assessing pupils' progress in english at key stage 3...
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Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
First published in 2008 Ref: 00727-2008BKT-EN
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HER
TFO
RD O
FFSE
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08
1The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
© Crown copyright 2008 00727-2008BKT-EN
Wri
ting
ass
essm
ent g
uide
lines
: lev
els 2
and
3
Nam
e……
……
……
….…
……
……
……
..……
……
AF5
– v
ary
sent
ence
s for
cl
arit
y, p
urpo
se a
nd
effe
ct
AF6
– w
rite
wit
h te
chni
cal a
ccur
acy
of s
ynta
x an
d pu
nctu
atio
n in
ph
rase
s, c
laus
es a
nd
sent
ence
s
AF3
– o
rgan
ise
and
pres
ent
who
le te
xts
effe
ctiv
ely,
se
quen
cing
an
d st
ruct
urin
g in
form
atio
n,
idea
s and
eve
nts
AF4
– c
onst
ruct
pa
ragr
aphs
and
use
co
hesi
on w
ithi
n an
d be
twee
n pa
ragr
aphs
AF1
– w
rite
im
agin
ativ
e,
inte
rest
ing
and
thou
ghtf
ul te
xts
AF2
– p
rodu
ce
text
s whi
ch a
re
appr
opri
ate
to ta
sk,
read
er a
nd p
urpo
se
AF7
– s
elec
t ap
prop
riat
e an
d ef
fect
ive
voca
bula
ry
AF8
– u
se c
orre
ct s
pelli
ngH
andw
riti
ng a
nd
pres
enta
tion
Leve
l 3In
mos
t writ
ing
relia
nce
mai
nly
on
• sim
ply
stru
ctur
ed
sent
ence
s, va
riatio
n w
ith
supp
ort,
e.g.
som
e co
mpl
ex se
nten
ces
and,
but
, so
• a
re th
e m
ost c
omm
on
conn
ectiv
es,
subo
rdin
atio
n oc
casi
onal
lyso
me
limite
d • va
riatio
n in
use
of
tens
e an
d ve
rb
form
s, no
t alw
ays
secu
re
In m
ost w
ritin
gst
raig
htfo
rwar
d • se
nten
ces u
sual
ly
dem
arca
ted
accu
rate
ly w
ith
full
stop
s, ca
pita
l le
tter
s, qu
estio
n an
d ex
clam
atio
n m
arks
som
e, li
mite
d,
• use
of sp
eech
pu
nctu
atio
nco
mm
a sp
licin
g • ev
iden
t, pa
rtic
ular
ly in
na
rrat
ive
In m
ost w
ritin
gso
me
atte
mpt
• to
org
anis
e id
eas w
ith
rela
ted
poin
ts
plac
ed n
ext t
o ea
ch o
ther
open
ings
and
• cl
osin
gs u
sual
ly
sign
alle
dso
me
atte
mpt
• to
sequ
ence
id
eas o
r m
ater
ial
logi
cally
In m
ost w
ritin
gso
me
inte
rnal
• st
ruct
ure
with
in
sect
ions
of t
ext
e.g.
one
-sen
tenc
e pa
ragr
aphs
or i
deas
lo
osel
y org
anise
dw
ithin
par
agra
phs/
• sect
ions
, som
e lin
ks
betw
een
sent
ence
s, e.
g. u
se o
f pro
noun
s or
of a
dver
bial
sm
ovem
ent
• betw
een
para
grap
hs/
sect
ions
som
etim
es
abru
pt o
r dis
join
ted
In m
ost w
ritin
gso
me
appr
opria
te
• idea
s and
con
tent
in
clud
edso
me
atte
mpt
to
• elab
orat
e on
bas
ic
info
rmat
ion
or
even
ts, e
.g. n
ouns
ex
pand
ed b
y sim
ple
adje
ctiv
esat
tem
pt to
• ad
opt v
iew
poin
t, th
ough
oft
en n
ot
mai
ntai
ned
or
inco
nsis
tent
, e.g
. at
titud
e exp
ress
ed,
but w
ith li
ttle
el
abor
atio
n
In m
ost w
ritin
gpu
rpos
e • es
tabl
ishe
d at
a
gene
ral l
evel
mai
n fe
atur
es o
f • se
lect
ed fo
rm
som
etim
es
sign
alle
d to
the
read
erso
me
atte
mpt
s at
• appr
opria
te st
yle,
w
ith a
tten
tion
to
read
er
In m
ost w
ritin
gsi
mpl
e, g
ener
ally
• ap
prop
riate
vo
cabu
lary
use
d,
limite
d in
rang
eso
me
wor
ds
• sele
cted
for e
ffec
t or
occ
asio
n
In m
ost w
ritin
gco
rrec
t spe
lling
of
•so
me
com
mon
- gr
amm
atic
al fu
nctio
n w
ords
com
mon
con
tent
/ - le
xica
l wor
ds w
ith
mor
e th
an o
ne
mor
phem
e, in
clud
ing
com
poun
d w
ords
likel
y er
rors
•so
me
infle
cted
- en
ding
s, e.
g. p
ast
tens
e, co
mpa
rativ
es,
adve
rbs
som
e ph
onet
ical
ly
- plau
sible
att
empt
s at
cont
ent/
lexi
cal w
ords
In m
ost w
ritin
gle
gibl
e st
yle,
• sh
ows a
ccur
ate
and
cons
iste
nt
lett
er fo
rmat
ion,
so
met
imes
join
ed
Le
vel 2
In s
ome
form
s of
writ
ing
som
e va
riatio
n • in
sent
ence
op
enin
gs, e
.g. n
ot
alw
ays s
tart
ing
with
nam
e or
pron
oun
mai
nly
sim
ple
• sent
ence
s with
an
d us
ed to
co
nnec
t cla
uses
past
and
pre
sent
• te
nse
gene
rally
co
nsis
tent
In s
ome
form
s of
writ
ing
clau
se st
ruct
ure
• mos
tly
gram
mat
ical
ly
corr
ect
sent
ence
• de
mar
catio
n w
ith
capi
tal l
ette
rs a
nd
full
stop
s usu
ally
ac
cura
teso
me
accu
rate
• us
e of
que
stio
n an
d ex
clam
atio
n m
arks
, and
co
mm
as in
list
s
In s
ome
form
s of
writ
ing
som
e ba
sic
• sequ
enci
ng
of id
eas o
r m
ater
ial,
e.g.
tim
e-re
late
d w
ords
or
phra
ses,
line b
reak
s, he
adin
gs,
num
bers
open
ings
and
/• or
clo
sing
s so
met
imes
si
gnal
led
In s
ome
form
s of
writ
ing
idea
s in
sect
ions
• gr
oupe
d by
co
nten
t, so
me
linki
ng b
y si
mpl
e pr
onou
ns
In s
ome
form
s of
writ
ing
mos
tly re
leva
nt
• idea
s and
con
tent
, so
met
imes
re
petit
ive
or sp
arse
som
e ap
t wor
d • ch
oice
s cre
ate
inte
rest
brie
f com
men
ts,
• ques
tions
abo
ut
even
ts o
r act
ions
su
gges
t vie
wpo
int
In s
ome
form
s of
writ
ing
som
e ba
sic
• purp
ose
esta
blis
hed,
e.g
. m
ain
feat
ures
of
stor
y, re
port
som
e ap
prop
riate
• fe
atur
es o
f the
gi
ven
form
use
dso
me
atte
mpt
s to
• adop
t app
ropr
iate
st
yle
In s
ome
form
s of
writ
ing
sim
ple,
oft
en
• spee
ch-li
ke
voca
bula
ry
conv
eys r
elev
ant
mea
ning
sso
me
• adve
ntur
ous
wor
d ch
oice
s, e.
g.
oppo
rtun
e use
of
new
voca
bula
ry
In s
ome
form
s of w
ritin
gus
ually
cor
rect
spel
ling
of•
high
freq
uenc
y - gr
amm
atic
al fu
nctio
n w
ords
com
mon
sing
le
- mor
phem
e co
nten
t/le
xica
l wor
dslik
ely
erro
rs•
infle
cted
end
ings
, e.g
. - pa
st te
nse,
plu
rals,
ad
verb
sph
onet
ic a
ttem
pts a
t - vo
wel
dig
raph
s
In s
ome
form
s of w
ritin
gle
tter
s gen
eral
ly
• corr
ectly
shap
ed b
ut
inco
nsis
tenc
ies i
n or
ient
atio
n, si
ze a
nd
use
of u
pper
/low
er
case
lett
ers
clea
r let
ter f
orm
atio
n,
• with
asc
ende
rs
and
desc
ende
rs
dist
ingu
ishe
d,
gene
rally
upp
er a
nd
low
er c
ase
lett
ers n
ot
mix
ed w
ithin
wor
ds
BL
IE
Ke
y:
BL
-Bel
ow L
evel
IE
-Insu
ffic
ient
Evi
denc
eO
vera
ll as
sess
men
t (tic
k on
e bo
x on
ly)
Hig
h 3
S
ecur
e 3
Low
3
Hig
h 2
Sec
ure
2
Low
2
2 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
00727-2008BKT-EN © Crown copyright 2008
Wri
ting
ass
essm
ent g
uide
lines
: lev
els 3
and
4N
ame…
……
……
……
.……
……
……
…..…
……
…
AF5
– v
ary
sent
ence
s for
cl
arit
y, p
urpo
se
and
effe
ct
AF6
– w
rite
wit
h te
chni
cal a
ccur
acy
of s
ynta
x an
d pu
nctu
atio
n in
ph
rase
s, c
laus
es
and
sent
ence
s
AF3
– o
rgan
ise
and
pres
ent w
hole
te
xts e
ffec
tive
ly,
sequ
enci
ng
and
stru
ctur
ing
info
rmat
ion,
idea
s an
d ev
ents
AF4
– c
onst
ruct
pa
ragr
aphs
and
use
co
hesi
on w
ithi
n an
d be
twee
n pa
ragr
aphs
AF1
– w
rite
im
agin
ativ
e,
inte
rest
ing
and
thou
ghtf
ul te
xts
AF2
– p
rodu
ce
text
s whi
ch a
re
appr
opri
ate
to
task
, rea
der a
nd
purp
ose
AF7
– s
elec
t ap
prop
riat
e an
d ef
fect
ive
voca
bula
ry
AF8
– u
se c
orre
ct s
pelli
ngH
andw
riti
ng
and
pres
enta
tion
Leve
l 4
Acr
oss a
rang
e of
w
ritin
gso
me
varie
ty in
• le
ngth
, str
uctu
re
or su
bjec
t of
sent
ence
sus
e of
som
e • su
bord
inat
ing
conn
ectiv
es,
e.g.
