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STRANDS
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LEVEL A
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LEVEL B
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LEVEL C
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LEVEL D
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LEVEL E
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Functional writing
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With teacher support, write briefly for a simple practical purpose.
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Write briefly in an appropriate form for a variety of practical
purposes.
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Write in an appropriate form and with adequate vocabulary to communicate
key events, facts or ideas.
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Write in a variety of forms to communicate key events, facts or
ideas, using appropriate organisation and vocabulary.
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Write in a variety of forms to communicate key events, facts,
points of view and ideas, using appropriate organisation and specialist
vocabulary.
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Personal writing
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With teacher support, write briefly about a personal experience.
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With some teacher support, write briefly
and in an appropriate sequence about a personal experience, giving
an indication of feelings, using adequate vocabulary.
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Write about a personal experience for a specific purpose and audience,
using appropriate organisation and vocabulary.
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Write about personal experiences, expressing thoughts and feelings
for a specific purpose and audience and using appropriate organisation
and vocabulary.
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Write about personal experiences in a variety of formats, demonstrating
some capacity to reflect on experience and with some grasp of
appropriate style.
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Imaginative writing
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With teacher support, write a brief, imaginative story.
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Write a brief, imaginative story or poem or dialogue, with discernible
organisation and using adequate vocabulary.
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Write a brief, imaginative story, poem or play, using appropriate
organisation and vocabulary.
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Write imaginative pieces in various genres, using appropriate
organisation and vocabulary.
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Write imaginative pieces in various genres, making some use of
appropriate literary conventions.
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Punctuation and structure
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In the writing tasks above, use capital letters and full stops
correctly in more than one sentence.
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In the writing tasks above, use capital letters and full stops
correctly in more than one sentence, and use common linking words:
and, but, then, so, that.
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In the writing tasks above, punctuate many sentences accurately,
including simple use of commas and question marks; begin to use
paragraphs to structure writing.
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In the writing tasks above, punctuate most sentences accurately;
achieve some variety in sentence structure; use paragraphs; and
begin to indicate speech in some way where appropriate.
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In the writing tasks above, construct, punctuate and link sentences
of different lengths, and organise them in paragraphs in order
to shape meaning.
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Spelling
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In the writing tasks above, spell accurately for the most part
the words which they need to use most commonly.
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In the writing tasks above, spell some frequently used words accurately
through using a simple wordbank or dictionary.
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In the writing tasks above, spell less frequently used words with
increasing confidence and accuracy.
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In the writing tasks above, spell accurately most of the words
they need to use in classroom activities.
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In the writing tasks above, spell accurately most of the words
they need to use, including specialist terminology.
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Handwriting and presentation
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In the writing tasks above, form letters and space words legibly
for the most part.
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In the writing tasks above, form letters
and space words legibly in linked script.
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In the writing tasks above, employ a fluent, legible style of
handwriting.
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In the writing tasks above, employ a fluent, legible style of
handwriting, and set out completed work giving attention to presentation
and layout.
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In the writing tasks above, employ a fluent, legible style of
handwriting, and set out completed work clearly and attractively.
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Knowledge about language
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Show that they know, understand and can use at least the following
terms: letter, word, capital, full stop, sentence; planning, drafting,
re-drafting.
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Show that they know, understand and can
use at least the following terms: noun, verb; comma, question
mark; purpose, audience.
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Show that they know, understand and can use at least the following
terms: vowel, consonant; adjective, adverb, pronoun, conjunction;
masculine, feminine, singular, plural; tense; paragraph.
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Show that they know, understand and can use at least the following
terms: main point, topic sentence, evidence; subject, predicate,
clause; quotation marks, apostrophe; punctuation.
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