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END OF KEY STAGE ASSESSMENT

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					                                               Levelling
                                                     Writing
                                               Descriptors &
                                            Exemplification
                                                     Materials



                                   Havering Inspection & Advisory Service




London Borough of Havering - HIAS - September 2006
                                                                            0
                                                      Havering Writing Assessment

                                                                  NATIONAL EXPECTATIONS
                The following outlines National Curriculum levels that pupils should be expected to achieve at the end of each year. The planning,
                pace of teaching, lesson content and approaches and strategies used, should enable pupils to achieve national levels.


                   Pupils Working Within National Expectations                         Pupils Working Above National Expectations
                           Year 1 are expected to reach 1A                                    Year 1 are expected to reach 2C+
                          Year 2 are expected to reach 2B                                     Year 2 are expected to reach 3C
                          Year 3 are expected to reach 2A/3C                                  Year 3 are expected to reach 3B/A
                          Year 4 are expected to reach 3B                                     Year 4 are expected to reach 4C
                          Year 5 are expected to reach 3A/4C                                  Year 5 are expected to reach 4B/A
                          Year 6 are expected to reach 4B                                     Year 6 are expected to reach 5C

     o Please make reference to PNS New Framework for Teaching Literacy. The levelling reflects the key area: Write a wide range of text on paper
       and on screen. There are writing strands: 5 Word Recognition Encoding (spelling); 6 Word Structure and Spelling; 9 Creating and Shaping
       Texts; 10 Text Structure and Organisation; 11 Sentence Structure and Punctuation; 12 Presentation.
     o We recommend that it will be beneficial to use the HIAS Writing Matters! document (or similar) to support levelling. This clearly outlines the
       key features (structure and language) of the different non-fiction text types.
     o For accurate levelling always use a best fit model – we recommend that there is no one overall bar to a child achieving a level. Children not
       working within Phase 4 in strand 5 would not preclude them from being assessed as a Level 1B writer providing there is sufficient evidence
       across a range of work.

