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Writing

Strands and Attainment Targets

 The process of knowing about language does not lend itself to description in terms of six levels of attainment. Knowing about language is the coming together of the various strands in all four attainment outcomes, listening, speaking, reading and writing. Understanding how a modern language works is developed through all that the learner does, listens to, says, reads and writes. The strands outlined below all contribute to knowing about language. Conversely, knowing about language promotes progression in all strands. Assessment of strands will not only indicate progress within the strands themselves, but will also contribute to an assessment of progress in knowing about language. Pupils, their peers and teachers should all have a role in this process.

  Pupils are able to: Pupils are able to:
Knowing about language use progressively the terms included in the English language strand (letter, word, capital, full-stop and sentence) in the discussion of texts they have written, and encountered first in reading; recognise the processes of writing: planning, drafting and redrafting. through writing, make sense of their learning, see connections, find out what they know and do not know; move from identification of the similarities and differences between first language and the foreign language and increasingly demonstrate their awareness of language patterns and structures from their reading and listening; develop a range of strategies for accurate writing in the foreign language; copy and create text with increasing accuracy, with appropriate support mechanisms in place when required, independently noting words, phrases and sentences, with reference to support materials as needed; further develop dictionary skills acquired and developed in their first language to include a structured approach to the skills needed for bilingual dictionaries; reinforce skills learned through English language: 'Construct, punctuate and link sentences of different lengths and organise them in paragraphs in order to shape meaning.' (English Language 5-14).
  Level A Level B Level C Level D Level E Level F
Writing to exchange information and ideas write or draw to express feelings or illustrate ideas; record collected evidence by drawing pictures, making lists and pictorial charts, writing captions and short pieces write briefly and in an appropriate form for a variety of practical purposes exchange information and ideas using simple and familiar words and phrases with teacher support and reference materials for a variety of purposes, e.g. to describe oneself, someone or something else exchange information and ideas using simple and familiar words and phrases, and write at greater length with increasing accuracy, reduced teacher support and reference materials for a variety of purposes exchange information and ideas on a variety of themes of interest to the pupil, with increasing accuracy and going beyond fixed words and phrases. Opinions should be expressed and substantiated where possible exchange information and ideas in some depth on a variety of themes of interest to the pupil; go beyond fixed words and phrases with increasing accuracy. Opinions should be expressed and substantiated
Writing to establish and maintain personal contact recognise familiar words; write briefly about a personal experience write briefly and in an appropriate sequence about a personal experience, giving an indication of feelings using adequate vocabulary write in an appropriate format to establish and maintain personal contact with other speakers of the foreign language, using simple and familiar words and phrases, with teacher support and reference materials write in an appropriate format providing information asked for, asking simple follow-up questions where appropriate with reduced teacher support and reference materials, and using simple, straightforward language write in an appropriate format, providing information requested and asking for further information with a view to maintaining personal contact with the reader/writer; write with increasing independence and accuracy, using appropriate structures and punctuation and going beyond straightforward, fixed phrases write at length in an appropriate format over a widening range of topics of mutual interest to the pupil and reader/writer, with a view to maintaining personal contact; write with independence and accuracy
Writing imaginatively/
to entertain		 write or draw to express feelings or illustrate ideas; write a brief imaginative story. write a brief, imaginative story or poem or dialogue with discernible organisation and using adequate vocabulary. write a brief imaginative text using simple words and phrases within familiar contexts with teacher support. write imaginative pieces; go beyond fixed words and phrases within familiar contexts with reduced teacher support. write longer pieces in largely familiar contexts in various genres. These may sometimes be based on reading stimuli and show increasing independence and accuracy. write extended pieces in a growing range of contexts, some of which may be unfamiliar, using appropriate reference materials. These may be based on reading stimuli, and show increasing independence and accuracy.

Note: the italicised attainment targets at Levels A and B are taken from the following 5-14 Guidelines: English Language, Gaelic, Mathematics, Expressive Arts, Environmental Studies.

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