Key Stage 3 New WRITING Grades Teacher Guide Areas Assessed Register Purpose Vocabulary Devices Structural features Ideas Linking Sentence demarcation Sentence types Punctuation Standard English and grammar Spelling Tense Paragraphs This is not a checklist. Not all good writing needs to include all these things. Use a best-fit approach with all the items on the checklist only if students have been notified they are being assessed on all the writing skills in the checklist (and make them aware of the items). If you are marking writing in general, judge the writing by the skills that have been applied, which will mean discounting the skills they have not used; we must not penalise students for failing to comply with a checklist: that is the primary school way. Use your judgement to determine whether a piece of writing is successful based on what is produced. How clear is it? Does it have an impact on you as a reader (positive or negative)?
Grade Equivalent Old Level Descriptors 1 Level 3c and below Register is unclear and makes little sense. Purpose is not understood or inappropriate. Very limited Vocabulary is extremely basic and often used incorrectly. Devices are almost certainly not used and, if they are, they are very basic. Structural features are not used consciously. Ideas are basic and very limited, with some completely irrelevant or not making sense. Linking does not happen consciously. FOUNDATION Sentence demarcation is ignored. Sentence types are mostly simple and many do not make sense. Punctuation is very basic, or even not used, or incorrect. Standard English will probably not be used. Grammar is likely to be error-ridden. Spelling is very inaccurate, with only some simple words correct. Tense is very inconsistent. Paragraphs are not used. 2 Level 3b 4c Register is generally unclear and parts of it do not make sense. Limited Purpose is not really understood or is at times inappropriate. Vocabulary is basic and sometimes used incorrectly. Devices are rarely used and, if they are, they are basic. Structural features are not really used consciously. Ideas are basic and limited, with some irrelevant or not making much sense. Linking does not really happen consciously. FOUNDATION + Sentence demarcation is sometimes used and in the right places very occasionally. Sentence types are generally simple and some do not make sense. Punctuation is basic. Standard English will probably be muddled. Grammar is mostly inconsistent. Spelling is inaccurate, with some simple words correct. Tense is inconsistent.
Paragraphs may be included once or twice, with no purpose. 3 Level 4b 5c Register is sometimes unclear and occasionally Straightforward and basic DEVELOPING does not make sense. Purpose is not always understood and may not be clearly focused upon. Vocabulary is generally straightforward. Devices are occasionally used but are usually straightforward. Structural features may occasionally be included, sometimes consciously. Ideas are straightforward, occasionally not so relevant or a bit muddled. Linking is straightforward and may be conscious. Sentence demarcation is sometimes used in the right places. Sentence types are generally simple and compound and some are unclear. Punctuation is straightforward, with only a little variety. Standard English may be used but with inconsistency. Grammar is sometimes appropriate but sometimes inaccurate. Spelling of simple words is generally correct and there are attempts are more adventurous words. Tense may be occasionally inconsistent. Paragraphs are used formulaically, without purpose. 4 Level 5b 5a Register is generally clear and usually makes Becoming clear DEVELOPING + sense. Purpose is generally understood. Vocabulary is generally straightforward with some attempts at more adventurous words which may not all be used correctly. More challenging words? Devices are used but are fairly straightforward or clichéd or unimaginative. Structural features are included, sometimes consciously. Ideas are sometimes detailed, but some may lack a bit of clarity. Linking is sometimes conscious. Sentence demarcation is usually used in the
right places. Sentence types are simple and compound, with some attempts at complex sentences that are not always accurate. Punctuation is somewhat varied. Standard English is generally used but may not be completely consistent. Grammar is usually appropriate but may include some inaccuracies. Spelling of simple and moderate words is generally correct and there are attempts are more adventurous words. Tense may contain some inconsistency. Paragraphs are used, occasionally with purpose. 