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The National StrategiesAPP Speaking and listening: Assessment Focuses and Criteria

L e v e

l

AF1Talking to others Talk in purposeful and imaginative ways toexplore ideas and feelings, adapting andvarying structure and vocabulary accordingto purpose, listeners, and content

AF2Talking with othersListen and respond to others, includingin pairs and groups, shaping meaningsthrough suggestions, comments andquestions

AF3Talking within role-play and dramaCreate and sustain different roles andscenarios, adapting techniques in a rangeof dramatic activities to explore texts, ideasand issues

AF4Talking about talk Understand the range and uses of spokenlanguage, commenting on meaning andimpact and draw on this when talking toothers

8 Across a range of contexts make creative, precise selections

from a wide repertoire of strategiesand conventions to meet variedspeaking and listening challenges

adapt vocabulary, grammar, and non-verbal features to match context andpurpose with distinct personal style

Across a range of contexts show perceptive understanding of

varied, complex speech, sustainingconcentrated listening andresponding with flexibility to developideas

initiate and lead a variety of grouproles, managing and sustainingdiscussion with sensitivity

Across a range of contexts deepen response to ideas and issues

by exploiting dramatic approachesand techniques creatively, andexperimenting with complex rolesand scenarios

Across a range of contexts reflect on and apply clear

understanding and knowledge of the significance of spoken languagevariation, evaluating own and othersdiscourse

7 Across a range of contexts explore a wide range of subject

matter with precision and effect manage and manipulate talk to

position the listener make apt and flexible choices of

vocabulary, grammar, and non-verbalfeatures across different registers

Across a range of contexts respond to and interrogate what

is said and how delivery relates tothe speakers viewpoint, shapingdirection and content of talk withwell-judged contributions

draw on a range of different grouproles and responsibilities, sustainingeffective collaboration anddiscussion

Across a range of contexts explore complex ideas and issues

through insightful choice of speech,gesture, and movement, establishingroles and applying dramaticapproaches with confidence

Across a range of contexts evaluate meaning and impact of

a range of significant features of language variation in own andothers discourse

6 Across a range of contexts explore complex ideas and feelings

in a range of ways, both succinct andextended

maintain generally controlled andeffective organisation of talk to guidethe listener

adapt vocabulary, grammar, and non-verbal features to meet an increasingrange of demands

Across a range of contexts engage with complex material

making perceptive responses,showing awareness of the speakersaims and extending meanings

adopt group roles andresponsibilities independently,drawing ideas together andpromoting effective discussion

Across a range of contexts demonstrate empathy and

understanding through flexiblechoices of speech, gesture,and movement, adapting rolesconvincingly to explore ideas andissues

Across a range of contexts analyse meaning and impact of

spoken language variation, exploringsignificant details in own and otherslanguage

5 Across a range of contexts express and explain relevant ideas

and feelings, with some elaborationto make meaning explicit

shape talk in deliberate ways for

l it d ff t t g g th

Across a range of contexts recognise significant details and

implicit meanings, developing thespeakers ideas in different ways

sustain roles and responsibilities with

i d d i i g

Across a range of contexts show insight into texts and issues

through deliberate choices of speech,gesture, and movement, beginningto sustain and adapt different rolesand scenarios

Across a range of contexts explain features of own and

others language use, showingunderstanding of effect of varyinglanguage for different purposes andsituations

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clarity and effect to engage theli independence in pairs or groupsi h i ll di i

The National StrategiesAPP Reading: Assessment Focuses and Criteria

00077-2010PDF-EN-20 Crown copyright 2010

AF1 use a range of strategies,including accurate decoding of text, to read for meaning

AF2 understand, describe, select or retrieveinformation, events or ideas from texts and usequotation and reference to text

AF3 deduce, infer or interpret information,events or ideas from texts

AF4 identify and comment on the structure andorganisation of texts, including grammatical andpresentational features at text level

AF5 explain and comment on writers use of language, including grammatical and literaryfeatures at word and sentence level

AF6 identify and comment on writers purposes and viewpoints,and the overall effect of the text on the reader