if, w
hen,
be
caus
e th
roug
hout
the
text
som
e va
riatio
n,
• gene
rally
ac
cura
te, i
n te
nse
and
verb
form
s
Acr
oss a
rang
e of
w
ritin
gse
nten
ces
• dem
arca
ted
accu
rate
ly
thro
ugho
ut th
e te
xt, i
nclu
ding
qu
estio
n m
arks
spee
ch m
arks
to
• deno
te sp
eech
ge
nera
lly a
ccur
ate,
w
ith s
ome
othe
r spe
ech
punc
tuat
ion
com
mas
use
d • in
list
s and
oc
casi
onal
ly to
m
ark
clau
ses,
al
thou
gh n
ot
alw
ays a
ccur
atel
y
Acr
oss a
rang
e of
w
ritin
gid
eas o
rgan
ised
• by
clu
ster
ing
rela
ted
poin
ts o
r by
tim
e se
quen
ceid
eas a
re
• orga
nise
d si
mpl
y w
ith a
fit
ting
open
ing
and
clos
ing,
so
met
imes
link
edid
eas o
r mat
eria
l • ge
nera
lly in
lo
gica
l seq
uenc
e bu
t ove
rall
dire
ctio
n of
w
ritin
g no
t al
way
s cle
arly
si
gnal
led
Acr
oss a
rang
e of
w
ritin
gpa
ragr
aphs
/sec
tions
• he
lp to
org
anis
e co
nten
t, e.
g. m
ain
idea
us
ually
supp
orte
d or
ela
bora
ted
by
follo
win
g se
nten
ces
with
in p
arag
raph
s/• se
ctio
ns, l
imite
d ra
nge
of c
onne
ctio
ns
betw
een
sent
ence
s,
e.g.
ove
ruse
of ‘
also
’ or
pron
ouns
som
e at
tem
pts t
o • es
tabl
ish
sim
ple
links
be
twee
n pa
ragr
aphs
/se
ctio
ns n
ot a
lway
s m
aint
aine
d, e
.g.
first
ly, n
ext
Acr
oss a
rang
e of
w
ritin
gre
leva
nt id
eas a
nd
• cont
ent c
hose
nso
me
idea
s and
• m
ater
ial d
evel
oped
in
det
ail,
e.g.
de
scrip
tions
el
abor
ated
by
adve
rbia
l and
ex
pand
ed n
oun
phra
ses
stra
ight
forw
ard
• view
poin
t ge
nera
lly
esta
blis
hed
and
mai
ntai
ned,
e.g
. w
ritin
g in
role
or
mai
ntai
ning
a
cons
isten
t sta
nce
Acr
oss a
rang
e of
w
ritin
gm
ain
purp
ose
of
• writ
ing
is c
lear
bu
t not
alw
ays
cons
iste
ntly
m
aint
aine
dm
ain
feat
ures
of
• sele
cted
form
ar
e cl
ear a
nd
appr
opria
te to
pu
rpos
e st
yle
gene
rally
• ap
prop
riate
to
task
, tho
ugh
awar
enes
s of
read
er n
ot
alw
ays s
usta
ined
Acr
oss a
rang
e of
w
ritin
gso
me
• evid
ence
of
delib
erat
e vo
cabu
lary
ch
oice
sso
me
• expa
nsio
n of
gen
eral
vo
cabu
lary
to
mat
ch to
pic
Acr
oss a
rang
e of
writ
ing
corr
ect s
pelli
ng o
f• –
mos
t com
mon
gr
amm
atic
al fu
nctio
n w
ords
, inc
ludi
ng a
dver
bs
with
–ly
form
atio
n–
regu
larly
form
ed
cont
ent/
lexi
cal w
ords
, in
clud
ing
thos
e w
ith
mul
tiple
mor
phem
es
– m
ost p
ast a
nd p
rese
nt
tens
e in
flect
ions
, plu
rals
likel
y er
rors
• – ho
mop
hone
s of s
ome
com
mon
gra
mm
atic
al
func
tion
wor
ds–
occa
siona
l pho
netic
ally
pl
ausib
le sp
ellin
g in
co
nten
t/le
xica
l wor
ds
Leve
l 3In
mos
t writ
ing
relia
nce
mai
nly
• on si
mpl
y st
ruct
ured
se
nten
ces,
varia
tion
with
su
ppor
t, e.
g.
som
e com
plex
se
nten
ces
•and
,but
, so
are
the
mos
t co
mm
on
conn
ectiv
es,
subo
rdin
atio
n oc
casi
onal
lyso
me
limite
d • va
riatio
n in
use
of
tens
e an
d ve
rb
form
s, no
t alw
ays
secu
re
In m
ost w
ritin
gst
raig
htfo
rwar
d • se
nten
ces u
sual
ly
dem
arca
ted
accu
rate
ly w
ith
full
stop
s, ca
pita
l le
tter
s, qu
estio
n an
d ex
clam
atio
n m
arks
som
e, li
mite
d,
• use
of sp
eech
pu
nctu
atio
nco
mm
a sp
licin
g • ev
iden
t, pa
rtic
ular
ly in
na
rrat
ive
In m
ost w
ritin
gso
me
atte
mpt
to
• orga
nise
idea
s w
ith re
late
d po
ints
pla
ced
next
to e
ach
othe
rop
enin
gs a
nd
• clos
ings
usu
ally
si
gnal
led
som
e at
tem
pt to
• se
quen
ce id
eas o
r m
ater
ial l
ogic
ally
In m
ost w
ritin
gso
me
inte
rnal
• st
ruct
ure
with
in
sect
ions
of t
ext
e.g.
one
-sen
tenc
e pa
ragr
aphs
or i
deas
lo
osel
y or
gani
sed
with
in p
arag
raph
s/• se
ctio
ns, s
ome
links
be
twee
n se
nten
ces,
e.
g. u
se o
f pro
noun
s or
of a
dver
bial
sm
ovem
ent b
etw
een
• para
grap
hs/s
ectio
ns
som
etim
es a
brup
t or
disj
oint
ed
In m
ost w
ritin
gso
me
appr
opria
te
• idea
s and
con
tent
in
clud
edso
me
atte
mpt
to
• elab
orat
e on
bas
ic
info
rmat
ion
or
even
ts,
e.g.
nou
ns
expa
nded
by
simpl
e ad
ject
ives
atte
mpt
to
• adop
t vie
wpo
int,
thou
gh o
ften
not
m
aint
aine
d or
in
cons
iste
nt, e
.g.
attit
ude
expr
esse
d,
but w
ith li
ttle
el
abor
atio
n
In m
ost w
ritin
gpu
rpos
e • es
tabl
ishe
d at
a
gene
ral l
evel
mai
n fe
atur
es o
f • se
lect
ed fo
rm
som
etim
es
sign
alle
d to
the
read
erso
me
atte
mpt
s • at
app
ropr
iate
st
yle,
with
at
tent
ion
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read
er
In m
ost w
ritin
gsi
mpl
e,
• gene
rally
ap
prop
riate
vo
cabu
lary
us
ed, l
imite
d in
rang
eso
me
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ds
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cted
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r eff
ect o
r oc
casi
on
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ost w
ritin
gco
rrec
t spe
lling
of
• – so
me
com
mon
gr
amm
atic
al fu
nctio
n w
ords
– co
mm
on c
onte
nt/
lexi
cal w
ords
with
mor
e th
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ne m
orph
eme,
in
clud
ing
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poun
d w
ords
likel
y er
rors
• – so
me
infle
cted
en
ding
s, e.