     o Note: At higher levels (level 3+) more than one example of a strand feature in a text, for example, connectives, is often required to confirm a
       level.
     o Teachers may like to consider using the results of their assessment formatively, to inform their future planning and practice (e.g. Guided Work ;
       to identify group targets).
         Further copies of this document can be downloaded from the Thurrock Primary Team’s Website
          Compiled by Mary Jones, Dani Wade and Pauline Drew - HIAS
London Borough of Havering - HIAS - September 2006
                                                                                                                                                      1
                                                                                       WRITING - PERFORMANCE DESCRIPTORS
                                 Year R ELG (New Framework)                         Level 1C (just L1)                                 Level 1B (L1 secure)                              Level 1A (high L1)
    Word Recognition          Links sounds to letters naming and      (Guide: PNS Phase 3)                                (Guide: PNS Phase 4/5)                            (Guide: PNS Phase 5/6)
       - encoding             sounding letter of the alphabet.        Uses phonic knowledge to write simple regular       Correct spelling of longer (more than one         50% of high frequency (PNS Y1/2 words)
        (Strand 5)            Hear and say sounds in words in         CVC words and makes phonetically plausible          syllable) words that are phonetically regular     spellings should be accurate.
                              the order that they occur.              attempts at more complex words.                     including words with common digraphs (en-         Able to use knowledge of related words
     Word Structure                                                                                                       joy), and adjacent consonants (brown).            (analogy).
                              Uses phonic knowledge to write          Is beginning to recall visual patterns, e.g.
          and                 simple regular words and makes                                                              Uses knowledge of simple common inflections
        Spelling                                                      changing initial letters – dog/fog.                 in spelling (prefixes - e.g. unhappy/untie,
                              phonetically plausible attempts at                                                                                                            Spells phonically decodable 2- and 3-
       (Strand 6)             more complex words.                                                                         suffixes e.g. plurals (s) cat/cats; -ed where
                                                                                                                                                                            syllabled words, e.g. yesterday.
                                                                                                                          there is no change to the root word e.g.
                                                                                                                          looked, jumped…
                              Attempts writing for different          Writing may need mediation but some words           Most of the sentences can be read without         Most of the writing can be read without
         Creating and
                              purposes, using features of different   are recognisable.                                   mediation from child‟s help.                      needing mediation – to get the sense of the
           Shaping            forms such as lists, stories and                                                                                                              piece/to know what is happening.
            Texts                                                                                                         Beginning to use new and interesting words
                              instructions.                           Simple words, phrases and/or statements are                                                           Uses new and interesting words and
          (Strand 9)                                                                                                      and phrases, including story language in own
                                                                      used.                                                                                                 phrases, including story language in own
                                                                                                                          writing, e.g. Once upon a time, as he walked
            Style:                                                                                                        up the hill he huffed and he puffed, they all     writing, e.g. Once upon a time, as he walked
                                                                      Writing predominantly oral patterns / verbal                                                          up the hill he huffed and he puffed, they all
      Use of language                                                                                                     lived happily ever after.
                                                                      communication.                                                                                        lived happily ever after.
       and language                                                                                                       Conveys information and ideas in simple non-
           effects                                                    Ideas may not be linked; writing may seem           narrative forms, e.g. sequencing a story (may     Conveys information and ideas in simple
         including                                                    disjointed but the child can tell you what the      be in pictures).                                  non-narrative forms, e.g. sequencing a story
       awareness of                                                   writing says (it may not be the same every time                                                       (may be in pictures).
           reader/                                                                                                        Some connection between ideas and some
                                                                      they tell you).                                     events linked as a simple sentence.               Some connection between ideas and some
         viewpoint                                                                                                                                                          events linked as a simple sentence.
     Text Structure           Attempts writing for different          Can produce own ideas for writing.                  Invents and writes own composition, e.g. lists,   Invents and writes own composition, e.g.
    and Organisation          purposes, using features of different                                                       stories, instructions, in response to a given     lists, stories, instructions, in response to a
       (Strand 10)            forms such as lists, stories and                                                            stimulus using simple structures, e.g.            given stimulus.
                              instructions.                           Child‟s writing communicates meaning through        prompts, story starter.
                                                                      a sequence of words and/or phrases, e.g. it‟s       Can group (order) written sentences together      Writing shows evidence of a sequenced
                                                                      got four wheels / I put the seed in the soil / We   in chunks of meaning or subject (usually a        series of events appropriate to text type.
                                                                      went to the zoo.                                    minimum of three sentences).
        Sentence              Writes own names and simple text,       Uses meaningful words and phrases some of           Compose and writes simple sentences               Some of the simple sentences will be
      Structure and           e.g. labels and captions.               which express ideas in sentence like structures,    independently to communicate meaning.             extended to include further detail, e.g. the
       Punctuation                                                    often using simplified oral language patterns.                                                        use of adverbs and adjectives: The new boy
                              Begins to form simple sentences                                                             Child understands subject (noun), verb, object
        Strand 11)                                                                                                                                                          came to my house for tea.
                              sometimes using punctuation.                                                                construction, e.g. The boy played football.
                                                                      May use full stops at random, e.g. uses full        Begins to show an understanding of how full       Starts piece with a capital letter. Another
                                                                      stops at end of line rather than end of a           stops are used, particularly at the end of a      occurrence of a capital letter is used
                                                                      sentence.                                           piece.                                            appropriately elsewhere in the piece.
                                                                      There may be some appropriate use of capital        Uses capital letters and full stops when          Full stop used to punctuate a single
                                                                      letters, e.g. at the beginning of the piece.        punctuating a simple sentence when written in     sentence.
                                                                      There may attempt to use other punctuation          isolation.
                                                                      marks.
       Presentation           Uses a pencil and holds it              Some commonly used letters are correctly            Writes letters using the correct sequence of      Letters are usually clearly shaped and
        (Strand 12)           effectively to form recognisable        shaped but may be inconsistent in size and          movements.                                        correctly orientated.
                              letters, most of which are correctly    orientation.
                                                                                                                          Most letters clearly shaped and correctly         Legible despite inconsistencies in
                              formed.                                 Flips or reverses letters. Leaves spaces
                                                                                                                          orientated.                                       orientation, size and use of upper and lower
                                                                      between word like clusters of letters – these
                                                                                                                          Spacing may be irregular.                         case letters.
                                                                      may vary.
London Borough of Havering - HIAS - September 2006
                                                                                                                                                                                                                          2
                                                                                               WRITING - PERFORMANCE DESCRIPTORS
                                                     Level 2C (just L2)                                        Level 2B (L2 secure)                                                             Level 2A (high L2)
   Word Recognition          Minimum requirement – at least 70% of high frequency (PNS            Minimum requirement – at least 90% of high frequency words              Don’t forget – L2A is an end of year national expectation
      - encoding             Y1/2 words) words spelt correctly, e.g. want, like, they, must,      (PNS Y1/2 words ) spelt correctly, e.g. these types of word in          for Year 3. Children in Year 2 have to be above average
       (Strand 5)            lots.                                                                their writing should, could, don‟t, can‟t, their, people, school (not   to achieve this.
                                                                                                  in a spelling test).                                                    Minimum requirement – aiming for 100% of high frequency
                             Able to use knowledge of related words (analogy).                                                                                            words spelt correctly, e.g. Wednesday, February, fifteen,
     Word Structure                                                                               To accurately spell words with common suffixes and the use of
                             Is beginning to recall visual patterns.                                                                                                      orange.
      and Spelling                                                                                double letters, e.g. ing (running) /es (branches).
       (Strand 6)            Consolidating PNS Phase 5/6.                                         Applies principles of all PNS phases in their writing, (e.g. snake
                                                                                                                                                                          Uses these forms of double consonants correctly, e.g. sorry /
                                                                                                  - split digraph).
                                                                                                                                                                          bottle.
        Creating and         Confidently uses new and interesting words and phrases to            The chosen form (narrative or non-narrative) is used with some          Organisation of the text type reflects the purpose of the writing,
          Shaping            interest the reader, clarify meaning and reflect text type, e.g.     consistency and reflects the purpose of the writing but should be       and is sustained.
           Texts             words gleaned from lesson content, word banks, stories and           mostly sustained throughout. Sustain use of tense and person            Organisation matches purpose/audience, e.g. invitation, letter,
                             own reading.                                                         (1st, 3rd etc).                                                         set of instructions.
         (Strand 9)
                             Shows some characteristics of narrative/non-narrative writing        Make adventurous/precise word and language choices                      Maintain consistency in non-narrative, including purpose and
                             but the form may not be sustained, e.g. drifts from a story to       appropriate to style and purpose of text (firstly, then, next, after;   tense.
            Style:           a recount.                                                           use of powerful verbs; alternatives to said).                           Sustain form in narrative, including use of person and time.
       Use of language
                                                                                                                                                                          Appropriate use of adventurous and precise vocabulary, e.g.
        and language         Overall the writing draws more on the characteristics of             Some detail is given to engage the reader.
                                                                                                                                                                          eagle rather than bird, porsche instead of car.
            effects          spoken language rather than written language.
                                                                                                                                                                          The use of descriptive language to enhance meaning and
          including
                                                                                                                                                                          support the chosen text form e.g. writing „the red dress‟ does not
        awareness of                                                                                                                                                      necessarily add to a narrative unless the colour plays a part in
           reader/                                                                                                                                                        the story whilst describing the weather as wet and blustery helps
          viewpoint                                                                                                                                                       to create the mood and might give some indication of how a
                                                                                                                                                                          character is feeling. (It is not enough just to have a piece of
                                                                                                                                                                          writing littered with adjectives to achieve this level).
     Text Structure          Communicates meaning beyond a simple statement.                      Need more than 75 written words to confidently make a                   Writes a mainly chronological sequence of events.
    and Organisation         Individual ideas develops in short sections.                         judgement at giving this level for assessment purposes.
                                                                                                  Evidence should be drawn from a body of work in a range of              Simple layout conventions support presentation of the
       (Strand 10)                                                                                genres.
                             Some use of basic layout conventions may be attempted,                                                                                       facts/ideas, e.g. bullet, numbers, index.
                             e.g. numbering/bullets in list, each step of an instruction          Clear sections of writing can be observed. Within each section
                             starting on a new line.                                              an idea is developed over two or three sentences. This should           Some detail provided of either characterisation or setting.
                                                                                                  not merely be repetition.                                               Varied sentence structure contributes to the coherence of the
                                                                                                  Connectives may signal time (or, then, next).                           piece (the way it hangs together), opening with a question, direct
                                                                                                  Evidence, from a body a work, shows a child can use the                 speech, adverbial phrase (In the garden…).
                                                                                                  „story mountain‟ structure (at least: beginning middle end).            „Story mountain‟ structure is evident.
        Sentence             Writes simple sentences and may show evidence of                     Writes using simple and compound sentences.                             Uses simple and compound sentences.
      Structure and          compound sentences.                                                  Uses connectives relating to time, e.g. Later that day… , and           Mainly consistent use of tense throughout the text.
       Punctuation                                                                                reason, e.g. The bell rang because (reason) it was lunchtime.
       (Strand 11)           Use of punctuation is shown in the use of capital letters and        There is evidence of some correct punctuation of sentences.             Growing understanding of use of punctuation.
                             full stops. As a minimum - uses 2 full stops appropriately           Increasing accuracy of sentence demarcation. Uses full stops            Uses full stops and capital letters correctly in 75% of writing.
                             followed by a capital letter.                                        and capital letters correctly in 50% of writing.                        Uses commas in lists.
                                                                                                  Uses commas in a list.                                                  May be some use of speech marks.
                             May attempt to use other punctuation, e.g. question marks.           Attempts to use other punctuation, e.g. question marks and              Some question marks and exclamation marks may be used –
                                                                                                  exclamation marks.                                                      mostly accurately.
      Presentation           Handwriting is legible, despite some inconsistencies in              Handwriting is legible, with ascenders and descenders                   Joined handwriting demonstrates accurate and consistent letter
       (Strand 12)           orientation, size and use of upper and lower case letters.           distinguished, and of a consistent height.                              formation and spacing.
                                                                                                  Uses the four basic handwriting joins.
                             Forms lower case letters correctly in a script, e.g. flick on t
                                                                                                  Uses correct spacing within and between words.                          The majority of letters are of a consistent height.
                             and h.
                                                                                                  Generally, upper and lower case letters are not mixed within
                                                                                                  words.
London Borough of Havering - HIAS - September 2006
                                                                                                                                                                                                                                             3
                                                                                              WRITING - PERFORMANCE DESCRIPTORS
                                                     Level 3C (just L3)                                      Level 3B (L3 secure)                                                  Level 3A (high L3)
     Word Structure          Don’t forget – L3C is an end of year national                     Don’t forget – L3B is an end of year national                  Aiming for 100% of spellings to be spelt accurately.
      and Spelling           expectation for Year 3. Children have to be exceptional           expectation for Year 4.
                                                                                                                                                              Doubles final consonant when necessary prior to adding a
       (Strand 6)            in Y2 to achieve this.
                                                                                                                                                              suffix, e.g. skipping.
                                                                                               90% of spellings used in their writing are spelt accurately.
                             75% of spellings used in their own writing are spelt                                                                             Selects correct homophone and uses the correct spelling of
                             accurately.                                                       Attempts to spell unfamiliar polysyllabic words using          it in own writing, e.g. witch, which, there, their, they‟re, its,
                                                                                               knowledge of conventions, rules and range of strategies,       it‟s.
                             Spells common monosyllabic words accurately.
                                                                                               e.g. concertina; celebrating.
                             Attempts to spell unfamiliar polysyllabic words using
                             knowledge of conventions, rules and range of strategies
                             (e.g. sometimes; bicycle; sandwiches)
        Creating and         Use beginning, middle and end to write narratives in which        Shows imagination through language used to create              Pace needs to be developed, e.g. there may be too lengthy
          Shaping            events are sequenced logically and conflicts are resolved.        emphasis, humour, atmosphere or suspense.                      an introduction; the distinction between the resolution and
           Texts             Select and use a range of technical vocabulary.                                                                                  the ending may needs to be clarified/made distinct, to
                                                                                               Can choose and combine words (e.g. blistering heat).,
         (Strand 9)                                                                                                                                           contribute to the overall balance of the piece.
                             There is precision in the choice of words for effect, e.g. The    images and other features for particular effect, e.g.
                             red Ferrari came to a stop. OR The red car screeched…             metaphor (the clap of thunder), simile (as big as a bus),      Chooses and combines words, images and other features
                             instead of The red car stopped.                                   alliteration (dastardly devil).                                for particular effects across a range of text types, e.g. (stir
            Style:           Uses structures and features of the chosen text type (see                                                                        until dissolved in a glass beaker).
                                                                                               Uses setting and characterisation to engage readers‟
       Use of language       HIAS Writing Matters! publication to check stylistic feature      interest.                                                      Use of adverbs and conjunctions for cohesion, e.g. flash-
        and language         for given text type).                                                                                                            backs: it was only five minutes ago that Mary had warned
            effects                                                                            Connectives (eventually, after a while, before, meanwhile)
                             Simple connectives link clauses, e.g. when the car raced                                                                         me of the danger ….
          including                                                                            are used to clarify the relation between time, place and
                             past me…                                                          setting.
        awareness of
           reader/           Beginning to use literary devices more effectively than
          viewpoint          previous to help structure and shape their written text, and
                             to link paragraphs: e.g. adverbial phrases; and fiction
                             hooks: unfortunately, out of the blue).
     Text Structure          Groups similar information „chunks‟ together in sections –        Text organised into paragraphs to distinguish between          Text organised into paragraphs to distinguish between
    and Organisation         this may not be sustained.                                        different information, and/or events.                          different information, and/or events.
       (Strand 10)           Children show awareness of the features of the genre and
                             this apparent throughout the piece.                               Features of genre are evident and sustained.
                             Majority of sentences are grammatically correctly.                Use of subordination to clarify meaning using phrases,         Use a variety of different sentence constructions/lengths,
        Sentence                                                                               clauses and adverbials, e.g. While we were lining up, the      for effect.
      Structure and                                                                            teacher reminded us to bring our reading books.
       Punctuation           Basic sentence punctuation is mostly accurate.                    Most sentences (at least half) are correctly demarcated –      More than half the sentences are correctly demarcated,
       (Strand 11)                                                                             showing an understanding of sentence structure.                even when sentence structure varies.
                             Uses full stops and capital letters correctly.
                                                                                               Where used, full stops, capital letters, question marks,       Full stops, capital letters, exclamation marks and question
                             Question marks and exclamation marks are often used.              exclamation marks and speech marks are used accurately.        marks are used with increasing frequency and are mostly
                                                                                                                                                              accurate.
                             Commas may be used in a list.                                     Commas are used to mark clauses.                               Uses commas to some effect to clarify meaning (e.g.
                                                                                               Speech marks may be used to demarcate some direct              Suddenly, there was a bang!).
                             Uses apostrophe for omission.                                     speech.                                                        Speech marks are used to indicate beginning and end of
                             Narrative writing contains examples of direct speech,             PNS expectation: Use of the apostrophe for possession.         direct speech.
                             though not always punctuated correctly.                                                                                          Use of the apostrophe for possession.
      Presentation           Handwriting is joined.                                            Handwriting is joined and legible.                             Handwriting is, joined, consistently neat, legible and joined
       (Strand 12)           Letters and words are usually appropriate in size and                                                                            and of appropriate size.
                                                                                               Letters are of appropriate size, even and well-formed.
                             position but there is some variation.