AF7 relate texts to their social, cultural andhistorical traditions

Level8

Across a range of readingyy clear critical stance develops a coherent interpretation of text(s), drawing on imaginative insights andwell supported by reference and wider textual knowledge

Across a range of readingyy clear appreciation and understanding of how the text structure and language use support the writerspurpose and contribute to meaning

Across a range of readingyy response to overall effect of the text shows clear understanding andcritical evaluation of writers purposes and viewpoints and howthese are articulated throughout the text

Across a range of readingyy sustained critical analysis/evaluation of the tex t(s)shows appreciation of how it relates to context(s)and tradition(s) and explores the meaningsproduced from it

Level

7

Across a range of readingyy increasing precision in selection and applicationof textual reference to the point being made, e.g. closereferenceatwordlevelto refuteanargument inashort stretchoftext, or, deftselectionacrossalongertextualstretchtoevaluateawritersviewpoint

yy increasing ability to draw on knowledge of othersources to develop or clinch an argument, e.g. referringto sourcesbeyondthetextto comparetheeffectivenessofimageryused

Across a range of readingyy comments begin to develop an interpretationof the text(s), making connections betweeninsights, teasing out meanings or weighing upevidence, e.g. consideringth erelative importanceofdifferentpiecesofevidencewhenevaluatingacharactersactions; rejectinganargumentafter exploringwhatisleft unsaidbyitsproponent;developingacritiqueofa writersviewpointby adducingevidencefrom arangeofinsights

Across a range of readingyy some evaluation of the extent to which structuralchoices support the writers theme or purpose,e.g. explorationofthewaya playsplotandsubplot reflectontheme, oranalysisofhowtheuse ofsomeinappropriateexamplesunderminethewritersargument againstvivisec tion

yy some appreciation of the skill with which a rangeof features relating to organisation at text levelare used, e.g. evaluatingorcomparingtheeffectiveness ofti meswitches, section/chapter breaksorverseformsoruse ofdirectspeechinnonnarrative

Across a range of readingyy comments begin to develop precise, perceptiveanalysis of how language is used, e.g. showinghowlanguageusereflectsMacbethschangingemotionalstateorexplaininghoweuphemismsconcealbrutalityina politicalstatement

yy some appreciation of how the writers languagechoices contribute to the overall effect on thereader, e.g. demonstrating thegreat er effectivenessofimageryinpoem A thanpoem B,orarguingthattheuseof highlyemotivelanguageinacampaignleafletis/isnotcounterproductiveinaudienceeffect

Across a range of readingyy responses begin to develop some analytic or evaluative commenton writers purpose, e.g. showinghowtheabsenceoffemalesin Lord of the Flies affectsauthorspurpose

yy responses begin to develop some analytic or evaluative commenton how viewpoint is established or managed across a text, e.g.tracinghowapersonaisestablishedina weeklynewspapercolumnor dramatic monologue, orhowa novelistestablishesafirst personnarrator

yy responses begin to develop an appreciation of how particulartechniques and devices achieve the effects they do, e.g. howthedramatic monologuesservetoretainsympathyforMacbethdespitewhathehasdone

Across a range of readingyy responses begin to show some analysis of how atext is influenced by earlier texts written withinthe same tradition, e.g. howsomefeaturesofacontemporarytextshowinfluenceofearlier examplesof thatgenre

yy some analysis of how different meanings andinterpretations of a text relate to the contexts inwhich it was written or read, e.g. howa particular contextinfluenceswritersindifferentways; or how themeaningorinterpretationofa textchangesaccordingtothecontextin whichitisread

Level6

Across a range of readingyy relevant points clearly identified, includingsummary and synthesis of information fromdifferent sources or different places in the sametext

yy commentary incorporates apt textual referenceand quotation to support main ideas orargument

Across a range of readingyy comments securely based in textual evidenceand identify different layers of meaning, withsome attempt at detailed exploration of them,e.g. explainingtheassociationof differentwordsinanimage, or exploringconnotationsina politicalspeechoradvertisement

yy comments consider wider implications orsignificance of information, events or ideas inthe text, e.g. tracinghowdetailscontributetooverallmeaning