g. p
ast t
ense
, co
mpa
rativ
es, a
dver
bs–
som
e ph
onet
ical
ly
plau
sible
att
empt
s at
cont
ent/
lexi
cal w
ords
In m
ost w
ritin
gle
gibl
e • st
yle,
show
s ac
cura
te a
nd
cons
iste
nt
lett
er
form
atio
n,
som
etim
es
join
ed
BL
IE
Ke
y:
BL
-Bel
ow L
evel
IE
-Insu
ffic
ient
Evi
denc
e
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
4
S
ecur
e 4
Low
4
Hig
h 3
Sec
ure
3
Low
3
3The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
© Crown copyright 2008 00727-2008BKT-EN
Wri
ting
ass
essm
ent g
uide
lines
: lev
els 3
and
4N
ame…
……
……
……
.……
……
……
…..…
……
…
AF5
– v
ary
sent
ence
s for
cl
arit
y, p
urpo
se
and
effe
ct
AF6
– w
rite
wit
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chni
cal a
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rase
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laus
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Leve
l 4
Acr
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quen
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ogic
ally
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ral l
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n fe
atur
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lect
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rm
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es
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alle
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me
atte
mpt
s • at
app
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iate
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yle,
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tent
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In m
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ritin
gsi
mpl
e,
• gene
rally
ap
prop
riate
vo
cabu
lary
us
ed, l
imite
d in
rang
eso
me
wor
ds
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cted
fo
r eff
ect o
r oc
casi
on
In m
ost w
ritin
gco
rrec
t spe
lling
of
• – so
me
com
mon
gr
amm
atic
al fu
nctio
n w
ords
– co
mm
on c
onte
nt/
lexi
cal w
ords
with
mor
e th
an o
ne m
orph
eme,
in
clud
ing
com
poun
d w
ords
likel
y er
rors
• – so
me
infle
cted
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ding
s, e.
g. p
ast t
ense
, co
mpa
rativ
es, a
dver
bs–
som
e ph
onet
ical
ly
plau
sible
att
empt
s at
cont
ent/
lexi
cal w
ords
In m
ost w
ritin
gle
gibl
e • st
yle,
show
s ac
cura
te a
nd
cons
iste
nt
lett
er
form
atio
n,
som
etim
es
join
ed
BL
IE
Ke
y:
BL
-Bel
ow L
evel
IE
-Insu
ffic
ient
Evi
denc
e
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
4
S
ecur
e 4
Low
4
Hig
h 3
Sec
ure
3
Low
3
Wri
ting
ass
essm
ent g
uide
lines
: lev
els 4
and
5
Nam
e……
……
……
….…
……
……
……
..……
……
AF5
– v
ary
sent
ence
s fo
r cla
rity
, pur
pose
an
d ef
fect
AF6
– w
rite
wit
h te
chni
cal a
ccur
acy
of s
ynta
x an
d pu
nctu
atio
n in
ph
rase
s, c
laus
es a
nd
sent
ence
s
AF3
– o
rgan
ise
and
pres
ent w
hole
text
s ef
fect
ivel
y, s
eque
ncin
g an
d st
ruct
urin
g in
form
atio
n, id
eas a
nd
even
ts
AF4
– c
onst
ruct
pa
ragr
aphs
and
use
co
hesi
on w
ithi
n an
d be
twee
n pa
ragr
aphs
AF1
– w
rite
imag
inat
ive,
in
tere
stin
g an
d th
ough
tful
text
s
AF2
– p
rodu
ce
text
s whi
ch a
re
appr
opri
ate
to
task
, rea
der a
nd
purp
ose
AF7
– s
elec
t ap
prop
riat
e an
d ef
fect
ive
voca
bula
ry
AF8
– u
se c
orre
ct s
pelli
ng
Leve
l 5Ac
ross
a ra
nge
of w
ritin
ga
varie
ty o
f sen
tenc
e • le
ngth
s, st
ruct
ures
an
d su
bjec
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prov
ides
cla
rity
and
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asis
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er ra
nge
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• conn
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es u
sed
to
clar
ify re
latio
nshi
p be
twee
n id
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alth
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, on
the o
ther
han
d,
mea
nwhi
leso
me
feat
ures
of
• sent
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stru
ctur
e us
ed to
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ld u
p de
tail
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onve
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ades
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varia
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in w
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orde
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pans
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in
verb
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ases
Acro
ss a
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• punc
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ion
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Acro
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ive
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rm, e
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n fo
r su
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ctne
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clea
r vie
wpo
int
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hed,
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eral
ly
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ith so
me
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orat
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atur
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tion
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aint
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Acro
ss a
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w
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gvo
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lary
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effe
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ason
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ide
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bula
ry
used
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lway
s ap
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riate
ly
Acro
ss a
rang
e of
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corr
ect s
pelli
ng o
f•
gram
mat
ical
func
tion
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dsal
mos
t all
infle
cted
wor
ds
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t der
ivat
iona
l suf
fixes
- an
d pr
efix
esm
ost c
onte
nt/le
xica
l - w
ords
like
ly e
rror
s•
occa
siona
l pho
netic
ally
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ausib
le sp
ellin
g of
un
stre
ssed
sylla
bles
in
cont
ent w
ords
doub
le co
nson
ants
in
- pref
ixes
Leve
l 4Ac
ross
a ra
nge
of w
ritin
gso
me
varie
ty in
• le
ngth
, str
uctu
re o
r su
bjec
t of s
ente
nces
use
of so
me
• subo
rdin
atin
g co
nnec
tives
, e.g
. if,
whe
n, b
ecau
se
thro
ugho
ut th
e tex
tso
me
varia
tion,
• ge
nera
lly a
ccur
ate,
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tens
e an
d ve
rb
form
s
Acro
ss a
rang
e of
w
ritin
gse
nten
ces
• dem
arca
ted
accu
rate
ly
thro
ugho
ut th
e te
xt, i
nclu
ding
qu
estio
n m
arks
spee
ch m
arks
to
• deno
te sp
eech
ge
nera
lly a
ccur
ate,
w
ith so
me
othe
r sp
eech
pun
ctua
tion
com
mas
use
d • in
list
s and
oc
casi
onal
ly to
m
ark
clau
ses,
alth
ough
not
al
way
s acc
urat
ely
Acro
ss a
rang
e of
writ
ing
idea
s org
anis
ed b
y • cl
uste
ring
rela
ted
poin
ts o
r by
time
sequ
ence
idea
s are
org
anis
ed
• sim
ply
with
a fi
ttin
g op
enin
g an
d cl
osin
g,
som
etim
es li
nked
idea
s or m
ater
ial
• gene
rally
in lo
gica
l se
quen
ce b
ut o
vera
ll di
rect
ion
of w
ritin
g no
t alw
ays c
lear
ly
sign
alle
d
Acro
ss a
rang
e of
writ
ing
para
grap
hs /
sect
ions
• he
lp to
org
anis
e co
nten
t, e.
g. m
ain
idea
usu
ally
supp
orte
d or
ela
bora
ted
by
follo
win
g se
nten
ces
with
in p
arag
raph
s/• se
ctio
ns, l
imite
d ra
nge
of c
onne
ctio
ns
betw
een
sent
ence
s, e.
g. o
veru
se o
f ‘also
’ or
pron
ouns
som
e at
tem
pts t
o • es
tabl
ish
sim
ple
links
be
twee
n pa
ragr
aphs
/se
ctio
ns n
ot a
lway
s m
aint
aine
d, e
.g.
first
ly, n
ext
Acro
ss a
rang
e of
writ
ing
rele
vant
idea
s and
• co
nten
t cho
sen
som
e id
eas a
nd
• mat
eria
l dev
elop
ed in
de
tail,
e.g
. des
crip
tions
el
abor
ated
by a
dver
bial
an
d ex
pand
ed n
oun
phra
ses
stra
ight
forw
ard
• view
poin
t gen
eral
ly
esta
blis
hed
and
mai
ntai
ned,
e.g
. writ
ing
in ro
le o
r mai
ntai
ning
a
cons
isten
t sta
nce
Acro
ss a
rang
e of
w
ritin
gm
ain
purp
ose
of
• writ
ing
is cl
ear
but n
ot a
lway
s co
nsis
tent
ly
mai
ntai
ned
mai
n fe
atur
es o
f • se
lect
ed fo
rm
are
clea
r and
ap
prop
riate
to
purp
ose
styl
e ge
nera
lly
• appr
opria
te to
ta
sk, t
houg
h aw
aren
ess
of re
ader
not
al
way
s sus
tain
ed
Acro
ss a
rang
e of
w
ritin
gso
me
• evid
ence
of
delib
erat
e vo
cabu
lary
ch
oice
sso
me
• expa
nsio
n of
gen
eral
vo
cabu
lary
to
mat
ch to
pic
Acro
ss a
rang
e of
writ
ing
cor
rect
spel
ling
of•
mos
t com
mon
- gr
amm
atic
al fu
nctio
n w
ords
, inc
ludi
ng a
dver
bs
with
-ly
form
atio
n re
gula
rly fo
rmed
- co
nten
t/le
xica
l wor
ds,
incl
udin
g th
ose
with
m
ultip
le m
orph
emes
mos
t pas
t and
pre
sent
- te
nse
infle
ctio
ns, p
lura
ls li
kely
err
ors
• -ho
mop
hone
s of s
ome
com
mon
gra
mm
atic
al
func
tion
wor
dsoc
casio
nal p
hone
tical
ly
- plau
sible
spel
ling
in
cont
ent/
lexi
cal w
ords
BL
IE
Key:
BL-B
elow
Lev
el
IE-In
suff
icie
nt E
vide
nce
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
5
S
ecur
e 5
Low
5
Hig
h 4
Sec
ure
4
Low
4
4 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
00727-2008BKT-EN © Crown copyright 2008
AF5
– v
ary
sent
ence
s fo
r cla
rity
, pur
pose
an
d ef
fect
AF6
– w
rite
wit
h te
chni
cal a
ccur
acy
of s
ynta
x an
d pu
nctu
atio
n in
ph
rase
s, c
laus
es
and
sent
ence
s
AF3
– o
rgan
ise
and
pres
ent w
hole
text
s ef
fect
ivel
y, s
eque
ncin
g an
d st
ruct
urin
g in
form
atio
n, id
eas a
nd
even
ts
AF4
– c
onst
ruct
pa
ragr
aphs
and
use
co
hesi
on w
ithi
n an
d be
twee
n pa
ragr
aphs
AF1
– w
rite
im
agin
ativ
e,
inte
rest
ing
and
thou
ghtf
ul te
xts
AF2
– p
rodu
ce
text
s whi
ch a
re
appr
opri
ate
to ta
sk,
read
er a
nd p
urpo
se
AF7
– s
elec
t ap
prop
riat
e an
d ef
fect
ive
voca
bula
ry
AF8
– u
se c
orre
ct s
pelli
ng
Leve
l 6A
cros
s a ra
nge
of
writ
ing
cont
rolle
d us
e of
a
• varie
ty o
f sim
ple
and
com
plex
sent
ence
s to
ach
ieve
pur
pose
an
d co
ntrib
ute
to
over
all e
ffec
t
•con
fiden
t use
of a
ra
nge
of se
nten
ce
feat
ures
to c
larif
y or
em
phas
ise
mea
ning
, e.g
. fro
nted
adv
erbi
als
(‘Rel
ucta
ntly
, he…
, Fi
ve d
ays l
ater
, it…
’),
com
plex
nou
n or
pr
epos
ition
al p
hras
es
Acr
oss a
rang
e of
w
ritin
g
synt
ax a
nd
• full
rang
e of
pu
nctu
atio
n ar
e co
nsis
tent
ly
accu
rate
in
a va
riety
of
sent
ence
st
ruct
ures
, with
oc
casi
onal
err
ors
in a
mbi
tious
st
ruct
ures
, e.g
. on
ly o
ccas
iona
l co
mm
a sp
lices
, so
me u
se o
f se
mi-c
olon
s, no
t al
way
s acc
urat
e
Acr
oss a
rang
e of
writ
ing
•mat
eria
l is c
lear
ly
cont
rolle
d an
d se
quen
ced,
taki
ng
acco
unt o
f the
read
er’s
likel
y re
actio
n, e
.g.