5 Level 6c 6b Register is almost always clear and makes sense. Clear writing Purpose is understood. (but may contain Vocabulary is imaginative and mostly used some errors) correctly. Devices are used and are reasonably imaginative. Structural features are included, mostly consciously. Ideas are detailed and generally clearly expressed. Linking is generally conscious. Sentence demarcation is mostly used in the right places. Sentence types are varied and mostly accurate. Punctuation is varied and mostly accurate. SECURE Standard English is used mostly consistently. Grammar is generally appropriate. Spelling of simple and moderate words is correct and more adventurous words are also accurate. Tense may contain only one/two error/s. Paragraphs are used with some purpose and some linking. 6 Level 6a Register is clear and appropriate. Purpose is understood and writing is shaped Detailed and appropriately. becoming Vocabulary is adventurous and almost always confident used correctly. Devices are used and are imaginative. Structural features are included consciously
and shape the writing. Ideas are detailed and clearly expressed. Linking is conscious and successful, shaping the writing. SECURE + Sentence demarcation is used in the right places. Sentence types are varied and accurate. Punctuation is varied and accurate. Standard English is used consistently. Grammar is appropriate. Spelling of all vocabulary is secure. Tense is secure. Paragraphs are used with purpose and are linked. 7 Level 7c Register is clear and sophistication is developing. Confident Purpose is understood and writing is crafted appropriately. Vocabulary is adventurous and always used correctly. Devices are used and are imaginative and very well used. Structural features are included consciously and craft the writing. Ideas are very detailed and maturely expressed. Linking is conscious and very successful, crafting the writing. Sentence demarcation is always accurate. Sentence types are varied and accurate, at times very complex. EXCEEDING Punctuation is varied and accurate, at times sophisticated. Standard English is used consistently and expression is mature. Grammar is mature throughout. Spelling of all vocabulary is very secure. Tense is very secure and there may be attempts to manipulate it. Paragraphs are controlled. 8 Level 7b 7a Register is controlled and sophisticated. Excellent Purpose is understood and writing is tailored to it. Vocabulary is very adventurous and sophisticated and always used correctly. Devices are used with control and are imaginative and impressive.
Structural features are included consciously and craft the writing impressively. Ideas are thoroughly explored and expressed with sophistication. Linking is central to the writing, making it fully EXCEEDING + cohesive. Sentence demarcation is always accurate. Sentence types are used impressively: varied, complex and controlled for impact. Punctuation is used impressively: varied, complex and controlled for impact. Standard English is used consistently and expression is sophisticated. Grammar is sophisticated throughout. Spelling of all vocabulary is very secure. Tense is very secure and may be manipulated. Paragraphs are crafted and used to manipulate meaning. 9 Level 8 and EP Register is controlled and sophisticated. Impressive Purpose is understood and writing is tailored to it. Vocabulary is very adventurous, complicated and far beyond the student s years and is always used correctly. Devices are used with sparingly and are always impactful. Structural features are included consciously and craft the writing with an exceptional impact. Ideas are thoroughly explored and expressed with in a voice beyond the student s years. Linking is central to the writing, making it fully cohesive and often bringing the writing together in unusual ways. Sentence demarcation is always accurate. Sentence types are used to perfection: varied, complex and with staggering impact. Punctuation is used to perfection: varied, complex and impactful. Standard English is used consistently and expression is beyond the student s years. Grammar is sophisticated throughout. Spelling of all vocabulary is completely secure. Tense is completely secure and is manipulated. Paragraphs are crafted and used to manipulate meaning.
Key Stage 3 New READING Grades Teacher Guide Areas Assessed Understand what has been read Respond to question/task Select textual detail (references, quotations) Interpret textual detail Effects on the reader Impact of writer s methods (language choices, structural choices) Use of technical terminology Use a best-fit approach with all the items on the checklist only if students have been notified they are being assessed on all the writing skills in the checklist (and make them aware of the items). If you are marking reading responses in general, judge the responses by the level of understanding and analysis that students demonstrate. If you expect technical language analysis or structure analysis, language or structure or writer s methods must be specified in the question, or the question should be worded with How.