Across a range of readingyy some detailed exploration of how structuralchoices support the writers theme or purpose,e.g. tracinghowmainideas/charactersdevelopover thetextas awhole

yy comment on how a range of features relating toorganisation at text level contribute to the effectsachieved, e.g. howthewriterbuildsuptoanunexpected ending, juxtaposeside as, changes perspectivesoruseseverydayexamplestoillustratecomplexideas

Across a range of readingyy some detailed explanation, with appropriateterminology, of how language is used, e.g. tracinganimage; identifyingandcommentingon patternsorstructurein theuseoflanguage; or recognisingchangesinlanguageuseat different pointsinatext

yy some drawing together of comments on howthe writers language choices contribute to theoverall effect on the reader, e.g. alltheimagesof flowersmaketheeventsseemlesshorrificand makesitevensadder

Across a range of readingyy evidence for identifying main purpose precisely located at word/sentence level or traced through a text, e.g. commentingonrepetitionofBrutuswasanhonourableman.

yy viewpoint clearly identified and explanation of it developed throughclose reference to the text, e.g. youknowitstoldfrom Ericspointof vieweventhoughhedoesntusethefirstperson

yy the effect on the reader clearly identified, with some explicitexplanation as to how that effect has been created, e.g. whenMacduffjustsayshe hasnochildrenyouhateMacbethbecauseyourememberthesceneinthecastle. YourealiseMacduffsrevengecanneverbecomplete

Across a range of readingyy some exploration of textual conventions orfeatures as used by writers from different periods,e.g. comparingexamplesofsonnetform, dramatic monologue, orbiographyortravelwriting

yy some detailed discussion of how the contexts inwhich texts are written and read affect meaning,e.g. howan idea/topic is treateddifferentlyintextsfrom differenttimesandplacesorhowthemeaningofa texthaschangedovertime

Level5

Across a range of readingyy most relevant points clearly identified, includingthose selected from different places in the text

yy comments generally supported by relevanttextual reference or quotation, even whenpoints made are not always accurate

Across a range of readingyy comments develop explanation of inferredmeanings drawing on evidence across the text,e.g. youknowher dadwaslyingbecauseearlier shesawhim taketheletter

yy comments make inferences and deductionsbased on textual evidence, e.g. indrawingconclusionsaboutacharacters feelingsonthebasisoftheirspeechandactions

Across a range of readingyy comments on structural choices show somegeneral awareness of writers craft, e.g. ittellsyouallthingsburglarscandotoyourhouseandthenthelastsectionexplainshowthealarm protectsyou

yy various features relating to organisation at textlevel, including form, are clearly identified, withsome explanation, e.g. eachsectionstartswithaquestionasif hesansweringthecrowd

Across a range of readingyy various features of writers use of languageidentified, with some explanation, e.g. whenit getstotheclimaxtheyspeakin shortsentencesandquicklywhichmakesitmoretense

yy comments show some awareness of the effectof writers language choices, e.g. inkedup isagoodwayofdescribinghowtheblackberriesgoablueyblackcolouras theyripen

Across a range of readingyy main purpose clearly identified, often through general overview, e.g.

thewriterisstronglyagainstwarand wantstopersuadethereadertoagree

yy viewpoint in texts clearly identified, with some, often limited,explanation, e.g. attheendheknowshesdonewrongandmakesthe

snakesoundattractiveandmysterious yy general awareness of effect on the reader, with some, often limited,explanation, e.g. youdbe persuadedtosignup because25pa week doesntseem thatmuchtohelpsomeonesee

Across a range of readingyy comments identify similarities and differencesbetween texts, or versions, with someexplanation, e.g. narrativeconventi onsintraditionaltalesorstoriesfrom differentcultures,ballads, newspaperr eports

yy

some explanation of how the contexts in whichtexts are written and read contribute to meaning, e.g. howhistoricalcontextinfluencedadverts orwar reportsfrom differenttimes/places; or howanovel relatestowhen/whereitwaswritten

