WRITING

NATIONAL
CURRICULUM
LEVEL / COMMUNICATING MEANING / VOCABULARY / PUNCTUATION / GRAMMAR / SPELLING / HANDWRITING
Level 1c
- ‘just’ Level 1 / Pupils produce recognisable letters and words or symbols to convey their meaning.
Some writing may still need to be mediated to be understood. / Full stops may be used to mark the end of a line rather than sentences.
There may be attempts to use other punctuation marks. / Simple words and phrases are used. / Some c-v-c words and high frequency words spelt correctly; initial letters usually correct.
There may be some non-phonetic attempts. / Some commonly used letters are correctly shaped but may be inconsistent in size and orientation.
Spacing between words and letters may vary.
Level 1b
- secure level 1 / Pupils’ writing communicates meaning through simple words and phrases.
Their writing can generally be understood without mediation. / They use recognisable words to communicate ideas.
There may be some more adventurous vocabulary. / In their reading or their writing, pupils begin to show awareness of how full stops are used, particularly at the end of a piece.
There may be some use of capital letters, for example at the beginning of the piece. / Some ideas may be linked by and. / Some words spelt conventionally; evidence of phonetic attempts.
Evidence of knowledge of initial and final sounds. / Letters are usually clearly shaped and correctly orientated.
Spacing may be irregular.
Level 1a
- high level 1 / Evidence of simple structure. Writing can be read without mediation. / Pupils make choices of appropriate vocabulary when constructing phrases and simple statements to convey ideas. / Pupils make use of full stops and capital letters. / For example a narrative may have a beginning and one event. / Some words are spelt conventionally; others are phonetically accurate.
Beginning to apply some knowledge of medial vowel sounds.
Beginning to apply knowledge of consonant clusters at the beginning of words.
Shows some knowledge of consonant clusters at ends of words. / Letters are clearly shaped and correctly orientated.

NON-FICTION WRITING

NATIONAL
CURRICULUM
LEVEL / COMMUNICATING MEANING / VOCABULARY / PUNCTUATION / GRAMMAR / SPELLING / HANDWRITING
Level 2c
- ‘just’ level 2 / Pupils’ writing communicates meaning beyond a simple statement.
It shows some characteristics of non-fiction writing, but the form may not be sustained.
Individual ideas are developed in short sections. / Pupils use vocabulary appropriate to the subject matter with some words used effectively e.g. technical vocabulary / There is some evidence of punctuation conventions being used to demarcate units of meaning. / Overall, the writing draws more on the characteristic of spoken language rather than written language. / Some common words are spelt correctly. Alternatives show reliance on phonic strategies, with some recall of visual patterns. / Handwriting is legible, despite inconsistencies in size, orientation and use of upper and lower case letters.
Level 2b
- secure level 2 / Pupils’ writing communicates meaning using non-fiction form with some consistency.
The organisation reflects the purpose of the writing.
Some use of basic layout conventions may be attempted. / Variation is used in word choices which are sometimes ambitious. / Continuing evidence of some correct punctuation of sentences. / Variation is evident in sentence structure.
Where appropriate, some sentences are extended and linked with connectives other than and. / Phonetically plausible attempts reflect a growing knowledge of whole word structure, together with an awareness of visual patterns and recall of letter strings. / Handwriting is clear, with ascenders and descenders distinguished. Generally, upper and lower case letters are not mixed in a word.
Level 2a
- high level 2 / Pupils’ writing communicates meaning in a way which is lively and generally holds the readers’ interest.
Some characteristic forms of the chosen non-narrative form are beginning to be developed. Simple layout conventions support presentation of facts / ideas. / The writing offers stimulating details of information, emphasis and / or description. / Growing understanding in the use of punctuation is shown in the use of capital letters and full stops to mark correctly structured sentences. / Links between ideas or events are mainly clear. / Spelling of many monosyllabic words is accurate, with phonetically plausible attempts at longer, polysyllabic words. / Accurate and consistent letter formation.