London Borough of Havering - HIAS - September 2006
                                                                                                                                                                                                                            4
                                                                                         WRITING - PERFORMANCE DESCRIPTORS
                                                     Level 4C (just L4)                                   Level 4B (L4 secure)                                                  Level 4A (high L4)
     Word Structure and          Uses conventional spelling. In addition, is able to spell    As a minimum, is able to spell all words from Year 4 and      Uses knowledge from word investigations to spell a range
          Spelling               most of the words from Year 4 and Year 5 medium              Year 5 medium frequency spelling list.                        of challenging vocabulary using known root word (base),
         (Strand 6)              frequency spelling list.                                     Spells words with less common prefixes and suffixes, e.g.     e.g. politic-politician, differ/different/difference.
                                                                                              ir (irregular) / tion (pollution/solution).
                                 Spells words containing unstressed vowels, e.g. market,
                                 mountain, and words with common prefixes, e.g.               Attempts to spell an increasing range of unfamiliar
                                 disappear, uncomfortable, impossible.                        polysyllabic words using knowledge of conventions, rules
                                                                                              and increased range of strategies, e.g. hopeful, careful,
                                                                                              shameful.
           Creating and          Dialogue is used to move the story forward.                  Writing shows/reflects a secure understanding of the          Personal viewpoint.
          Shaping Texts                                                                       features of a range of text types.
            (Strand 9)           Use reported speech to develop viewpoint and/or to give                                                                    The writer adopts a knowledgeable stance, e.g. can advise
                                                                                              Writes a balanced text appropriate to purpose, e.g. equal
                                 a clue to something that had already happened                                                                              confidently and persuasively, e.g. you should stop
                                                                                              weighting to views in a discussion/argument; or in a
              Style:             (flashback), my brother was always saying that…                                                                            smoking; we must look after our planet…
                                                                                              narrative all elements of the structure should be there but
         Use of language                                                                      when writing suspense the build up may be longer than
          and language                                                                                                                                      Strategic use of emotive adjectives to persuade.
                                                                                              the climax.
              effects
                                 Pace is varied to sustain interest, e.g. a narrative would   Narrator‟s and/or characters‟ viewpoints are established      Uses different narrative techniques to engage and
            including                                                                         and maintained throughout, e.g. through ways in which
                                 have a balance of action and description, dialogue and                                                                     entertain the reader, e.g. use of rhetorical questions; if we
          awareness of                                                                        they are developed or commented upon – this could             take regular exercise then we should stay fit and healthy.
             reader/             characterisation etc. across the whole text.
                                                                                              include, for example, a direct appeal to the reader in
            viewpoint                                                                         persuasive writing or an explicit comment on a character
                                                                                              by a narrator.
     Text Structure and          Creates good paragraphs across the genre where topic         The order of the paragraphs contributes the effectiveness     Paragraphs are varied for emphasis, e.g. may be one
       Organisation              sentences are developed and extended to embellish key        of the piece – in a logical way.                              word „disaster‟.
        (Strand 10)              idea of the paragraph.