Level4

Across a range of readingyy some relevant points identifiedyy comments supported by some generallyrelevant textual reference or quotation, e.g. referenceismadeto appropriatesectionoftextbut isunselectiveandlacksfocus

Across a range of readingyy comments make inferences based on evidencefrom different points in the text, e.g. interpretingacharactersmotivefrom theiractionsatdifferent points

yy inferences often correct, but comments are notalways rooted securely in the text or repeatnarrative or content

Across a range of readingyy some structural choices identified with simplecomment, e.g. hedescribestheaccidentfirstand thengoesbacktotellyouwhythechildwasintheroad

yy some basic features of organisation at text levelidentified, e.g. thewriterusesbulletpointsforthemainr easons

Across a range of readingyy some basic features of writers use of languageidentified, e.g. allthequestionsmakeyouwanttofindoutwhathappensnext

yy simple comments on writers choices, e.g. disgraceful isa goodwordtousetoshowhe isupset

Across a range of readingyy main purpose identified, e.g. itsallaboutwhygoingtothe dentistis

importantandhowyou shouldlookafteryourteeth yy simple comments show some awareness of writers viewpoint, e.g.

heonlytellsyougoodthingsaboutthefarm andmakestheshopsound boring

yy simple comment on overall effect on reader, e.g. thewayshedescribeshim asratlike andshifty makesyouthinkhesdisgusting

Across a range of readingyy features common to different texts or versions of the same text identified, with simple comment,e.g. characters, settings, presentationalfeatures

yy simple comment on the effect that the readers orwriters context has on the meaning of texts e.g.historicalcont ext, place, socialrelat ionships

Level3

In most readingyy range of strategies used mostlyeffectively to read with fluency,understanding and expression

In most readingyy simple, most obvious points identified thoughthere may also be some misunderstanding, e.g. aboutinformationfrom differentplacesinthe text

yy some comments include quotations from orreferences to text, but not always relevant, e.g. oftenretellingor paraphrasingsectionsofthe text ratherthanusingittosupportcomment

In most readingyy straightforward inference based on a singlepoint of reference in the text, e.g. hewasupset becauseitsays hewascrying

yy responses to text show meaning established ata literal level e.g. walkinggoodmeanswalkingcarefully or based on personal speculation e.g. aresponsebasedonwhattheypersonallywouldbefeelingratherthanfeelingsofcharacterinthe text

In most readingyy a few basic features of organisation at text levelidentified, with little or no li nked comment, e.g. it tellsaboutallthedifferentthingsyoucandoat the zoo

In most readingyy a few basic features of writers use of languageidentified, but with little or no comment, e.g.therearelotsofadjectives

In most readingyy comments identify main purpose, e.g. thewriterdoesntlikeviolence yy express personal response but with lit tle awareness of writersviewpoint or effect on reader, e.g. shewasjusthorriblelikemynanissometimes

In most readingyy some simple connections between textsidentified, e.g. similaritiesinplot, topic, orbooksby sameauthor, aboutsamecharacters

yy recognition of some features of the context of texts, e.g. historicalset ting, socialor cultural background

Level2

In some readingyy range of key words read on sight

yy

unfamiliar words decoded usingappropriate strategies, e.g. blending sounds

yy some fluency and expression,e.g. takingaccountof punctuation, speechm arks

In some readingyy some specific, straightforward information

recalled, e.g. namesofcharacters, mainingredientsyy generally clear idea of where to look forinformation, e.g. aboutcharac ters, topics

In some readingyy simple, plausible inference about events and

information, using evidence from text e.g. howacharacterisfeeling, whatmakesaplantgrow yy comments based on textual cues, sometimesmisunderstood

In some readingyy some awareness of use of features of

organisation, e.g. beginningandendingofstory,typesofpunctuation

In some readingyy some effective language choices noted, e.g.

slimyisagoodwordthereyy some familiar patterns of language identified,e.g. onceuponatime; first, next, last