para
grap
hs o
f diff
erin
g le
ngth
s, us
e of f
lash
back
in
nar
rativ
e, a
ntic
ipat
ing
read
er’s
ques
tions
•a ra
nge
of fe
atur
es
clea
rly si
gnal
ove
rall
dire
ctio
n of
the
text
fo
r the
read
er, e
.g.
open
ing
para
grap
hs th
at
intr
oduc
e the
mes
clea
rly,
para
grap
h m
arke
rs, li
nks
betw
een
para
grap
hs
Acr
oss a
rang
e of
writ
ing
cons
truc
tion
of
• para
grap
hs c
lear
ly
supp
orts
mea
ning
an
d pu
rpos
e, e
.g.
para
grap
h to
pic
signa
lled
and
then
dev
elop
ed,
with
hold
ing
of
info
rmat
ion
for e
ffect
, th
emat
ic li
nks b
etw
een
para
grap
hs •w
ithin
par
agra
phs,
cohe
sive
dev
ices
co
ntrib
ute
to
emph
asis
and
effe
ct,
e.g.
adv
erbi
als a
s se
nten
ce st
arte
rs
Acr
oss a
rang
e of
writ
ing
imag
inat
ive
trea
tmen
t of a
ppro
pria
te m
ater
ials
, • fa
mili
arity
with
con
vent
ions
of a
var
iety
of
form
s, ad
aptin
g th
em w
hen
need
ed to
suit
purp
ose
and
audi
ence
, not
alw
ays s
ucce
ssfu
lly,
e.g.
del
iber
ate u
se o
f ina
ppro
pria
te re
gist
er fo
r hu
mou
r, cl
ear e
mph
asis
on n
arra
tion
rath
er th
an
plot
conv
inci
ng, i
ndiv
idua
l voi
ce o
r poi
nt o
f vie
w
• esta
blis
hed
and
mos
tly su
stai
ned
thro
ugho
ut,
e.g.
aut
horit
ativ
e exp
ert v
iew
, con
vinc
ing
char
acte
risat
ion,
ado
ptin
g a
role
leve
l of f
orm
ality
use
d fo
r pur
pose
and
• au
dien
ce g
ener
ally
app
ropr
iate
and
a ra
nge
of st
ylis
tic d
evic
es u
sed
to a
chie
ve e
ffec
t, no
t al
way
s suc
cess
fully
, e.g
. con
trol
led
info
rmal
ity,
gene
ralis
atio
ns o
r shi
fts b
etw
een
conv
ersa
tiona
l st
yle a
nd m
ore l
itera
ry la
ngua
ge
Acr
oss a
rang
e of
w
ritin
g
voca
bula
ry
• chos
en g
ener
ally
ap
prop
riate
to
purp
ose
and
audi
ence
rang
e of
• vo
cabu
lary
ge
nera
lly v
arie
d an
d of
ten
ambi
tious
, eve
n th
ough
cho
ices
no
t alw
ays a
pt
Acr
oss a
rang
e of
writ
ing
gene
rally
cor
rect
spel
ling
• thro
ugho
ut, i
nclu
ding
so
me am
bitio
us,
- unco
mm
on w
ords
wor
ds w
ith c
ompl
ex
- soun
d/sy
mbo
l re
latio
nshi
psw
ords
with
- un
stre
ssed
syl
labl
esm
ulti-
lett
er v
owel
- an
d co
nson
ant
sym
bols
likel
y er
rors
:•
-occa
siona
lly in
co
mpl
ex w
ords
su
ch a
s out
rage
ous,
exag
gera
ted,
an
noun
cing
, par
alle
l
Leve
l 5Ac
ross
a ra
nge
of
writ
ing
a va
riety
of s
ente
nce
• leng
ths,
stru
ctur
es
and
subj
ects
pr
ovid
es c
larit
y an
d em
phas
isw
ider
rang
e of
• co
nnec
tives
use
d to
cl
arify
rela
tions
hip
betw
een
idea
s, e.
g. a
lthou
gh, o
n th
e oth
er h
and,
m
eanw
hile
som
e fe
atur
es o
f • se
nten
ce st
ruct
ure
used
to b
uild
up
deta
il or
con
vey
shad
es o
f mea
ning
, e.
g. va
riatio
n in
wor
d or
der,
expa
nsio
ns in
ve
rb p
hras
es
Acro
ss a
rang
e of
w
ritin
gfu
ll ra
nge
of
• punc
tuat
ion
used
acc
urat
ely
to d
emar
cate
se
nten
ces,
incl
udin
g sp
eech
pu
nctu
atio
nsy
ntax
and
• pu
nctu
atio
n w
ithin
the
sent
ence
ge
nera
lly
accu
rate
in
clud
ing
com
mas
to
mar
k cl
ause
s, th
ough
som
e er
rors
occ
ur
whe
re a
mbi
tious
st
ruct
ures
are
at
tem
pted
Acro
ss a
rang
e of
writ
ing
mat
eria
l is s
truc
ture
d • cl
early
, with
sent
ence
s or
gani
sed
into
ap
prop
riate
par
agra
phs
deve
lopm
ent o
f • m
ater
ial i
s eff
ectiv
ely
man
aged
acr
oss t
ext,
e.g.
clos
ings
refe
r bac
k to
open
ings
over
all d
irect
ion
of
• the
text
supp
orte
d by
cl
ear l
inks
bet
wee
n pa
ragr
aphs
Acro
ss a
rang
e of
writ
ing
para
grap
hs c
lear
ly
• stru
ctur
e m
ain
idea
s ac
ross
text
to su
ppor
t pu
rpos
e, e
.g. c
lear
ch
rono
logi
cal o
r lo
gica
l link
s bet
wee
n pa
ragr
aphs
with
in p
arag
raph
s/• se
ctio
ns, a
rang
e of
dev
ices
supp
ort
cohe
sion
, e.g
. sec
ure
use o
f pro
noun
s, co
nnec
tives
, ref
eren
ces
back
to te
xtlin
ks b
etw
een
• para
grap
hs/s
ectio
ns
gene
rally
mai
ntai
ned
acro
ss w
hole
text
Acro
ss a
rang
e of
w
ritin
gre
leva
nt id
eas a
nd
• mat
eria
l dev
elop
ed
with
som
e im
agin
ativ
e de
tail
deve
lopm
ent o
f • id
eas a
nd m
ater
ial
appr
opria
tely
sh
aped
for
sele
cted
form
, e.g
. no
min
alisa
tion
for
succ
inct
ness
cl
ear v
iew
poin
t • es
tabl
ishe
d,
gene
rally
co
nsis
tent
, with
so
me
elab
orat
ion,
e.
