Worked example · Expressive Arts · Year 2
DCF: Producing → Evaluating and improving digital content
Also assessed, LNF: Literacy → Writing → Planning and organising for different purposes, audiences and context
A finished activity page from a secure Year 2 pupil (pupil marks in blue), with notes on what to look for. It is also the answer key. Poster B is the easiest to read and passes both checks. Poster A fails Check 1 (you can read it from the back of the hall): its writing is tiny and pale yellow on white. Poster C fails Check 2 (it tells you what, when and where): pictures cover the time and there is no place. Task 1: A thumbs down, B thumbs up, C thumbs up. Task 2: the tiny pale writing is circled. Task 3 model comment: “Poster A is hard to read because the writing is small and the colour is too pale.” Task 4: what tick, when cross, where cross. Task 5 model poster text: Summer Concert; Friday, 2 o’clock; school hall; Families welcome! with 1 picture. Task 6 has many right answers, for example “I will make the time bigger.”
Poster A is thumbs down; Posters B and C are thumbs up, because the words on B and C are big and dark enough to read far away. Evidences “I can say if I can read a poster from the back of the hall” (DCF: commenting on work in relation to a single success criterion). A pupil who gives C a thumbs down because the pictures get in the way is thinking well; ask them to keep that idea for Check 2.
The pupil circled the tiny pale writing, not the daffodil. Evidences “I can say why a poster is hard to read” (DCF: the pupil can point to the exact part that fails Check 1).
Poster A is hard to read because the writing is small and the colour is too pale.
It needs big dark writing.
The comment gives a reason linked to Check 1 (size and colour) and the pupil added a second sentence on its own, saying how to fix it. Evidences “I can say why a poster is hard to read” (DCF: commenting on work against one success criterion). Literacy: this is writing with a clear purpose, to help Cerys and Tomos improve their poster.
what ✓
when ✗
where ✗
What is a tick (SUMMER CONCERT is big and clear). When is a cross because the pictures cover the time. Where is a cross because there is no place on the poster. Evidences “I can check if a poster tells you what, when and where” (DCF: commenting on work against the second success criterion). The pupil said: “The families would not know when to come.”
All 4 lines are copied correctly from the info card in the right places, in big dark letters, with the title biggest and just 1 picture. The pupil said: “It is for the families, so they know when to come and where to go.” Evidences “I can write a poster for the families who will come”. Literacy (planning and organising): writing for a real purpose and audience and communicating using text and image, moving from step 1 to step 2.
✓ Check 1: You can read it from the back of the hall.
✓ Check 2: It tells you what, when and where.
To make it better:
The pupil’s partner read the poster from the back of the classroom, so both ticks are honest. The pupil noticed the time was smaller than the title and chose to make it bigger, a change linked to Check 1. Evidences “I can check my own poster and say how to make it better” (DCF: giving an opinion about my own work and suggesting improvements based on the success criteria, step 2).
| Secure | Working towards | |
|---|---|---|
| Commenting on one success criterion (DCF) | Task 1 is A thumbs down, B and C thumbs up. Task 2 circles the tiny pale writing. | Gives A a thumbs up, or circles the daffodil. Ask them to hold the sheet at arm’s length and say: “Read me the time on Poster A.” |
| Giving a reason (DCF) | Task 3 names size or colour: small, pale, not dark. | Writes “it is bad” or “I do not like it”. Ask: “Is the writing big or small? Dark or pale?” and point to the word bank. |
| Checking what, when and where (DCF) | Task 4 is tick, cross, cross, and the pupil can say the families would not know when or where to come. | Ticks all 3 boxes because the poster looks busy and colourful. Ask: “Put your finger on the time. Now the place.” |
| Judging and improving my own work (DCF) | Task 6 ticks match what the partner found, and the improvement is linked to a check (bigger words, adding the place). | Ticks both boxes without checking, or suggests a change that would not help, such as more pictures. Ask: “Which check would that help?” |
| Writing for a purpose and audience (literacy) | Task 5 has the title, day and time, place and who it is for, each copied on the right line, with 1 picture. Can say the poster is for the families. | Copies only the title, puts facts on the wrong lines, or fills the screen with pictures. Point to each picture on the info card, then the matching line, and ask: “What does your family need to know to come?” |