar high-frequency words from memory.

• 3.2.1 Complete simple sentences with familiar words using given models (e.g., The green frog is on the chair.).

• 3.2.2 Use basic adjectives and very simple punctuation with support (e.g., big, small, green, capital letters, full stops).