g. so
me,
une
ven,
de
velo
pmen
t of
indi
vidu
al vo
ice o
r ch
arac
teris
atio
n in
role
Acro
ss a
rang
e of
w
ritin
gm
ain
purp
ose
of
• writ
ing
is cl
ear
and
cons
iste
ntly
m
aint
aine
dfe
atur
es o
f sel
ecte
d • fo
rm c
lear
ly
esta
blis
hed
with
so
me
adap
tatio
n to
pu
rpos
eap
prop
riate
styl
e • cl
early
est
ablis
hed
to m
aint
ain
read
er’s
inte
rest
thro
ugho
ut
Acro
ss a
rang
e of
w
ritin
gvo
cabu
lary
• ch
osen
for e
ffec
tre
ason
ably
wid
e • vo
cabu
lary
us
ed, t
houg
h no
t alw
ays
appr
opria
tely
Acro
ss a
rang
e of
writ
ing
corr
ect s
pelli
ng o
f•
gram
mat
ical
- fu
nctio
n w
ords
alm
ost a
ll in
flect
ed
- wor
ds
mos
t der
ivat
iona
l - su
ffix
es a
nd p
refix
esm
ost c
onte
nt/le
xica
l - w
ords
like
ly e
rror
s•
occa
siona
l - ph
onet
ical
ly p
laus
ible
sp
ellin
g of
uns
tres
sed
sylla
bles
in co
nten
t w
ords
doub
le co
nson
ants
in
- pref
ixes
BL
IE
Key:
BL-B
elow
Lev
el
IE-In
suff
icie
nt E
vide
nce
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
6
S
ecur
e 6
Low
6
Hig
h 5
Sec
ure
5
Low
5
Wri
ting
ass
essm
ent g
uide
lines
: lev
els 5
and
6N
ame…
……
……
……
.……
……
……
…..…
……
…
5The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
© Crown copyright 2008 00727-2008BKT-EN
AF5
– v
ary
sent
ence
s fo
r cla
rity
, pur
pose
an
d ef
fect
AF6
– w
rite
wit
h te
chni
cal a
ccur
acy
of s
ynta
x an
d pu
nctu
atio
n in
ph
rase
s, c
laus
es
and
sent
ence
s
AF3
– o
rgan
ise
and
pres
ent w
hole
text
s ef
fect
ivel
y, s
eque
ncin
g an
d st
ruct
urin
g in
form
atio
n, id
eas a
nd
even
ts
AF4
– c
onst
ruct
pa
ragr
aphs
and
use
co
hesi
on w
ithi
n an
d be
twee
n pa
ragr
aphs
AF1
– w
rite
im
agin
ativ
e,
inte
rest
ing
and
thou
ghtf
ul te
xts
AF2
– p
rodu
ce
text
s whi
ch a
re
appr
opri
ate
to ta
sk,
read
er a
nd p
urpo
se
AF7
– s
elec
t ap
prop
riat
e an
d ef
fect
ive
voca
bula
ry
AF8
– u
se c
orre
ct s
pelli
ng
Leve
l 7A
cros
s a ra
nge
of w
ritin
g
varie
ty o
f sen
tenc
e ty
pes d
eplo
yed
• judi
ciou
sly
acro
ss th
e te
xt to
ach
ieve
pu
rpos
e an
d ov
eral
l eff
ect,
with
rare
loss
of
cont
rol
a ra
nge
of fe
atur
es e
mpl
oyed
to sh
ape/
craf
t • se
nten
ces t
hat h
ave
indi
vidu
al m
erit
and
cont
ribut
e to
ove
rall
deve
lopm
ent o
f the
te
xt, e
.g. e
mbe
dded
phr
ases
and
clau
ses t
hat
supp
ort s
ucci
nct e
xpla
natio
n; se
cure
cont
rol
of co
mpl
ex ve
rb fo
rms;
antit
hesis
, rep
etiti
on o
r ba
lanc
e in
sent
ence
stru
ctur
e
Acr
oss a
rang
e of
writ
ing
info
rmat
ion,
idea
s • an
d ev
ents
skill
fully
m
anag
ed a
nd sh
aped
to
ach
ieve
inte
nded
pu
rpos
e an
d ef
fect
, e.
g. in
trod
uctio
n an
d de
velo
pmen
t of
char
acte
r, pl
ot, e
vent
, or
the t
erm
s of a
n ar
gum
ent,
are p
aced
ac
ross
the t
ext
a va
riety
of d
evic
es
• posi
tion
the
read
er,
e.g.
skilf
ul co
ntro
l of
info
rmat
ion
flow
to
read
er; t
easin
g th
e rea
der
by d
raw
ing
atte
ntio
n to
how
the n
arra
tive
or a
rgum
ent i
s bei
ng
hand
led
Acr
oss a
rang
e of
writ
ing
para
grap
hing
• ac
ross
the
text
is
inte
gral
to m
eani
ng
and
purp
ose,
e.g
. pa
ragr
aph
leng
th a
nd
com
plex
ity va
ried
to m
atch
nar
rativ
e pa
ce o
r dev
elop
men
t of
arg
umen
t; va
ried
devi
ces t
o lin
k or
juxt
apos
e par
agra
phs;
para
grap
h st
ruct
ure
repe
ated
for e
ffect
indi
vidu
al p
arag
raph
s • sh
aped
or c
raft
ed
for i
mag
inat
ive
or
rhet
oric
al e
ffec
t, e.
g.
last
sent
ence
ech
oing
th
e firs
t; le
ngth
y sin
gle
sent
ence
par
agra
ph
to co
nvey
inne
r m
onol
ogue
Acr
oss a
rang
e of
writ
ing
imag
inat
ive
and
gene
rally
succ
essf
ul
• adap
tatio
n of
wid
e ra
nge
of fo
rms a
nd
conv
entio
ns to
suit
varie
ty o
f pur
pose
s and
au
dien
ces,
e.g.
del
iber
ate r
efer
ence
to o
ther
text
s or
text
ual c
onve
ntio
ns fo
r effe
ct o
r em
phas
isw
ell j
udge
d, d
istin
ctiv
e in
divi
dual
voi
ce o
r • po
int o
f vie
w e
stab
lishe
d an
d su
stai
ned
thro
ugho
ut, e
.g. c
onsis
tent
han
dlin
g of
nar
rato
r’s
pers
ona
in fi
ctio
n; w
ell c
ontr
olle
d us
e of o
rigin
al
turn
s of p
hras
e in
form
al d
iscur
sive w
ritin
gge
nera
lly su
cces
sful
and
con
sist
ent c
ontr
ol o
f • ap
prop
riate
leve
l of f
orm
ality
and
var
ied
rang
e of
styl
istic
dev
ices
to a
chie
ve in
tend
ed e
ffec
t, e.
g. va
ryin
g th
e lev
el o
f for
mal
ity w
ithin
a p
iece
for
effe
ct; d
irect
add
ress
to th
e rea
der o
r tak
ing
the
read
er in
to th
eir c
onfid
ence
Acr
oss a
rang
e of
w
ritin
g
voca
bula
ry
• cons
iste
ntly
, of
ten
imag
inat
ivel
y,
wel
l mat
ched
to
pur
pose
and
au
dien
cera
nge
of
• voca
bula
ry
gene
rally
var
ied
and
ambi
tious
, of
ten
judi
ciou
sly
chos
en
Acr
oss a
rang
e of
writ
ing
corr
ect s
pelli
ng
• thro
ugho
ut
Leve
l 6Ac
ross
a ra
nge
of
writ
ing
cont
rolle
d us
e of
a
• varie
ty o
f sim
ple
and
com
plex
sent
ence
s to
ach
ieve
pur
pose
an
d co
ntrib
ute
to
over
all e
ffec
tco
nfid
ent u
se o
f a
• rang
e of
sent
ence
fe
atur
es to
cla
rify
or e
mph
asis
e m
eani
ng, e
.g.
front
ed a
dver
bial
s (‘R
eluc
tant
ly, h
e…,
Five
day
s lat
er, it
…’),
co
mpl
ex n
oun
or
prep
ositi
onal
phr
ases
Acro
ss a
rang
e of
w
ritin
gsy
ntax
and
• fu
ll ra
nge
of
punc
tuat
ion
are
cons
iste
ntly
ac
cura
te in
a
varie
ty o
f se
nten
ce
stru
ctur
es, w
ith
occa
sion
al e
rror
s in
am
bitio
us
stru
ctur
es, e
.g.
only
occ
asio
nal
com
ma
splic
es,
som
e use
of
sem
i-col
ons,
not
alw
ays a
ccur
ate
Acro
ss a
rang
e of
writ
ing
mat
eria
l is c
lear
ly
• cont
rolle
d an
d se
quen
ced,
taki
ng
acco
unt o
f the
read
er’s
likel
y re
actio
n, e
.g.
para
grap
hs o
f diff
erin
g le
ngth
s, us
e of f
lash
back
in
nar
rativ
e, a
ntic
ipat
ing
read
er’s
ques
tions
a ra
nge
of fe
atur
es
• clea
rly si
gnal
ove
rall
dire
ctio
n of
the
text
fo
r the
read
er, e
.g.
open
ing
para
grap
hs th
at
intr
oduc
e the
mes
clea
rly,
para
grap
h m
arke
rs, li
nks
betw
een
para
grap
hs
Acro
ss a
rang
e of
writ
ing
cons
truc
tion
of
• para
grap
hs c
lear
ly
supp
orts
mea
ning
an
d pu
rpos
e, e
.g.
para
grap
h to
pic
signa
lled
and
then
dev
elop
ed,
with
hold
ing
of
info
rmat
ion
for e
ffect
, th
emat
ic lin
ks b
etw
een
para
grap
hsw
ithin
par
agra
phs,
• cohe
sive
dev
ices
co
ntrib
ute
to
emph
asis
and
effe
ct,
e.g.
adv
erbi
als a
s se
nten
ce st
arte
rs
Acro
ss a
rang
e of
writ
ing
imag
inat
ive
trea
tmen
t of a
ppro
pria
te m
ater
ials
, • fa
mili
arity
with
con
vent
ions
of a
var
iety
of
form
s, ad
aptin
g th
em w
hen
need
ed to
suit
purp
ose
and
audi
ence
, not
alw
ays s
ucce
ssfu
lly,
e.g.