In some readingyy some awareness that writers have viewpoints and purposes, e.g. it

tellsyouhowtodosomething, shethinksitsnotfair yy simple statements about likes and dislikes in reading, sometimeswith reasons

In some readingyy general features of a few text types identified, e.g.

information books, stories, printme diayy some awareness that books are set in di fferenttimes and places

Level1

In some reading, usually withsupport:yy some high frequency andfamiliar words read fluently andautomatically

yy decode familiar and someunfamiliar words using blendingas the prime approach

yy some awareness of punctuationmarks, e.g. pausingatfullstops

In some reading, usually with support:yy some simple points from familiar texts recalledyy some pages/sections of interest located, e.g.

favouritecharac ters/events/information/pictures

In some reading, usually with support:yy reasonable inference at a basic level, e.g.identifyingwhoisspeakingina story

yy comments/questions about meaning of parts of text, e.g. detailsof illustrations diagrams, changesinfontstyle

In some reading, usually with support:yy some awareness of meaning of simple textfeatures, e.g. fontst yle, labels, titles

In some reading, usually with support:yy comments on obvious features of language, e.g.

rhymesandrefrains, significantwordsandphrases

In some reading, usually with support:yy some simple comments about preferences, mostly linked to ownexperience

In some reading, usually with support:yy a few basic features of well-known story andinformation texts distinguished, e.g. whattypically happenstogoodandbadcharacters, differencesbetweentypeoftextin whichphotosor drawingsused

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The National Strategies | SecondaryAPP Writing: Assessment Focuses and Criteria

00077-2010PDF-EN-20 Crown copyright 2010

AF5 vary sentences for clarity,purpose and effect

AF6 write with technical accuracyof syntax and punctuation inphrases, clauses and sentences

AF3 organise and present whole textseffectively, sequencing and structuringinformation, ideas and events

AF4 construct paragraphs and usecohesion within and betweenparagraphs

AF1 write imaginative,interesting and thoughtful texts

AF2 produce texts which areappropriate to task, reader andpurpose

AF7 selectappropriate andeffective vocabulary

AF8 use correct spelling Handwriting and presentation

Level8

Across a range of writingyy sentence structure is imaginative, precise and accurate, matched to writerspurpose and intended effect on the reader

Across a range of writingyy imaginative, well controlled structuring of subject matter and management of paragraphing provide textual coherence and cohesion to position the readerappropriately in relation to the writers purpose

Across a range of writingyy creative selection and adaptation of a wide range of forms and conventions tomeet varied writing challenges with distinctive personal voice and stylematched to intended effect

Across a range of writingyy wide ranging vocabularyused imaginatively andwith precision

Across a range of writingyy correct spelling throughout

Level7

Across a range of writingyy variety of sentence types deployed judiciously across the text to achievepurpose and overall effect, with rare loss of control

yy a range of features employed to shape/craft sentences that have individualmerit and contribute to overall development of the text,e.g. embeddedphrasesandclausesthatsupportsuccinctexplanation; securecontrolofcomplexverbforms; antithesis, repetitionorbalanceinsentencestructure

Across a range of writingyy information, ideas and events skillfullymanaged and shaped to achieve intendedpurpose and effect, e.g. introductionand developmentof character, plot, event , orthetermsofanargument, arepacedacrossthetext

yy a variety of devices position the reader,e.g. skilfulcontrolofinformationflowtoreader; teasingthereaderbydrawingattentiontohowthenarrativeorargument isbeinghandled

Across a range of writingyy paragraphing across the text is integral tomeaning and purpose, e.g. paragraphlengthandcomplexityvariedtomatchnarrativepaceordevelopmentofargument;varieddevicestolinkorjuxtapose paragraphs; paragraph structure repeated foreffect

yy individual paragraphs shaped or craftedfor imaginative or rhetorical effect, e.g. last sentenceechoingthe first; lengthysinglesentenceparagraph toconvey inner monologue

