Enlgish+Writing

Writing – Level 1 || Level Statement || Cluster Interpretation || Example || Pupils communicate meaning through simple words and phrases. || Pupils are able to write a //number// of words from which //some// meaning can be derived by either the writer or the audience. || || In reading or writing, pupils begin to show awareness of how full stops are used. || When the pupil reads they show //some// awareness of when to pause. Evidence of full stops //somewhere// in the piece of work – even if inaccurate. || || Letters are usually clearly shaped. || Most letters are easy to recognise. || || Letters are correctly orientated. || On the page most letters are facing the right direction || || Writing – Level 2  || Level Statement || Cluster Interpretation || Example || Pupil’s writing communicates meaning in **creative form**, using appropriate vocabulary, showing awareness of form and the reader. || Pupils are beginning to write showing characteristics of: a story (showing awareness of beginning, middle and end), diary writing – (writing in first person) and poetry – (showing characteristics of a style of poem - e.g. acrostic, list etc) || || Pupil’s writing communicates meaning in **factual form**, using appropriate vocabulary, showing awareness of form and the reader. || Pupils are beginning to write showing characteristics of: invitations (who, where, when etc), instructions (order, ‘bossy verbs’ such as ‘do’, ‘place’ ‘take’ etc). || || Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. || Writing should generally be flowing. Some sentences may be missing capital letters and full stops. || || Simple, monosyllabic words are usually spelled correctly, and where there are inaccuracies, the alternative is phonetically plausible. || CVC words and simple high frequency words are spelt correctly. Where inaccurate, the word can still be recognised. || || In handwriting, letters are accurately formed and consistent in size. || The majority of letters are formed correctly, and have a uniformity in size. || ||  Writing – Level 3  || Level Statement || Cluster Interpretation || Example || Pupil’s writing is often organised, imaginative and clear. || As stated. || || The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. || Pupils are beginning to identify features of different genres, e.g. for a biography it would be written in first person, contain facts and opinions etc. || || Sequences of sentences are used to develop ideas and words are sometimes chosen for variety and interest. || Sentences are sequential and pupils are beginning to use a range of sentence starters and appropriate adjectives are used. || || The basic grammatical structure of sentences is usually correct. || Using Standard English – rather than the spoken word. || || Spelling is usually accurate, including that of common polysyllabic words. || Most two syllable words spelt correctly. Words with more syllables may be incorrect but plausibly spelt. || || Punctuation to mark sentences – full stops, capital letters and question marks – is usually accurate. || As stated || || Handwriting is legible and work is appropriately presented || Pupil has taken pride and satisfaction in the presentation of their work. || ||  Writing – Level 4  || Level Statement || Cluster Interpretation || Example || Pupil’s writing in a range of forms is lively. || The writing is engaging whilst conforming to the features of a genre. || || Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose and reader. || Throughout a piece of writing relevance and interest is mostly maintained, and appear in a coherent order. || || Opinions are stated and supported with some reasons given  || Specifically in persuasive writing, balanced arguments, bias etc. || || Vocabulary choices are often adventurous and words are sometimes used for effect. || Vocabulary is suited to the genre and has been well thought-out and/or researched e.g. use of thesaurus  || || Pupils are beginning to extend meaning and use different sentence structures || Sentences are well thought out, using a variety of nouns, pronouns, connectives etc. Sentence length is varied for effect and genre || || Work is organised into paragraphs. || Paragraph is shown by the start of a new line and indentation. It will contain more than one sentence || || Spelling conforms to regular patterns and is generally accurate. || As stated || || Full stops, capital letters and question marks are used accurately and pupils are beginning to use punctuation within the sentence, including inverted commas for speech. || As stated || || Handwriting is clear and legible and where appropriate presentation is adapted according to the task || Presentation is appropriate to the genre. E.g. leaflet, poster, letter etc. || ||

Writing Level 5 || Level Statement || Cluster Interpretation || Example || Pupil’s writing is varied and interesting conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. || Pupils can identify features specific to a genre, and write clearly in these genres. || || They express opinions supported by reasons  || Personal opinions included as well as those of others. For each opinion pupils need to include a ‘why.’ || || Vocabulary choices are imaginative and words are often used precisely. || Vocabulary needs to be relevant to the context and the genre  || || Simple and complex sentences are organised into paragraphs. || Pupils try to use both simple and complex sentences within paragraphs, which are correctly indented. || || Words with complex, regular patterns are usually spelt correctly  || As stated || || A range of punctuation is generally used accurately  || Pupils use punctuation to clarify meaning including; full stops, exclamation and question marks, commas, apostrophes, bullet points and speech marks || || Work is legible and well presented || Pupils have taken pride in their work and presentation is of a high standard. Cursive writing is preferable || ||