del
iber
ate u
se o
f ina
ppro
pria
te re
gist
er fo
r hu
mou
r, cl
ear e
mph
asis
on n
arra
tion
rath
er
than
plo
tco
nvin
cing
, ind
ivid
ual v
oice
or p
oint
of v
iew
• es
tabl
ishe
d an
d m
ostly
sust
aine
d th
roug
hout
, e.
g. a
utho
ritat
ive e
xper
t vie
w, c
onvi
ncin
g ch
arac
teris
atio
n, a
dopt
ing
a ro
lele
vel o
f for
mal
ity u
sed
for p
urpo
se a
nd
• audi
ence
gen
eral
ly a
ppro
pria
te a
nd a
rang
e of
styl
istic
dev
ices
use
d to
ach
ieve
eff
ect,
not
alw
ays s
ucce
ssfu
lly, e
.g. c
ontr
olle
d in
form
ality
, ge
nera
lisat
ions
or s
hift
s bet
wee
n co
nver
satio
nal
styl
e and
mor
e lite
rary
lang
uage
Acro
ss a
rang
e of
w
ritin
gvo
cabu
lary
• ch
osen
ge
nera
lly
appr
opria
te to
pu
rpos
e an
d au
dien
cera
nge
of
• voca
bula
ry
gene
rally
var
ied
and
ofte
n am
bitio
us, e
ven
thou
gh c
hoic
es
not a
lway
s apt
Acro
ss a
rang
e of
writ
ing
gene
rally
cor
rect
spel
ling
• thro
ugho
ut, i
nclu
ding
so
me am
bitio
us,
- unco
mm
on w
ords
wor
ds w
ith c
ompl
ex
- soun
d/sy
mbo
l re
latio
nshi
psw
ords
with
- un
stre
ssed
syl
labl
esm
ulti-
lett
er v
owel
- an
d co
nson
ant
sym
bols
likel
y er
rors
•oc
casio
nally
in
- com
plex
wor
ds
such
as o
utra
geou
s, ex
agge
rate
d,
anno
unci
ng, p
aral
lel
BL
IE
Ke
y:
BL
-Bel
ow L
evel
IE
-Insu
ffic
ient
Evi
denc
eO
vera
ll as
sess
men
t (tic
k on
e bo
x on
ly)
Hig
h 7
S
ecur
e 7
Low
7
Hig
h 6
Sec
ure
6
Low
6
Wri
ting
ass
essm
ent g
uide
lines
: lev
els 6
and
7N
ame…
……
……
……
.……
……
……
…..…
……
…
6 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
00727-2008BKT-EN © Crown copyright 2008
AF5
– v
ary
sent
ence
s fo
r cla
rity
, pur
pose
an
d ef
fect
AF6
– w
rite
wit
h te
chni
cal a
ccur
acy
of s
ynta
x an
d pu
nctu
atio
n in
ph
rase
s, c
laus
es
and
sent
ence
s
AF3
– o
rgan
ise
and
pres
ent w
hole
text
s ef
fect
ivel
y, s
eque
ncin
g an
d st
ruct
urin
g in
form
atio
n, id
eas a
nd
even
ts
AF4
– c
onst
ruct
pa
ragr
aphs
and
use
co
hesi
on w
ithi
n an
d be
twee
n pa
ragr
aphs
AF1
– w
rite
im
agin
ativ
e,
inte
rest
ing
and
thou
ghtf
ul te
xts
AF2
– p
rodu
ce
text
s whi
ch a
re
appr
opri
ate
to ta
sk,
read
er a
nd p
urpo
se
AF7
– s
elec
t ap
prop
riat
e an
d ef
fect
ive
voca
bula
ry
AF8
– u
se c
orre
ct s
pelli
ng
Leve
l 8A
cros
s a ra
nge
of w
ritin
g
sent
ence
stru
ctur
e is
imag
inat
ive,
pre
cise
• an
d ac
cura
te, m
atch
ed to
writ
er’s
purp
ose
and
inte
nded
eff
ect o
n th
e re
ader
Acr
oss a
rang
e of
writ
ing
•im
agin
ativ
e, w
ell c
ontr
olle
d st
ruct
urin
g of
subj
ect
mat
ter a
nd m
anag
emen
t of p
arag
raph
ing
prov
ide
text
ual c
oher
ence
and
coh
esio
n to
pos
ition
the
read
er a
ppro
pria
tely
in re
latio
n to
the
writ
er’s
purp
ose
Acr
oss a
rang
e of
writ
ing
crea
tive
sele
ctio
n an
d ad
apta
tion
of a
wid
e • ra
nge
of fo
rms a
nd c
onve
ntio
ns to
mee
t var
ied
writ
ing
chal
leng
es w
ith d
istin
ctiv
e pe
rson
al
voic
e an
d st
yle
mat
ched
to in
tend
ed e
ffec
t
Acr
oss a
rang
e of
w
ritin
g
wid
e ra
ngin
g • vo
cabu
lary
use
d im
agin
ativ
ely
and
with
pr
ecis
ion
Acr
oss a
rang
e of
writ
ing
corr
ect s
pelli
ng
• thro
ugho
ut
Le
vel 7
Acro
ss a
rang
e of
writ
ing
varie
ty o
f sen
tenc
e ty
pes d
eplo
yed
• judi
ciou
sly
acro
ss th
e te
xt to
ach
ieve
pu
rpos
e an
d ov
eral
l eff
ect,
with
rare
loss
of
con
trol
a ra
nge
of fe
atur
es e
mpl
oyed
to sh
ape/
craf
t • se
nten
ces t
hat h
ave
indi
vidu
al m
erit
and
cont
ribut
e to
ove
rall
deve
lopm
ent o
f the
te
xt, e
.g. e
mbe
dded
phr
ases
and
clau
ses t
hat
supp
ort s
ucci
nct e
xpla
natio
n; se
cure
cont
rol
of co
mpl
ex ve
rb fo
rms;
antit
hesis
, rep
etiti
on o
r ba
lanc
e in
sent
ence
stru
ctur
e
Acro
ss a
rang
e of
writ
ing
info
rmat
ion,
idea
s • an
d ev
ents
skill
fully
m
anag
ed a
nd sh
aped
to
ach
ieve
inte
nded
pu
rpos
e an
d ef
fect
, e.
g. in
trod
uctio
n an
d de
velo
pmen
t of
char
acte
r, pl
ot, e
vent
, or
the t
erm
s of a
n ar
gum
ent,
are p
aced
ac
ross
the t
ext
a va
riety
of d
evic
es
• posi
tion
the
read
er,
e.g.
skilf
ul co
ntro
l of
info
rmat
ion
flow
to
read
er; t
easin
g th
e rea
der
by d
raw
ing
atte
ntio
n to
how
the n
arra
tive
or a
rgum
ent i
s bei
ng
hand
led
Acro
ss a
rang
e of
writ
ing
para
grap
hing
• ac
ross
the
text
is
inte
gral
to m
eani
ng
and
purp
ose,
e.g
. pa
ragr
aph
leng
th a
nd
com
plex
ity va
ried
to m
atch
nar
rativ
e pa
ce o
r dev
elop
men
t of
arg
umen
t; va
ried
devi
ces t
o lin
k or
juxt
apos
e par
agra
phs;
para
grap
h st
ruct
ure
repe
ated
for e
ffect
indi
vidu
al p
arag
raph
s • sh
aped
or c
raft
ed
for i
mag
inat
ive
or
rhet
oric
al e
ffec
t, e.
g.
last
sent
ence
ech
oing
th
e firs
t; le
ngth
y sin
gle
sent
ence
par
agra
ph
to co
nvey
inne
r m
onol
ogue
Acro
ss a
rang
e of
writ
ing
imag
inat
ive
and
gene
rally
succ
essf
ul
• adap
tatio
n of
wid
e ra
nge
of fo
rms a
nd
conv
entio
ns to
suit
varie
ty o
f pur
pose
s and
au
dien
ces,
e.g.
del
iber
ate r
efer
ence
to o
ther
text
s or
text
ual c
onve
ntio
ns fo
r effe
ct o
r em
phas
isw
ell j
udge
d, d
istin
ctiv
e in
divi
dual
voi
ce o
r • po
int o
f vie
w e
stab
lishe
d an
d su
stai
ned
thro
ugho
ut, e
.g. c
onsis
tent
han
dlin
g of
nar
rato
r’s
pers
ona
in fi
ctio
n; w
ell c
ontr
olle
d us
e of o
rigin
al
turn
s of p
hras
e in
form
al d
iscur
sive w
ritin
gge
nera
lly su
cces
sful
and
con
sist
ent c
ontr
ol o
f • ap
prop
riate
leve
l of f
orm
ality
and
var
ied
rang
e of
styl
istic
dev
ices
to a
chie
ve in
tend
ed e
ffec
t, e.