Across a range of writingyy imaginative and generally successful adaptation of wide range of forms andconventions to suit variety of purposes and audiences, e.g. deliberatereferencetoothertextsortextualconventionsforeffectoremphasis

yy well judged, distinctive individual voice or point of view established andsustained throughout, e.g. consistenthandlingof narratorspersonainfiction;wellcontrolleduseoforiginalturnsofphraseinformaldiscursivewriting

yy generally successful and consistent control of appropriate level of formalityand varied range of stylistic devices to achieve intended effect, e.g. varyingthelevelofformalitywithinapiecefor effect; directaddresstothereaderortakingthereaderintotheirconfidence

Across a range of writingyy vocabulary consistently,often imaginatively, wellmatched to purpose andaudience

yy range of vocabularygenerally varied andambitious, often judiciously chosen

Across a range of writingyy correct spelling throughout

Level6

Across a range of writingyy controlled use of a variety of simpleand complex sentences to achievepurpose and contribute to overalleffect

yy confident use of a range of sentencefeatures to clarify or emphasisemeaning, e.g. frontedad verbials(Reluctantly, he, Fivedays later,it), complexnou nor prepositional phrases

Across a range of writingyy syntax and full range of punctuationare consistently accurate in a varietyof sentence structures, withoccasional errors in ambitiousstructures, e.g. onlyoccasionalcommasplices, someuseofsemi-colons, not always accurate

Across a range of writingyy material is clearly controlled andsequenced, taking account of the readerslikely reaction, e.g. paragraphsofdifferinglengths, useofflashbackinnarrative,anticipatingread ersqu estions

yy a range of features clearly signal overalldirection of the text for the reader, e.g. openingparagraphsthatintroducethemesclearly, paragraphmarkers, linksbetween paragraphs

Across a range of writingyy construction of paragraphs clearlysupports meaning and purpose, e.g. paragraph topic signalled andthendeveloped, withholdingof informationfo r effect, thematic linksbet weenparagrap hs

yy within paragraphs, cohesive devicescontribute to emphasis and effect, e.g. adverbialsassentencestarters

Acrossarangeofwritingyy imaginative treatment of appropriate materials, familiarity with conventions of avariety of forms, adapting them when needed to suit purpose and audience, notalways successfully, e.g. deliberateuseof inappropriateregister forhumour, clear emphasison narrationratherthan plot

yy convincing, individual voice or point of view established and mostly sustainedthroughout, e.g. authoritativeexpertview, convincingcharacterisation,adoptingarole

yy level of formality used for purpose and audience generally appropriate and arange of stylistic devices used to achieve effect, not always successfully, e.g. controlledinformality,generalisationso rshifts betweenconversationalstyle and moreliterarylanguag e

Across a range of writingyy vocabulary chosengenerally appropriate topurpose and audience

yy range of vocabularygenerally varied andoften ambitious, eventhough choices notalways apt

Across a range of writingyy generally correct spelling throughout, includingsome

yy ambitious, uncommon wordsyy words with complex sound/symbolrelationships

yy words with unstressed syllablesyy multiletter vowel and consonant symbols

yy likely errorsyy occasionallyincomplex wordssuch as

outrageous,exaggerated, announcing , parallel

Level5

Across a range of writingyy a variety of sentence lengths,structures and subjects providesclarity and emphasis

yy wider range of connectives used toclarify relationship between ideas,e.g. although, ontheotherhand,meanwhile

yy some features of sentence structureused to build up detail or conveyshades of meaning, e.g. variationinwordorder, expansionsinverb phrases

Across a range of writingyy full range of punctuation usedaccurately to demarcate sentences,including speech punctuation

yy syntax and punctuation within thesentence generally accurateincluding commas to mark clauses,though some errors occur whereambitious structures are attempted

Across a range of writingyy material is structured clearly, withsentences organised into appropriateparagraphs

yy development of material is effectivelymanaged across text, e.g. closingsrefer backtoopenings

yy overall direction of the text supported byclear links between paragraphs

Across a range of writingyy paragraphs clearly structure main ideasacross text to support purpose, e.g. clear chronologicalorlogicallinksbetween paragraphs

yy within paragraphs / sections, a range of devices support cohesion, e.g. secureuseof pronouns, connectives, referencesback totext

yy links between paragraphs / sectionsgenerally maintained across whole text

Across a range of writingyy relevant ideas and materialdeveloped with some imaginativedetail

yy development of ideas and materialappropriately shaped for selectedform , e.g. nominalizationfor succinctness

yy clear viewpoint established,generally consistent, with someelaboration, e.g. some, uneven,developmentofindividualvoiceor characterisationin role