                                 Some examples of different types of sentence                 Evidence of varied and appropriate use of all types of        Confident use of varied and appropriate types of
                                 structures, e.g. adverbial phrases, short sentences;         sentence structures, e.g. adverbial phrases, short            sentence structures, e.g. adverbial phrases, short
     Sentence Structure
                                 pronouns establishing links with previous sentences.         sentences, use of rhetorical questions for impact;            sentences, use of rhetorical questions for impact;
      and Punctuation
                                                                                              pronouns establishing links with previous sentences.          pronouns establishing links with previous sentences.
        (Strand 11)
                                 Most sentences are correctly demarcated with full stops,     Most sentences are correctly demarcated by full stops,        Almost all sentences are demarcated correctly.
                                 capital letters and question/exclamation marks.              capital letters and question/exclamation marks.
                                                                                                                                                            Secure use of commas to mark phrases or clauses.
                                 There is some good evidence of commas being used             Within sentences there is evidence of commas being used
                                                                                                                                                            Commas within sentences are used with increasing
                                 within sentences to separate main ideas and/or clauses,      to separate elements, e.g. short phrases, clauses, items in
                                                                                                                                                            effectiveness to separate parts of the sentence.
                                 and also in a list.                                          a list It was a dull, dreary day… .
                                                                                                                                                            Beginning to use a wider range of punctuation, e.g.
                                 Beginning to use other punctuation.                          Almost always correctly uses full punctuation of speech,
                                                                                                                                                            dashes, brackets and ellipses… etc.
                                                                                              including comma before opening speech marks.
                                                                                                                                                            Distinguishes between speakers.
                                 Developing use of the apostrophe where appropriate.          Secure, accurate use of the apostrophe.
                                                                                                                                                            Uses correct speech marks conventions to demarcate all
                                 Inverted commas are used confidently – usually to            In multi-character dialogue, speech marks clarify where
                                                                                                                                                            elements of dialogue, including questions and
                                 demarcate direct speech. Uses a new line for a new           direct speech begins and ends for each speaker. Uses
                                                                                                                                                            exclamation.
                                 speaker.                                                     new line for new speaker.
         Presentation            Handwriting is regular, joined and flows. Letters and        Handwriting is regular, joined and flows. Letters and         Handwriting is regular, joined and flows. Letters and
          (Strand 12)            words are usually appropriate in size and position.          words are appropriate in size and position.                   words are appropriate in size and position.