NON-FICTION WRITING
NATIONAL
CURRICULUM
LEVEL / COMMUNICATING MEANING / VOCABULARY / PUNCTUATION / GRAMMAR / SPELLING / HANDWRITING
Level 3c
- ‘just’ level 3 / The purpose is recognisable, though some features of the text type are absent or under-developed. A basic introduction is attempted, followed by some main ideas. Links between ideas may not always be clear. Coverage is uneven, with some ideas not elaborated. Any added details may be irrelevant and / or over-emphasised. Some basic layout features may be used / intended – e.g. a title and / or opening or closing sections – but may not be conventionally presented. / Some details or word choices may demonstrate an attempt to interest, inform or instruct the reader.
Vocabulary remains similar to spoken language, though some ‘writerly’ examples are consciously employed. / The writing is composed in effective sentences, though only some are correctly demarcated.
Some full stops and capital letters are used accurately. / Some spoken language patterns still influence the writing, though conventional openings or remarks may be used.
There is a reliance on speech / narrative conjunctions, though some more appropriate examples may appear. / Agreement may still be influences by speech patterns/
Level 3b
- secure level 3 / Appropriate basic features of the text are used e.g. introductory statement / definition and a series of points or elements related to the topic.
Points are dealt with in a sensible order, though overall coverage may be uneven, with some individual aspects underdeveloped or unnecessarily detailed.
Some details are included to support the writer’s purpose – clarify information, raise interest or (if appropriate) introduce humour etc.
Some awareness of appropriate layout conventions is evident e.g. a clearly distinguished main heading, and / or introductory or concluding statements. / Use of simple adjectives or adverbs or choice of vocabulary adds interest to the writing. / At least half the sentences are correctly demarcated, showing an understanding of sentence structure.
Where used, full stops, capital letters and question marks are used accurately. / The beginnings of a conscious written style are evident in the way e.g. the reader is addressed directly or there is an attempt to use impersonal language features.
Simple connectives (also, as well, because, but) may be used to link ideas logically or temporally, as appropriate.
Within sentences, subjects and verbs generally agree. / Spelling is usually accurate, including that of common, polysyllabic words. / Handwriting is joined and legible.
Level 3a
- high level 3 / Most features of an appropriate text type are executed with increasing effectiveness. The topic is clearly introduced and there is a progression through the main points. Coverage is mostly balanced and there is an attempt at a satisfactory closure. Carefully selected / slanted detail is included to support purpose. Some appropriate written conventions are employed to appeal to, direct or inform the reader. The layout attempts to organise key elements e.g. the write may use main or sub-headings, separate closing remarks, or distinguish different speakers etc. / Some vocabulary is well chosen to add interest or clarity, or to introduce opinion, persuasion etc as appropriate. / More than half the sentences are correctly demarcated, even when sentence structure varies.
Full stops, capital letters and question marks are used with increasing frequency and accuracy. / Several elements of formal written style are employed though they may not be fully integrated.
Some examples of different types of connective are beginning to be used appropriately to the text type.
A grasp of written grammar is emerging.
NON-FICTION WRITING
NATIONAL
CURRICULUM
LEVEL / COMMUNICATING MEANING / VOCABULARY / PUNCTUATION / GRAMMAR / SPELLING / HANDWRITING
Level 4c
- ‘just’ level 4 / Most characteristics of the chosen form are present, though they may not be all be equally developed or effectively managed.
A clear introduction leads to a logical series of points and a closure. Some relationship between points is established. The text is balanced and paced.
The writer ensures that the reader is adequately informed throughout; additional detail is appropriately included to interest, persuade, direct etc. Appropriate use of some layout features helps to enhance organisation and presentation of some textual elements. / Well-chosen and effective vocabulary is sometimes used to support the writer’s purpose(s). / Most sentences are correctly demarcated with full stops, capital letters and question / exclamation marks.
There may be some evidence of commas being used within sentences to separate main ideas and / or clauses. / Appropriate written style is consistent. Varied sentence constructions are used, including longer compound sentences and attempts at complex sentences. A range of connectives is used appropriately.
Rudimentary attempts at formal tone and style may be shown.
Pronouns are used to avoid repetition.
Level 4b
- secure level 4 / Structural and linguistic characteristics of a known text type(s) are employed with some consistency.