Across a range of writingyy main purpose of writing is clear andconsistently maintained

yy features of selected form clearlyestablished with some adaptation topurpose

yy appropriate style clearly establishedto maintain readers interestthroughout

Across a range of writingyy vocabulary chosen foreffect

yy reasonably widevocabulary used, thoughnot always appropriately

Across a range of writingyy correct spelling of

yy grammatical function wordsyy almost all inflected wordsyy most derivational suffixes and prefixesyy most content/lexical words

yy likely errorsyy occasionalphoneticallyplausiblespellingof

unstressedsyllablesincontentwordsyy doubleconsonantsinprefixes

Level4

Across a range of writingyy some variety in length, structure orsubject of sentences

yy use of some subordinatingconnectives, e.g. if, when, becausethroughout the text

yy some variation, generally accurate,in tense and verb forms

Across a range of writingyy sentences demarcated accuratelythroughout the text, includingquestion marks

yy speech marks to denote speechgenerally accurate, with some otherspeech punctuation

yy commas used in lists and occasionallyto mark clauses, although not alwaysaccurately

Across a range of writingyy ideas organised by clustering relatedpoints or by time sequence

yy ideas are organised simply with a fittingopening and closing, sometimes linked

yy ideas or material generally in logicalsequence but overall direction of writingnot always clearly signalled

Across a range of writingyy paragraphs / sections help to organisecontent, e.g. mainideausuallysupportedor elaboratedby followingsentences

yy within paragraphs / sections, limited rangeof connections between sentences, e.g. overuseofalsoor pronouns

yy some attempts to establish simple linksbetween paragraphs / sections not alwaysmaintained, e.g. firstly, next

Across a range of writingyy relevant ideas and content chosenyy some ideas and material developedin detail, e.g. descriptions elaborated byadverbialandexpandednoun phrases

yy straightforward viewpointgenerally established andmaintained, e.g. writinginroleor maintaininga consistentstance

Across a range of writingyy main purpose of writing is clear butnot always consistently maintained

yy main features of selected form areclear and appropriate to purpose

yy style generally appropriate to task,though awareness of reader notalways sustained

Across a range of writingyy some evidence of deliberate vocabularychoices

yy some expansion of general vocabulary tomatch topic

Acrossarangeofwritingyy correct spelling of

yy most common grammatical function words,including adverbs with -ly formation

yy regularly formed content/lexical words,including those with multiple morphemes

yy most past and present tense inflections, pluralsyy likely errors

yy homophonesof somecommongrammatical functionwords

yy occasionalphoneticallyplausible spellingincontent/lexicalwords

Level3

In most writingyy reliance mainly on simply structuredsentences, variation with support,e.g. somecomplex sentences

yy and , but , so are the most commonconnectives, subordinationoccasionally

yy some limited variation in use of tense and verb forms, not alwayssecure

In most writingyy straightforward sentences usuallydemarcated accurately with fullstops, capital letters, question andexclamation marks

yy some, limited, use of speechpunctuation

yy comma splicing evident, particularlyin narrative

In most writingyy some attempt to organise ideas withrelated points placed next to each other

yy openings and closings usually signalledyy some attempt to sequence ideas ormaterial logically

In most writingyy some internal structure within sections of text e.g. one-sentenceparagraphsorideaslooselyo rganised

yy within paragraphs / sections, some linksbetween sentences, e.g. useofpronounsor ofadverbials

yy movement between paragraphs / sectionssometimes abrupt or disjointed

In most writingyy some appropriate ideas and contentincluded

yy some attempt to elaborate on basicinformation or events, e.g. nounsexpandedbysimpleadjectives

yy attempt to adopt viewpoint, thoughoften not maintained orinconsistent, e.g. attitude expressed,butwithlittleelaboration