Grade Equivalent Old Level Descriptors 1 Level 3c and below Students do not understand what they have read. Very limited Students do not respond to the question/task. Students copy out the text or simply tell the story. Students do not discuss effects on the reader. FOUNDATION Students do not mention writer s methods. Students do not use technical terminology. Students do not show understanding of context. 2 Level 3b 4c Students do not understand much of what they have read. Limited Students do not fully respond to the question/task. Students copy out some of the text or paraphrase at times. Students do not interpret beyond simple comments and they may be incorrect. Students do not discuss only very simple effects FOUNDATION + on the reader. Students may mention one or two writer s methods and may confuse them. Students may use technical terminology mostly incorrectly. Students make a basic comment about context but without understanding. 3 Level 4b 5c Students only understand the text at a basic level. Straightforward and basic Students offer a basic response to the question/task. Students choose some textual detail but will likely not quote. Students make basic interpretations and they may sometimes be incorrect. Students discuss basic effects on the reader. DEVELOPING Students mention the writer s methods and may confuse them and make basic comments about them. Students may use straightforward technical terminology and may sometimes be incorrect. Students make basic comments about context but with only simple understanding. 4 Level 5b 5a Students show some reasonable understanding of the text.
Students respond appropriately to some of what the question/task requires. Becoming clear Students choose some textual detail and may use some quotations. Students make some interpretations and they may occasionally be incorrect. Students discuss some effects on the reader, DEVELOPING + showing some understanding of impact, but this will lack some depth. Students mention some of the writer s methods generally securely and make some comments about them. Students may use some technical terminology and may occasionally be incorrect. Students make comments about context, but these are not fully developed. 5 Level 6c 6b Students show clear understanding of the text. Clear Students respond appropriately to what the question/task requires. understanding Students choose appropriate textual detail and usually use quotations. Students offer appropriate interpretations but not always in sufficient depth. Students discuss effects on the reader, showing clear understanding of impact. Students mention the writer s methods and make clear comments about them. SECURE Students use appropriate technical terminology and are only occasionally incorrect. Students make comments about context, demonstrating some understanding. 6 Level 6a Students show secure understanding of the text. Detailed and Students respond appropriately to what the becoming question/task requires. confident Students choose appropriate and relevant textual detail and use quotations. Students offer appropriate and relevant interpretations usually in detail. Students discuss effects on the reader, showing SECURE + solid understanding of impact. Students mention the writer s methods securely and make some insightful comments about them. Students use appropriate technical terminology.
Students are exploring context to an extent and demonstrate understanding. 7 Level 7c Students show very assured understanding of the text. Confident Students respond appropriately to what the question/task requires. Students choose appropriate and relevant textual detail and use quotations, sometimes in embedded form. Students offer appropriate and relevant interpretations in detail. EXCEEDING Students discuss effects on the reader, showing very solid understanding of impact and sometimes consider appropriate multiple interpretations. Students mention the writer s methods securely and make insightful comments about them. Students use appropriate technical terminology. Students explore context, demonstrating full understanding. 8 Level 7b 7a Students show excellent understanding of the Excellent text. Students respond appropriately to what the question/task requires. Students choose apt textual detail and use quotations, controlling the use of both standalone and embedded quotations. Students discuss effects on the reader, showing excellent understanding of impact and often consider multiple interpretations. Students mention the writer s methods EXCEEDING + securely and make original comments about them. Students use appropriate technical terminology. Students explore context, demonstrating full understanding. Students explore context thoroughly, demonstrating mature understanding. 9 Level 8 and EP Students show an impressive level of understanding of the text. Impressive Students respond appropriately to what the question/task requires. Students choose apt textual detail and use
quotations, manipulating the use of both standalone and embedded quotations. Students offer appropriate and relevant interpretations in detail and often explore appropriate multiple interpretations. Students discuss effects on the reader, showing impressive understanding of impact. Students mention the writer s methods securely and they make original and impressive comments about them. Students use appropriate technical terminology. Students explore context thoroughly, demonstrating sophisticated understanding.