London Borough of Havering - HIAS - September 2006
                                                                                                                                                                                                                        5
                                                                                        WRITING - PERFORMANCE DESCRIPTORS
                                               Level 5C (just L5)                                               Level 5B (L5 secure)                                               Level 5A (high L5)
     Word Structure         Assessment at Level 5 builds on all the previous statements. The children are able to demonstrate the strength of their spelling ability because they choose to use and accurately spell a
      and Spelling          wide and challenging range of vocabulary.
       (Strand 6)
          Creating          Mature, considered, sustained, personal viewpoint and          Mature, considered, sustained, personal viewpoint and justified      Mature, considered, sustained personal viewpoint and
             and            justified across the range of text types.                      across the range of text types.                                      justified across the range of text types.
           Shaping          Uses more than one example of a range of stylistic devices     Uses more than one example of a range of stylistic devices to        Uses more than one example of a range of stylistic
            Texts           to show and reflect good sentence structure, cohesion,         show and reflect good sentence structure, cohesion, imagery          devices to show and reflect good sentence structure,
          (Strand 9)        imagery (an amalgamation of all the strands previously         (an amalgamation of all the strands previously noted in this         cohesion, imagery (an amalgamation of all the strands
                            noted in this document), including figurative language         document), including figurative language (looked like an             previously noted in this document), including figurative
           Style:           (looked like an accordion), verbs for precision (skidding,     accordion), verbs for precision (skidding, darted, limping) and      language (looked like an accordion), verbs for precision
           Use of           darted, limping) and formal reference (normal route),          formal reference (normal route), combine to present an               (skidding, darted, limping) and formal reference (normal
         language           combine to present an informative, vividly described           informative, vividly described account.                              route), combine to present an informative, vividly
       and language         account.                                                                                                                            described account.
           effects          The writer adopts a knowledgeable stance, e.g. can advise      The writer adopts a knowledgeable stance, e.g. can advise            The writer adopts a knowledgeable stance, e.g. can
         including          confidently and persuasively, e.g. you should stop             confidently and persuasively, e.g. you should stop smoking; we       advise confidently and persuasively, e.g. you should stop
       awareness of         smoking; we must look after our planet…                        must look after our planet…                                          smoking; we must look after our planet…
          reader/           Uses different narrative techniques to engage and                                                                                   Uses different narrative techniques to engage and
                                                                                           Uses different narrative techniques to engage and entertain the
         viewpoint          entertain the reader, e.g. use of rhetorical questions.                                                                             entertain the reader, e.g. use of rhetorical questions;
                                                                                           reader, e.g. use of rhetorical questions.
                            Strategic use of emotive adjectives to persuade.                                                                                    asides (e.g. „fat chance‟…).
                                                                                           Strategic use of emotive adjectives to persuade.
                                                                                                                                                                Strategic use of emotive adjectives to persuade.
                            The writing reflects their wider knowledge, e.g. dialect,      The writing reflects their wider knowledge, e.g. dialect, culture,
                                                                                                                                                                The writing reflects their wider knowledge, e.g. dialect,
                            culture, context.                                              context.
                                                                                                                                                                culture, context.
     Text Structure         Secure understanding and use of the organisational             Secure understanding and use of the organisational features          Secure understanding and use of the organisational
           and              features described in Level 4 and devices (e.g. hyperlinks     described in Level 4 and devices (e.g. hyperlinks for electronic     features described in Level 4 and devices (e.g. hyperlinks
      Organisation          for electronic texts) to achieve maximum effect for each       texts) to achieve maximum effect for each genre.                     for electronic texts) to achieve maximum effect for each
       (Strand 10)          genre.                                                                                                                              genre.
                            NB Difference between a L4 and L5 writer will be in            NB Difference between a L4 and L5 writer will be in their            NB Difference between a L4 and L5 writer will be in
       Sentence             their choice and use of an extensive range of                  choice and use of an extensive range of vocabulary for               their choice and use of an extensive range of
     Structure and          vocabulary for sentence construction (See Strand 9)            sentence construction (See Strand 9).                                vocabulary for sentence construction (See Strand 9).
      Punctuation           Confident use of varied and appropriate types of sentence      Confident use of varied and appropriate types of sentence            Confident use of varied and appropriate types of
      (Strand 11)           structures, e.g. adverbial phrases, short sentences, use of    structures, e.g. adverbial phrases, short sentences, use of          sentence structures, e.g. adverbial phrases, short
                            rhetorical questions for impact; pronouns establishing links   rhetorical questions for impact; pronouns establishing links with    sentences, use of rhetorical questions for impact;
                            with previous sentences; the use of the passive voice for      previous sentences; the use of the passive voice for effect.         pronouns establishing links with previous sentences; the
                            effect.                                                                                                                             use of the passive voice for effect.
                                                                                           Most sentences are correctly demarcated with intra-sentence
                            Almost all sentences are correctly demarcated with intra-
                                                                                           punctuation demarcating sections of meaning.                         Uses and controls a wide range of punctuation correctly
                            sentence punctuation demarcating sections of meaning.
                                                                                           Consistently uses and controls a wider range of punctuation          to vary pace and clarify meaning. Within sentences,
                                                                                           (brackets and/or dashes etc, to add humour or enhance                commas are used where necessary to avoid ambiguity in
                            Uses a wider range of punctuation with greater accuracy,
                                                                                           descriptions).                                                       relating elements or to show division between clauses.
                            e.g. dashes, brackets, colons and ellipses… etc.
                                                                                           Use of commas, apostrophes and capitalisation of proper nouns        There is some evidence of the effective use of colons or
                                                                                           is appropriate. Commas used appropriately and effectively to         dashes to structure long sentences.
                                                                                           improve meaning.
                                                                                           Speech accurately punctuated, e.g. exclamation marks and             Speech accurately punctuated.
                                                                                           question marks within speech marks. Punctuation used prior to
                                                                                           opening speech marks, e.g. John asked, “What‟s for dinner?”
      Presentation          Handwriting is regular, joined and flows. Letters and words    Handwriting is regular, joined and flows. Letters and words are      Handwriting is regular, joined and flows. Letters and
       (Strand 12)          are usually appropriate in size and position. The hand -       usually appropriate in size and position. The handwriting            words are usually appropriate in size and position. The
                            writing maintains a personal style to engage the reader.       maintains a personal style to engage the reader.                     handwriting maintains a personal style to engage the
                                                                                                                                                                reader.

London Borough of Havering - HIAS - September 2006
                                                                                                                                                                                                                          6
                                                               PUNCTUATION PYRAMID

Children can self-check their written work for punctuation using the punctuation pyramid. This can be made into a wall display or table-top
prompt/challenge sheet.



                                                                                  Use of
                                                                                  Punctuation


                                                                                  Level 1
                                                        .

                                                       . ?                        Level 2



                                                     . ? , !                      Level 3



                                                . ? , ! … “ ”                     Level 4




                                   . ? , ! … “ ”: ; ( )                           Level 5




London Borough of Havering - HIAS - September 2006
                                                                                                                                         7
                                                               EXEMPLIFICATION SAMPLES

          These samples of children‟s writing are included to provide examples of levelled writing using this document. As noted above, it is
          insufficient to assign a writing level for a child using a single piece of writing; a body of work should be gathered in a range of genres
          in order to be secure.


           This levelling document, with these exemplars of children‟s levelled writing, can be used to support moderation for half-termly assessment.