g. va
ryin
g th
e lev
el o
f for
mal
ity w
ithin
a p
iece
fo
r effe
ct; d
irect
add
ress
to th
e rea
der o
r tak
ing
the r
eade
r int
o th
eir c
onfid
ence
Acro
ss a
rang
e of
w
ritin
gvo
cabu
lary
• co
nsis
tent
ly,
ofte
n im
agin
ativ
ely,
w
ell m
atch
ed
to p
urpo
se a
nd
audi
ence
rang
e of
• vo
cabu
lary
ge
nera
lly v
arie
d an
d am
bitio
us,
ofte
n ju
dici
ousl
y ch
osen
Acro
ss a
rang
e of
writ
ing
corr
ect s
pelli
ng
• thro
ugho
ut
BL
IE
Key:
BL-B
elow
Lev
el
IE-In
suff
icie
nt E
vide
nce
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
8
S
ecur
e 8
Low
8
Hig
h 7
Sec
ure
7
Low
7
Wri
ting
ass
essm
ent g
uide
lines
: lev
els 7
and
8N
ame…
……
……
……
.……
……
……
…..…
……
…
7The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
© Crown copyright 2008 00727-2008BKT-EN
AF1
– u
se a
rang
e of
st
rate
gies
,incl
udin
g ac
cura
te d
ecod
ing
ofte
xt, t
o re
ad fo
r m
eani
ng
AF2
– u
nder
stan
d,
desc
ribe
, sel
ect o
r ret
riev
e in
form
atio
n, e
vent
s or
idea
s fro
m te
xts a
nd u
se
quot
atio
n an
d re
fere
nce
to te
xt
AF3
– d
educ
e, in
fer o
r in
terp
ret i
nfor
mat
ion,
ev
ents
or i
deas
from
text
s
AF4
– id
enti
fy a
nd
com
men
t on
the
stru
ctur
e an
d or
gani
sati
on o
f tex
ts,
incl
udin
g gr
amm
atic
al
and
pres
enta
tion
al
feat
ures
at t
ext l
evel
AF5
– e
xpla
in a
nd
com
men
t on
wri
ters
’ use
of
lang
uage
, inc
ludi
ng
gram
mat
ical
and
lite
rary
fe
atur
es a
t wor
d an
d se
nten
ce le
vel
AF6
– id
enti
fy a
nd c
omm
ent
on w
rite
rs’ p
urpo
ses a
nd
view
poin
ts, a
nd th
e ov
eral
l ef
fect
of t
he te
xt o
n th
e re
ader
AF7
– re
late
text
s to
thei
r so
cial
, cul
tura
l and
his
tori
cal
trad
itio
ns
Leve
l 3In
mos
t rea
ding
rang
e of
stra
tegi
es
•us
ed m
ostly
ef
fect
ivel
y to
re
ad w
ith fl
uenc
y,
unde
rsta
ndin
g an
d ex
pres
sion
In m
ost r
eadi
ngsi
mpl
e, m
ost o
bvio
us
•po
ints
iden
tifie
d th
ough
th
ere
may
als
o be
som
e m
isun
ders
tand
ing,
e.g
. ab
out i
nfor
mat
ion
from
di
ffere
nt p
lace
s in
the t
ext
som
e co
mm
ents
incl
ude
•qu
otat
ions
from
or
refe
renc
es to
text
, but
not
al
way
s rel
evan
t, e.
g. o
ften
rete
lling
or p
arap
hras
ing
sect
ions
of t
he te
xt ra
ther
th
an u
sing
it to
supp
ort
com
men
t
In m
ost r
eadi
ngst
raig
htfo
rwar
d in
fere
nce
•ba
sed
on a
sing
le p
oint
of
refe
renc
e in
the
text
, e.g
. ‘h
e was
ups
et b
ecau
se it
sa
ys “h
e was
cryi
ng”’
resp
onse
s to
text
show
•
mea
ning
est
ablis
hed
at a
lit
eral
leve
l e.g
. “w
alki
ng
good
” mea
ns “w
alki
ng
care
fully
” or b
ased
on
pers
onal
spec
ulat
ion
e.g.
a
resp
onse
bas
ed o
n w
hat
they
per
sona
lly w
ould
be
feel
ing
rath
er th
an fe
elin
gs
of ch
arac
ter i
n th
e tex
t
In m
ost r
eadi
nga
few
bas
ic fe
atur
es o
f •
orga
nisa
tion
at te
xt le
vel
iden
tifie
d, w
ith li
ttle
or
no
linke
d co
mm
ent,
e.g.
‘it te
lls a
bout
all t
he
diffe
rent
thin
gs yo
u ca
n do
at
the z
oo’
In m
ost r
eadi
nga
few
bas
ic fe
atur
es o
f •
writ
er’s
use
of la
ngua
ge
iden
tifie
d, b
ut w
ith
little
or n
o co
mm
ent,
e.g.
‘the
re a
re lo
ts o
f ad
ject
ives
In m
ost r
eadi
ngco
mm
ents
iden
tify
mai
n •
purp
ose,
e.g
. ‘the
writ
er
does
n’t l
ike v
iole
nce’
expr
ess p
erso
nal r
espo
nse
•bu
t with
litt
le a
war
enes
s of
writ
er’s
view
poin
t or e
ffec
t on
read
er, e
.g. ‘s
he w
as
just
hor
rible
like
my n
an is
so
met
imes
’
In m
ost r
eadi
ng•
som
e si
mpl
e co
nnec
tions
be
twee
n te
xts i
dent
ified
, e.g
. sim
ilarit
ies i
n pl
ot, t
opic
, or
book
s by s
ame a
utho
r, ab
out
sam
e cha
ract
ers
reco
gniti
on o
f som
e fe
atur
es
•of
the
cont
ext o
f tex
ts, e
.g.
hist
oric
al se
ttin
g, so
cial
or
cultu
ral b
ackg
roun
d
Le
vel 2
In s
ome
read
ing
rang
e of
key
wor
ds
•re
ad o
n si
ght
unfa
mili
ar w
ords
•
deco
ded
usin
g ap
prop
riate
st
rate
gies
, e.g
. bl
endi
ng so
unds
som
e flu
ency
and
•
expr
essi
on, e
.g.
taki
ng a
ccou
nt o
f pu
nctu
atio
n, sp
eech
m
arks
In s
ome
read
ing
•so
me
spec
ific,
st
raig
htfo
rwar
d in
form
atio
n re
calle
d, e
.g.
nam
es o
f cha
ract
ers,
mai
n in
gred
ient
sge
nera
lly c
lear
idea
•
of w
here
to l
ook
for
info
rmat
ion,
e.g
. abo
ut
char
acte
rs, t
opic
s
In s
ome
read
ing
•si
mpl
e, p
laus
ible
in
fere
nce
abou
t eve
nts
and
info
rmat
ion,
usi
ng
evid
ence
from
text
e.g
. ho
w a
char
acte
r is f
eelin
g,
wha
t mak
es a
pla
nt g
row
com
men
ts b
ased
on
•te
xtua
l cue
s, so
met
imes
m
isun
ders
tood
In s
ome
read
ing
som
e aw
aren
ess o
f use
of
•fe
atur
es o
f org
anis
atio
n,
e.g.
beg
inni
ng a
nd
endi
ng o
f sto
ry, t
ypes
of
punc
tuat
ion
In s
ome
read
ing
•so
me
effe
ctiv
e la
ngua
ge
choi
ces n
oted
, e.g
. ‘slim
y’
is a
good
wor
d th
ere
som
e fa
mili
ar p
atte
rns
•of
lang
uage
iden
tifie
d,
e.g.
onc
e upo
n a
time;
fir
st, n
ext,
last
In s
ome
read
ing
som
e aw
aren
ess t
hat
•w
riter
s hav
e vi
ewpo
ints
an
d pu
rpos
es, e
.g. ‘i
t tel
ls yo
u ho
w to
do
som
ethi
ng’,
‘she
thin
ks it
’s no
t fai
r’si
mpl
e st
atem
ents
abo
ut
•lik
es a
nd d
islik
es in
re
adin
g, s
omet
imes
with
re
ason
s
In s
ome
read
ing
gene
ral f
eatu
res o
f a fe
w
•te
xt ty
pes i
dent
ified
, e.g
. in
form
atio
n bo
oks,
stor
ies,
prin
t med
iaso
me
awar
enes
s tha
t boo
ks
•ar
e se
t in
diff
eren
t tim
es a
nd
plac
es
BL
IE
Key:
BL-B
elow
Lev
el
IE-In
suff
icie
nt E
vide
nce
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
3
S
ecur
e 3
Low
3
Hig
h 2
Sec
ure
2
Low
2
Read
ing
asse
ssm
ent g
uide
lines
: lev
els 2
and
3N
ame…
……
……
……
.……
……
……
…..…
……
…
8 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
00727-2008BKT-EN © Crown copyright 2008
Read
ing
asse
ssm
ent g
uide
lines
: lev
els 3
and
4N
ame…
……
……
……
.……
……
……
…..…
……
…
AF1
– u
se a
rang
e of
st
rate
gies
,incl
udin
g ac
cura
te d
ecod
ing
ofte
xt, t
o re
ad fo
r m
eani
ng
AF2
– u
nder
stan
d,
desc
ribe
, sel
ect o
r ret
riev
e in
form
atio
n, e
vent
s or
idea
s fro
m te
xts a
nd u
se
quot
atio
n an
d re
fere
nce
to te
xt
AF3
– d
educ
e, in
fer o
r in
terp
ret i
nfor
mat
ion,
ev
ents
or i
deas
from
text
s
AF4
– id
enti
fy a
nd
com
men
t on
the
stru
ctur
e an
d or
gani
sati
on o
f tex
ts,
incl
udin
g gr
amm
atic
al
and
pres
enta
tion
al
feat
ures
at t
ext l
evel
AF5
– e
xpla
in a
nd
com
men
t on
wri
ters
’ use
of
lang
uage
, inc
ludi
ng
gram
mat
ical
and
lite
rary
fe
atur
es a
t wor
d an
d se
nten
ce le
vel
AF6
– id
enti
fy a
nd c
omm
ent
on w
rite
rs’ p
urpo
ses a
nd
view
poin
ts, a
nd th
e ov
eral
l ef
fect
of t
he te
xt o
n th
e re
ader
AF7
– re
late
text
s to
thei
r so
cial
, cul
tura
l and
his
tori
cal
trad
itio
ns
Leve
l 4A
cros
s a ra
nge
of re
adin
gso
me
rele
vant
poi
nts
•id
entif
ied
com
men
ts su
ppor
ted
by
•so
me
gene
rally
rele
vant
te
xtua
l ref
eren
ce o
r qu
otat
ion,
e.g
. ref
eren
ce
is m
ade t
o ap
prop
riate
se
ctio
n of
text
but
is
unse
lect
ive a
nd la
cks f
ocus
Acr
oss a
rang
e of
read
ing
com
men
ts m
ake
•in
fere
nces
bas
ed o
n ev
iden
ce fr
om d
iffer
ent
poin
ts in
the
text
, e.g
. in
terp
retin
g a
char
acte
r’s
mot
ive f
rom
thei
r act
ions
at
diffe
rent
poi
nts
infe
renc
es o
ften
cor
rect
, •
but c
omm
ents
are
not
al
way
s roo
ted
secu
rely
in
the
text
or r
epea
t nar
rativ
e or
con
tent
Acr
oss a
rang
e of
read
ing
som
e st
ruct
ural
cho
ices
•
iden
tifie
d w
ith si
mpl
e co
mm
ent,
e.g.
