Worked example · Humanities · Year 1
DCF: Citizenship → Identity, image and reputation
Also assessed, LNF: Literacy → Writing → Vocabulary, spelling, grammar
A finished Year 1 activity page, as a secure pupil might complete it, with notes on what to look for. It is also the answer key. Task 1: I know them 5 (teacher, people at home, friend, crossing patrol, shopkeeper); I have never met them 3 (game chat, message, video call). 5 + 3 = 8 pictures. Task 2: “tell a grown-up” ringed in all 3 rows. The names Taid and Zac in Task 3 are invented examples of what a pupil might write. The pupil’s marks are shown in blue.
teacher
game chat
at home
friend
message
crossing patrol
video call
shopkeeper
Look for: one tick under every picture. The 5 people from the community (teacher, people at home, friend, crossing patrol, shopkeeper) are people we know; the 3 screens are people we have never met. A pupil who ticks the game chat as “I know them” may think a friendly player is a friend: ask “Have you met them in real life, with a grown-up you trust?” This is the digital competence evidence for distinguishing between someone I know and someone I have never met.
1
tell a grown-up
reply with my name
keep it a secret
2
reply with my name
keep it a secret
tell a grown-up
3
keep it a secret
tell a grown-up
reply with my name
Look for: “tell a grown-up” ringed in every row, even though it moves. A pupil who rings the same position each time (for example the first picture in every row) is following a pattern, not the rule: ask them to point to the picture of the grown-up. In the Step 4 talk, listen for a reason, such as “if I say where I live they might find me” or “a grown-up can help”. This is the digital competence evidence for knowing that actions have consequences and using a simple rule to keep safe online.
Look for: 2 people from the pupil’s real community, each with a word or name underneath. Taid is copied correctly from the word bank and starts with a capital letter because it is a name. frend is a sensible sounded-out spelling, with a letter for each sound the pupil hears: this is good evidence of using letters and sounds, so praise it and do not mark it wrong. Pupils still at the mark-making stage may write the first sound only (for example T or f): note what they told you it says. Literacy evidence (writing words and phrases using letters and sounds).
Look for: a capital I, finger spaces between the 4 words, the tails of g and p going below the line, the hyphen in grown-up and a full stop. Letters sit on the dark line. Literacy evidence (beginning to form letters correctly and writing familiar words). A pupil who can read their sentence back to you is also showing they remember the rule.