London Borough of Havering - HIAS - September 2006
                                                                                                                                                         8
                                                     SAMPLES OF LEVELLED WORK

               A            Writing Level 2C/2B borderline                                          Compound
          Conveys                                                                                   sentence
           simple           Belinda’s work
          ideas in                                                                                  Correctly
                            There once were two children and they were called Jim and Milly.        punctuated
         structured
                            Jim was 8 and Milly was 4. Jim had Brown straight hair and brown
            form
                            eyes and Milly had blonde hair and Blue eyes. Milly wanted to go        Appropriate
          Spelling          to the woods and Jim said “Yes lets go,” and a they went and it         use of
          accurate          took them ten mins and then they were in the woods. And Jim said        speech
                            lets play hulahoop and Milly said Yes lets do it and they did it all    marks,
                            night and Jim said we are lost!                                         exclamation
                                                                                                    marks, full
                                                                                                    stops and
                                                                                                    commas


                B             Writing Level 2B                                                     Uses
            Detail to                                                                              prepositional
            interest          Hannah’s work                                                        phrases to
             reader                                                                                add interest
                              To write a Story.                                                    (over)
                              One snowy day there was a girl called Amy and Amy work up             Adverbial
                              and got out of bed and went down sters and saw all the snow          phrase
                              Show she bilt a Snowman with eyes and ears and nose and
                              mouts and then he came a life and he went to the chirc and over      Repetition for
           Spelling
                              house over clouds and he went with Amy. Amy was exited. In a         effect.
          generally
         phonetically         half an awer to ge back. To go to bed to sleep because she was       and links
          accurate            very very very tierd. She cudunt get to sleep so she went down       sentences
                              sters and she Show that her snowman was melted.
                                                                                                   so used as
                                                                                                   causal
                                                                                                   connective

                C              Writing Level 2B                                                    ! ? “” .
        Structured             Luke’s work                                                         variety of
        (has two                                                                                   punctuation
        endings)               To write a story.
                                                                                                   Some
                               on one winters night a little boy woke up. Hes name was Fred.       evidence he
        Some detail
        to interest            He went out Side! He got hes clodes on an he put hes hat            can write in
        reader                 gloves and ksarf on. And then he opend the front door! and it       sentences
                               was Snowing!! he ran out Side. He rold a big Snow ball For the
                               Snowmans body. Then he rold a medyom Sidesd ball he put a           Reported an
        Time                   carut for hes nose the man came to life! “hello” Said the           direct speech
        connectives            Snowman next the boy take the snowman in Side. The Fire
        (next, after,          waS Still on they had to Get out. The Snowman aSkt if he woul
        and then)              like to go and fly? He said yes they went to africer maxiko.
        make link              england coventy and lotS of oFer Places. To they Flow back
        ideas                  home. After he taked him into his bed and the Snowman went
                               back out side the next day he looked out oF the window and the
        Spelling
        mainly                 Snow man was Still ther he went out Side and the snow man
        accurate               came to liFe agen! They went all over the wild again. They
                               came back home redy forty.



London Borough of Havering - HIAS - September 2006
                                                                                                                    9
                D             Writing Level 2B+
                              Sarah’s work
          Slightly
                              To write a story.
         muddled in
          places              One day ther was a little gile. Her name was Sophie She went
                              to bed one night. In the moning She got up and looked out of           Prepositional
           Overall            the window it is snoing! She sied She rant out side as qwiqley         phrase
            simple
                              as she cud. when She got to the door and side I will make a
         structure is
                              Snoman. First she got a bit over snowe and rooled it up and up         No speech or
           evident
                              and up in till it was So big. Next she rooled a little ball then she   reported
                              got a hat and scarfer and After She got Sum Stons and put them         speech
                              on it. That night She went to bed at 1 o‟clok Sophie went down
                                                                                                     Connectives:
                              sters and open the door the Snoman was wurking to Sophie.
                                                                                                     First, next,
                              Sophie Side AAAAAar! the Snownam waS wirt with a bow. She              after used
            Spelling          graed hie hand thay flow over a tempul, over the oshan and a
             poor             howe then we went down and down and far far the chrismas
                              thay had a party when the party Stoped thay went home. The
                              end



                E            Jack Level 3B+ Recount                                                    Powerful
                                                                                                       choice of
        Detail to            Chaos in Kelvedon                                                         precise
        interest                                                                                       vocab.
        reader       It was a normal day at Kelvedon Hatch on Friday 13 th. Everyone                   feasting on
                     was totally unaware of the events about to happen, somehow, we                    tender
        Additional   still don‟t know how, a pig managed to escape from old                            young
        information Macdonalds farm. The pig was quite unaware about the events                        carrots/spott
                                                                                                       ed
                     about to happen if he would go into the community primary school
        Some
        confusion in as he wandered through the playground he spotted Mrs Grants                       Use of past
        the middle   gardening clubs carrots, whiles feasting on the tendor young                      tense
                     carrots, he was seen by year one who all screamed and made a
        Writing      dash for the door dining room as plates, food and drinks were                     Time
        shows        knocked everywhere. The dining room was in a big mess and it                      connectives:
        evidence of took ages to tidy up, so Miss Jenkins took the pupils of Kelvedon                  finally
        organisation Hach to Burger King on two double decker buses, while the
        and clarity  teachers tried to catch the pig. The farmer who owned the pig
                     came and helped the teachers, finally they called the caretaker and               Limited
        No           together they cornered the pig in the playground. The pig was                     punctuation
        paragraphs
                     quickly returned to his sty but the school took a great deal longer to
                                                                                                       Spelling
        Pace is      to tidy up.                                                                       accurate
        good                 By Jack

                             Essex County Council




London Borough of Havering - HIAS - September 2006
                                                                                                                       10
                  F               Jamila Level 4B Narrative (type written)

              Good                Building Up Suspense                                                 Over use of
        understanding                                                                                  said
         of the genre –           Something silent inside seemed to call me.
        creates tension                                                                                ?did she use
                                                                                                       thesaurus
                                  I grabbed hold of the handle and gave it a hard pull. I              to use
          Beginning is            wondered if I should open it. Should I? I walked over to my
         strong but tails                                                                              interesting
                                  bedroom door and closed it silently. I could hear banging            word but is
               off
                                  coming from the cupboard. Every minute there was a bang the          inaccurate.
                                  banging got louder and louder. I put my fingers in my ears.
                                  “Stop, stop, stop” I shouted desperately. “What do you want          Trying to
                                  from me?” I shouted understandably. The banging got louder           use
                                  and louder deeper and deeper. The sound waves got too loud           figurative
                                  for my ears to handle. My head was pounding in full force. My        language for
                                  heart was now pounding so fast it felt like it had ripped a hole     effect
                                  all the way through my body.