In most writingyy purpose established at a general levelyy main features of selected formsometimes signalled to the reader

yy some attempts at appropriate style,with attention to reader

In most writingyy simple, generallyappropriate vocabularyused, limited in range

yy some words selected foreffect or occasion

In most writingyy correct spelling of

yy some common grammatical function wordsyy common content/lexical words with morethan one morpheme, including compoundwords

yy likely errorsyy someinflected endings, e.g. pasttense,

comparatives, adverbsyy somephoneticallyplausibleattemptsatcontent/

lexicalwords

In most writing:yy legible style, shows accurate andconsistent letter formation, sometimes joined

Level2

In some forms of writingyy some variation in sentenceopenings, e.g. not alwaysstartingwithnameorpronoun

yy mainly simple sentences with and used to connect clauses

yy past and present tense generallyconsistent

Insomeformsofwritingyy clause structure mostly grammaticallycorrect

yy sentence demarcation with capitalletters and full stops usually accurate

yy some accurate use of question andexclamation marks, and commasin lists

In some forms of writingyy some basic sequencing of ideas ormaterial, e.g. time-relatedwordsor phrases,linebreaks, headings, numbers

yy openings and/or closings sometimessignalled

In some forms of writingyy ideas in sections grouped by content,some linking by simple pronouns

In some forms of writingyy mostly relevant ideas and content,sometimes repetitive or sparse

yy some apt word choices createinterest

yy briefcomments,questionsabouteventsoractionssuggestviewpoint

In some forms of writingyy some basic purpose established, e.g.

mainfeaturesof story, report yy some appropriate features of thegiven form used

yy some attempts to adopt appropriatestyle

In some forms of writingyy simple, often speech-likevocabulary conveysrelevant meanings

yy some adventurous wordchoices, e.g. opportuneuseofnewvocabulary

Insomeforms ofwritingyy usuallycorrectspellingof

yy highfrequencygrammaticalfunctionwordsyy commonsinglemorphemecontent/lexicalwords

yy likelyerrorsyy inflectedendings,e.g.past tense,plurals,adverbsyy phoneticattemptsatvoweldigraphs

Insomeformsofwriting:yy letters generally correctly shaped butinconsistencies in orientation, size anduse of upper/lower case letters

yy clear letter formation, with ascendersand descenders distinguished,generally upper and lower case lettersnot mixed within words

Level1

In some writing, usually withsupport:yy reliance on simple phrases andclauses

yy some sentence-like structuresformed by chaining clausestogether, e.g. seriesofideasjoinedby repeateduseofand

In some writing, usually with support:yy mostly grammatically accurate clausesyy some awareness of use of full stopsand capital letters, e.g. beginning/end ofsentence

In some writing, usually with support:yy some formulaic phrases indicate start/endof text, e.g. once upon a time, one day, theend

yy events/ideas sometimes in appropriateorder, e.g. actionslistedintimesequence,itemsnumbered

In some writing, usually with support:yy simple connections between ideas, events,e.g. repeatednouns, pronounsrelatetomainidea

In some writing, usually withsupport:yy basicinformationand ideasconveyedthroughappropriatewordchoice,e.g.relatetotopic

yy somedescriptivelanguage,e.g.colour,size,simpleemotion

In some writing, usually with support:yy some indication of basic purpose,particular form or awareness of reader, e.g. story, label, message

In some writing, usuallywith support:yy mostly simple vocabularyyy communicates meaningthrough repetition of keywords

In some writing, usually with support:yy usually correct spelling of simple high-frequencywords

yy phonetically plausible attempts at words withdigraphs and double letters

yy sufficient number of recognisable words forwriting to be readable, including, e.g. useofletter namestoapproximatesyllablesandwords

In some writing, usually with support:yy most letters correctly formed andorientated

yy spaces between wordsyy upper and lower case sometimesdistinguished

yy use of ICT, e.g.usekeyboardtotypeownname