The writing is coherent, suitably paced and balanced, with adequate coverage of a range of aspects of the subject matter. Main points / ideas are sustained and developed in a logical way.
Information is clearly presented; including additional detail to interest, persuade, instruct etc. Direct appeals to the reader may be included where appropriate.
Layout is mostly appropriate, and supportive to the writer’s purpose. Subheadings, diagrams etc may be used. / Some words and phrases are particularly well chosen for interest or precision.
There is some attempt to adopt an appropriate tone and control an appropriate style, though this may not be sustained. / Most sentences are correctly demarcated with full stops, capital letter and question / exclamation marks.
Within sentences there is evidence of commas being used to separate elements, e.g. short phrases, clauses, items in a list. / The use of some complex sentences helps to extend meaning e.g. showing expression or use of subordinate clauses to express information accurately. Connectives give order and emphasis.
Pronouns and tenses are generally consistent throughout. / Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. / Handwriting style is fluent, joined and legible.
Level 4a
High level 4 / Assertive use is made of the characteristic language and structure of the chosen text type(s).
The writing is fluent, logical and progressive, with clear links between main ideas or sections. The full range of subject matter is well covered.
Information is clearly presented, with the writer’s purpose(s) in giving supplementary details made clear at each stage.
Layout is used to present main and supporting points clearly. A widening range of organisational or presentational elements may be included. / Carefully chosen words / phrases add shades of meaning to the text as well as supplying interesting information.
The writer employs different levels of formality and style for different purposes within a text, or between texts, though this is not always fully sustained. / Almost all sentences are usually demarcated with full stops, capital letters and question / exclamation marks.
Commas within sentences are used with increasing effectiveness to separate parts of the sentence.
Confident use of textually appropriate grammar is shown. / A range of complex sentence types is employed, as required, with some awareness of how these can create particular effects for the reader. Connectives impose and control order and emphasis.
NON-FICTION WRITING
NATIONAL
CURRICULUM
LEVEL / COMMUNICATING MEANING / VOCABULARY / PUNCTUATION / GRAMMAR / SPELLING / HANDWRITING
Level 5c
- ‘just’ level 5 / The writing demonstrates most features of the chosen text type; some may be less developed and effective.
Main points are well covered. Supporting details are given, but may not always contribute to a clear sense of purpose. The pace and development of the piece may not be altogether fluent, due to some inconsistencies.
There is evidence of direct attempts to interest, inform and / or involve the reader with selected details added to the main points, and through the way the text is structured to support clear understanding.
Layout conventions are mainly consistent with the text type and most main ideas are separated into discrete sections or paragraphs; some sub-headings may be used. / An attempt is made to select an appropriate level of formality and style for the purpose of the text.
Word choices support purpose with increasing precision and effectiveness. / Most sentences are correctly demarcated, with intra-sentence punctuation demarcating sections of meaning.
A wider range of punctuation, including brackets and / or dashes, is beginning to be used. / Textually appropriate writing style is shown through a range of sentences employed for specific effects.
Attempts are made to use non-speech sentence types e.g. impersonal or passive constructs where appropriate.
Variations in word order within sentences are used to enliven the writing.
Level 5b
- secure level 5 / The writing is well structured and convincing within an appropriate text type.
All main points are well covered; fluent balance and pace of the text ensure clear communication of main ideas whilst also incorporating a range of supporting details appropriate to the writer’s purpose.
Clear audience awareness is displayed through attempts to interest, involve, etc through use of carefully chosen language and detail, and in the way the writing is contextualised, developed and concluded.
Appropriate conventions, including layout, are used competently; organisation is supported by use of paragraphs, sub-headings, captions etc. / Vocabulary is varied and appropriate, including use of technical and specific words to enhance precision and economy.
The chosen level of formality is generally appropriate and sustained. / Almost all sentences are correctly demarcated, with commas, apostrophes and capitalisation of proper nouns where relevant.
A range of punctuation, including brackets and / or dashes, are appropriately used (e.g. to add humour or enhance descriptions.) / Variety in use of sentence structures gives writing shape.