                                  “I‟m going to open it, no I shouldn‟t” I said with a nervous tone.   Mixture of
                                  There was a bang.                                                    sentence
                                  “MUM!, DAD!, WHERE ARE YOU?” I screamed louder than I                length for
                                  had ever screamed before. My mum and dad came rushing up             effect
                                  the stairs.
                                                                                                       Use of
                                  “What is it?” they said together.
                                                                                                       possessive
                                  “Mum, dad there‟s something in there that‟s trying to escape” I      apostrophe
                                  said.
                                  “Don‟t be silly” my mum said.                                        Range of
                                  “I‟m not being silly theres something in there really” I said.       punctuation
                                  There was another loud bang.                                         - commas
                                  BANG!                                                                not used in
                                  “I told you there was something in there didn‟t I” I said. What      speech
         Structured but
          poor linkage            could it be” my dad said. “I‟ve lived in this room for nineteen
          between 3rd             years there has never been a single bang all the time I‟ve been
             and 4th              here.
           paragraph
                                  “I‟m not sleeping in this room because there is something in
                                  there I will sleep on the couch down stairs” I said bossily. I had
                                  one last look at my room before I went down stairs. I was
                                  wondering all night what was in the cupboard. What did the
                                  thing want?. I was going to find out what was in there. I lay on
                                  the couch in the dark. I closed my eyes. My mind wandered
                                  off into a magnificent dream.




London Borough of Havering - HIAS - September 2006
                                                                                                                      11
                H            Katie Level 4B Recount
                                                                                                    Alliteration
         Good style          Curly the pig recently escaped from Moobaah farm in Brentwood.         for effect
         and choice          The pig crossed the motorway bringing traffic to a standstill. A
         of phrases          young zoo keeper who wishes to remain anonymous, was on his
                             way to work reported the Pigs whereabouts said “it was a terrifying
                             experience.”

                             The police pursued the pig across ten miles of countryside, down       Strong
         Paragraphs
                             the busy Brentwood high street, into the village of Kelvedon Hatch     choice of
            related
                             and down the road to and into Kelvedon Hatch Community                 precise
         information
                             Primary School. The pig found a nice sunny spot in the schools         vocabularly
                             back (Netball) playground. Two girls Named Bethany and Jade            to create
                                                                                                    images
                             spotted the pig drinking out of a bucket. They told the caretaker to   (summon)
                             summon the head Mistress; she came out of the Open evening to
                             see the pig.                                                           Uses a
                                                                                                    range of
                             Every one was in hysterics, apart from of course the head teacher,     punctuation
                             she was cross. When miss Jenkins approached it, it turned and          but could
                             chased her through the playground.                                     use more to
                                                                                                    widen for
                             Miss Jenkins ran into the school office shouting at the secretary to   effect
            Weak             call off the pig, but before she could do anything the pig charged
            ending           through the entrance hall and into the hall. Where hundreds of
                                                                                                    Consistent
          (?how did          parents, were watching a gym display.                                  use of past
          she save
                                                                                                    tense
           the day)          Just as Rachel Cook did a double vault, the pig ran towards her
                             and Rachel landed on top of the pig, saving the day.




London Borough of Havering - HIAS - September 2006
                                                                                                                   12
                 I           Explanation Level 5

                             Portraits in History
          Control of
         explanation         In Tudor and Stuart times, the rich people (Fig 1) wanted to
                                                                                                 Variety of
            genre            make an impression on the poor people (Fig 2). To do this, they     sentence
           evident           had a portrait (Fig 3) painted. Lots of decisions had to be made    starters
                             when they were planning the portrait (Fig 4) such as where to
             Very            have it, what to wear, who should be in it, etc. If they had rare
         informative         pets they might have included them to show how rich they were.
                             (Fig 5)
          Lively and
          interesting        Similarly, any expensive fruits etc. they may have had might
             facts           have been included as well. They would probably have been           Use of the
                             trying to create the impression that they were very rich and        conditional
                             powerful compared to the poor people (Fig 2) however, more
                             subtley than in Fig 6. They usually looked serious, because
                             people wouldn‟t think much of them if they looked like Fig 7.
                             They usually looked straight at the viewer to give the impression
                             that they were a straight and honest person.

                             It is a common error to think that the artist was painting the
                             person as they appeared. What the artist was really doing was
                             painting the person without all their warts, moles, scars etc.
           Spelling
           excellent         The cost of portraits varied with the colours used. If you had
                             your portrait done while you were wearing red it would be much      Sophisticated
                                                                                                 sentence
                             cheaper than if you had been wearing blue. (Fig 8) The reason
                             for this is that paints had to be natural, so while to get red they
                             just had to squash a few beetles, blue required that they grind up
                             a particular blue stone. (Fig 9)

                             Portraits can tell us things. They can tell us about the past.
                             They can tell us about people. I‟ve enjoyed working on portraits.




London Borough of Havering - HIAS - September 2006
                                                                                                                 13
                                        Guidance for Termly Levels of Expectation
                                    (2 sub-levels each year / 2 levels in a Key Stage)
                          End of Autumn                               End of Spring                            End of Summer
                                                                                                         (i.e. May – June to match with end of
                                                                                                              key stage assessments/tests)
For a child         National      Above       National      Above      National      Above
working:           Expectation Expectations Expectations Expectations Expectation Expectations
Foundation   Mostly                      All Yellow /             Yellow               Mostly           Some Yellow/            All Blue
Stage 1      Yellow                      Some Blue                + Blue                Blue             Mostly Blue
Foundation Some Yellow/                  Mostly Blue/          Some Blue/          Mostly Green/        Some Green/             All Grey
Stage 2    Mostly Blue                   Some Green           Mostly Green          Some Grey           Mostly Grey
Year 1        1C                               1B                 1C/B                 1A/2C                  1A                   2C
Year 2                    1A                 2C/B                   2C                  2B/A                  2B                   3C
Year 3                    2B                3C/3B                   2A                   3B                 2A/3C                3B/3A
Year 4                    3C                 3B/A                3C/3B                   3A                   3B                   4C
Year 5                    3B                  4C                 3B/3A                  4C/B                3A/4C                 4B/A
Year 6                    4C                 4B/A                   4B                   4A                   4B                   5C
 It is important not to assess children inaccurately, e.g. not assessing a child as average relative to others in the class. Average must be
 assessed in terms of national expectations.
 Use of precise terminology is recommended, i.e. below average, secure average, above average (by implication) is a higher attainer
 Example
  In Y1, a higher attaining child at the end of the autumn term should be working at Level 1B.
  In Y1, a middle attaining child (secure average) at the end of the autumn term they should be working at Level 1C.

 Write pupils‟ names below on grid at beginning of year. Check progress towards the end of every term and indicate this on grid.
                                                                                                                                           14
School:                               Class:                           Date:                             Teacher:
                                      Year R Group Profile: Reading, Writing, S&L (circle which aspect)
                                 Enlarge to A3. Copies to Head, English Subject Leader, Assessment Leader and SENCO.

      Working significantly below national         Working below national      Meeting national expectations     Working above national      Working
                 expectations*                         expectations            (at least by end summer term)         expectations          significantly
                                                       (end of year)                                                                      above national
                                                                                                                                           expectations
     Others:          Some Yellow/Mostly Blue     Some Blue/Mostly Green          Some Green/Mostly Grey                All Grey               L1C
   State Colour                                                                                                                               (7 pts)
      Names




No. in cohort                                     % of cohort                                                                              % of cohort
No. regressed                                                                            Target number to be on track
No. stuck                                                                                Number not making progress
No. making 1/3 level progress                                                            Number making progress
No. making 2/3 level progress
No. making 1 level + progress

                                                                                                                                                         15
School:                                    Date:                                       Class:                        Teacher:
                                           Year 1 Group Profile: Reading, Writing, S&L (circle which aspect)
                                 Enlarge to A3. Copies to Head, English Subject Leader, Assessment Leader and SENCO.
      Working             Working below national         Meeting national     Working above national expectations           Working significantly above national
 significantly below          expectations                expectations              (by end summer term)                               expectations
       national
    expectations*
         P1-8                      L1C                         L1B                  L1A                      L2C                   L2B                L2A
                                  (7pts)                      (9pts)              (11pts)                  (13pts)               (15pts)            (17pts)
          Names




No. in cohort                                              % of cohort                                                                           % of cohort
No. regressed                                                                               Target number to be on track
No. stuck                                                                                   Number not making progress
No. making 1/3 level progress                                                               Number making progress
No. making 2/3 level progress
No. making 1 level + progress
                                                                                                                                                               16
School:                                Date:                                           Class:                   Teacher:

                                       Year 2 Group Profile: Reading, Writing, S&L (circle which aspect)
                                Enlarge to A3. Copies to Head, English Subject Leader, Assessment Leader and SENCO.
Working significantly below national   Working below national    Meeting national expectations              Working above national expectations
           expectations*                   expectations          (at least by end summer term)

     P1-8            L1C/L1B/L1A                 L2C                          L2B                             L2A                         L3C
                      (7/9/11pts)              (13pts)                      (15pts)                         (17pts)                     (19pts)
    Names




No. in cohort                                     % of cohort                                                                                % of cohort
No. regressed                                                                            Target number to be on track
No. stuck                                                                                Number not making progress
No. making 1/3 level progress                                                            Number making progress
No. making 2/3 level progress
No. making 1 level + progress

                                                                                                                                                      17
School:                                    Date:                                                      Class:                      Teacher:

                                           Year 3 Group Profile: Reading, Writing, S&L (circle which aspect)
                                    Enlarge to A3. Copies to Head, English Subject Leader, Assessment Leader and SENCO.
                            Write pupils’ names below on grid at beginning of year (with their end of KS1 test result in brackets by their name).
  Working significantly below national         Working below                Meeting national expectations                    Working above national          Working
             expectations*                        national                  At least (by end summer term)                        expectations              significantly
                                                expectations                                                                                              above national
                                                                                                                                                           expectations
 P1-8      L1C/L1B/L1A             L2C                L2B                     L2A                       L3C                    L3B                L3A           L4C
            (7/9/11pts)          (13pts)            (15pts)                 (17pts)                   (19pts)                (21pts)            (23pts)       (25pts)
 Names




 No. in cohort                                          % of cohort                                                                                        % of cohort
 No. regressed                                                                                          Target number to be on track
 No. stuck                                                                                              Number not making progress
 No. making 1/3 level progress                                                                          Number making progress
 No. making 2/3 level progress
 No. making 1 level + progress

                                                                                                                                                                         18
School:                                       Date:                                                       Class:                      Teacher:


                                             Year 4 Group Profile: Reading, Writing, S&L (circle which aspect)
                                      Enlarge to A3. Copies to Head, English Subject Leader, Assessment Leader and SENCO.
                                Write pupils’ names below on grid at beginning of year (with their end of KS1 test result in brackets by their name).
   Working significantly below national                Working below national            Meeting national expectations                Working above national expectations
              expectations*                                expectations                  (at least by end summer term)
  P1-8       L1C/1B/L1A      L2C/L2B/L2A                        L3C                                     L3B                                 L3A                     L4C
              (7/9/11pts)     (13/15/17pts)                   (19pts)                                 (21pts)                             (23pts)                 (25pts)
Names




No. in cohort                                                 % of cohort                                                                                           % of cohort
No. regressed                                                                                                                Target number to be on track
No. stuck                                                                                                                    Number not making progress
No. making 1/3 level progress                                                                                                Number making progress
No. making 2/3 level progress
No. making 1 level + progress
                                                                                                                                                                            19
 School:                                       Date:                                                       Class:                      Teacher:

                                              Year 5 Group Profile: Reading, Writing, S&L (circle which aspect)
                                       Enlarge to A3. Copies to Head, English Subject Leader, Assessment Leader and SENCO.
                                 Write pupils’ names below on grid at beginning of year (with their end of KS1 test result in brackets by their name).
Working significantly below         Working below national expectations                Meeting national expectations               Working above national                Working
  national expectations*                                                               (at least by end summer Term)                   expectations                significantly above
                                                                                                                                                                         national
                                                                                                                                                                      expectations
P1-8     L1C/1B     L2C/2B/               L3C                     L3B                      L3A                   L4C                   L4B                 L4A              L5C
          /L1A        L2A               (19pts)                 (21pts)                  (23pts)               (25pts)               (27pts)             (29pts)          (31pts)
Names




 No. in cohort                                              % of cohort                                                                                               % of cohort
 No. regressed                                                                                               Target number to be on track
 No. stuck                                                                                                   Number not making progress
 No. making 1/3 level progress                                                                               Number making progress
 No. making 2/3 level progress
 No. making 1 level + progress
                                                                                                                                                                                    20
School:                                       Date:                                                       Class:                      Teacher:
                                             Year 6 Group Profile: Reading, Writing, S&L (circle which aspect)
                                        Enlarge to A3. Copies to Head, English Subject Leader, Assessment Leader and SENCO.
                                Write pupils’ names below on grid at beginning of year (with their end of KS1 test result in brackets by their name).
  Working significantly              Working below national expectations                         Meeting national expectations                          Working above national
      below national                                                                             (at least by end summer term)                              expectations
      expectations*
 P1-8      Level    Level        Level 3C         Level 3B            Level 3A                 Level 4C                   Level 4B                      Level 4A         Level 5C+
          1C/B/A 2C/B/A           (19pts)          (21pts)             (23pts)                  (25pts)                    (27pts)                       (29pts)          (31pts)
Names




No. in cohort                                                       % of cohort                                                                                         % of cohort
No. regressed                                                                                               Target number to be on track
No. stuck                                                                                                   Number not making progress
No. making 1/3 level progress                                                                               Number making progress
No. making 2/3 level progress
No. making 1 level + progress

                                                                                                                                                                                 21
22

				
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