‘he
desc
ribes
the a
ccid
ent f
irst
and
then
goe
s bac
k to
tell
you
why
the c
hild
was
in
the r
oad’
som
e ba
sic
feat
ures
of
•or
gani
satio
n at
text
leve
l id
entif
ied,
e.g
. ‘the
writ
er
uses
bul
let p
oint
s for
the
mai
n re
ason
s’
Acr
oss a
rang
e of
read
ing
som
e ba
sic
feat
ures
of
•w
riter
’s us
e of
lang
uage
id
entif
ied,
e.g
. ‘all t
he
ques
tions
mak
e you
wan
t to
find
out
wha
t hap
pens
ne
xt’
sim
ple
com
men
ts o
n •
writ
er’s
choi
ces,
e.g.
‘“d
isgra
cefu
l” is
a go
od
wor
d to
use
to sh
ow h
e is
upse
t’
Acr
oss a
rang
e of
read
ing
mai
n pu
rpos
e id
entif
ied,
•
e.g.
‘it’s
all a
bout
why
goi
ng
to th
e den
tist i
s im
port
ant
and
how
you
shou
ld lo
ok
afte
r you
r tee
th’
sim
ple
com
men
ts sh
ow
•so
me
awar
enes
s of w
riter
’s vi
ewpo
int,
e.g.
‘he o
nly t
ells
you
good
thin
gs a
bout
the
farm
and
mak
es th
e sho
p so
und
borin
g’si
mpl
e co
mm
ent o
n ov
eral
l •
effe
ct o
n re
ader
, e.g
. ‘the
w
ay sh
e des
crib
es h
im a
s “r
atlik
e” a
nd “s
hift
y” m
akes
yo
u th
ink h
e’s d
isgus
ting’
Acr
oss a
rang
e of
read
ing
•fe
atur
es c
omm
on to
di
ffer
ent t
exts
or v
ersi
ons
of th
e sa
me
text
iden
tifie
d,
with
sim
ple
com
men
t, e.
g. ch
arac
ters
, set
tings
, pr
esen
tatio
nal f
eatu
res
sim
ple
com
men
t on
the
•ef
fect
that
the
read
er’s
or w
riter
’s co
ntex
t has
on
the
mea
ning
of t
exts
e.g
. hi
stor
ical
cont
ext,
plac
e,
soci
al re
latio
nshi
ps
Leve
l 3In
mos
t rea
ding
rang
e of
stra
tegi
es
•us
ed m
ostly
ef
fect
ivel
y to
re
ad w
ith fl
uenc
y,
unde
rsta
ndin
g an
d ex
pres
sion
In m
ost r
eadi
ng•
sim
ple,
mos
t obv
ious
po
ints
iden
tifie
d th
ough
th
ere
may
als
o be
som
e m
isun
ders
tand
ing,
e.g
. ab
out i
nfor
mat
ion
from
di
ffere
nt p
lace
s in
the t
ext
som
e co
mm
ents
incl
ude
•qu
otat
ions
from
or
refe
renc
es to
text
, but
not
al
way
s rel
evan
t, e.
g. o
ften
rete
lling
or p
arap
hras
ing
sect
ions
of t
he te
xt ra
ther
th
an u
sing
it to
supp
ort
In m
ost r
eadi
ng•
stra
ight
forw
ard
infe
renc
e ba
sed
on a
sing
le p
oint
of
refe
renc
e in
the
text
, e.g
. ‘h
e was
ups
et b
ecau
se it
sa
ys “h
e was
cryi
ng”’
resp
onse
s to
text
show
•
mea
ning
est
ablis
hed
at a
lit
eral
leve
l e.g
. “w
alki
ng
good
” mea
ns “w
alki
ng
care
fully
” or b
ased
on
pers
onal
spec
ulat
ion
e.g.
a
resp
onse
bas
ed o
n w
hat
they
per
sona
lly w
ould
be
feel
ing
rath
er th
an fe
elin
gs
of ch
arac
ter i
n th
e tex
t
In m
ost r
eadi
nga
few
bas
ic fe
atur
es o
f •
orga
nisa
tion
at te
xt le
vel
iden
tifie
d, w
ith li
ttle
or
no
linke
d co
mm
ent,
e.g.
‘it te
lls a
bout
all t
he
diffe
rent
thin
gs yo
u ca
n do
at
the z
oo’
In m
ost r
eadi
nga
few
bas
ic fe
atur
es o
f •
writ
er’s
use
of la
ngua
ge
iden
tifie
d, b
ut w
ith
little
or n
o co
mm
ent,
e.g.
‘the
re a
re lo
ts o
f ad
ject
ives
’
In m
ost r
eadi
ngco
mm
ents
iden
tify
mai
n •
purp
ose,
e.g
. ‘the
writ
er
does
n’t l
ike
viol
ence
’ex
pres
s per
sona
l res
pons
e •
but w
ith li
ttle
aw
aren
ess o
f w
riter
’s vi
ewpo
int o
r eff
ect
on re
ader
, e.g
. ‘she
was
ju
st h
orrib
le li
ke m
y na
n is
som
etim
es’
In m
ost r
eadi
ngso
me
sim
ple
conn
ectio
ns
•be
twee
n te
xts i
dent
ified
, e.
g. si
mila
ritie
s in
plot
, top
ic,
or b
ooks
by s
ame a
utho
r, ab
out s
ame c
hara
cter
sre
cogn
ition
of s
ome
•fe
atur
es o
f the
con
text
of
text
s, e.
g. h
istor
ical
sett
ing,
so
cial
or c
ultu
ral b
ackg
roun
d
BL
IE
Key:
BL-B
elow
Lev
el
IE-In
suff
icie
nt E
vide
nce
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
4
S
ecur
e 4
Low
4
Hig
h 3
Sec
ure
3
Low
3
9The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
© Crown copyright 2008 00727-2008BKT-EN
AF2
– u
nder
stan
d,
desc
ribe
, sel
ect o
r ret
riev
e in
form
atio
n, e
vent
s or i
deas
fr
om te
xts a
nd u
se q
uota
tion
an
d re
fere
nce
to te
xt
AF3
– d
educ
e, in
fer o
r in
terp
ret i
nfor
mat
ion,
ev
ents
or i
deas
from
text
s
AF4
– id
enti
fy a
nd c
omm
ent
on th
e st
ruct
ure
and
orga
nisa
tion
of t
exts
, in
clud
ing
gram
mat
ical
and
pr
esen
tati
onal
feat
ures
at
text
leve
l
AF5
– e
xpla
in a
nd c
omm
ent
on w
rite
rs’ u
se o
f lan
guag
e,
incl
udin
g gr
amm
atic
al a
nd
liter
ary
feat
ures
at w
ord
and
sent
ence
leve
l
AF6
– id
enti
fy a
nd c
omm
ent o
n w
rite
rs’ p
urpo
ses a
nd v
iew
poin
ts,
and
the
over
all e
ffec
t of t
he te
xt o
n th
e re
ader
AF7
– re
late
text
s to
thei
r so
cial
, cul
tura
l and
his
tori
cal
trad
itio
ns
Leve
l 5A
cros
s a ra
nge
of re
adin
gm
ost r
elev
ant p
oint
s cle
arly
•
iden
tifie
d, in
clud
ing
thos
e se
lect
ed fr
om d
iffer
ent
plac
es in
the
text
com
men
ts g
ener
ally
•
supp
orte
d by
rele
vant
te
xtua
l ref
eren
ce o
r qu
otat
ion,
eve
n w
hen
poin
ts m
ade
are
not a
lway
s ac
cura
te
Acr
oss a
rang
e of
read
ing
com
men
ts d
evel
op
•ex
plan
atio
n of
infe
rred
m
eani
ngs d
raw
ing
on
evid
ence
acr
oss t
he te
xt,
e.g.
‘you
kno
w h
er d
ad w
as
lyin
g be
caus
e ear
lier s
he
saw
him
take
the l
ette
r’co
mm
ents
mak
e •
infe
renc
es a
nd d
educ
tions
ba
sed
on te
xtua
l evi
denc
e,
e.g.
in d
raw
ing
conc
lusio
ns
abou
t a ch
arac
ter’s
feel
ings
on
the b
asis
of th
eir s
peec
h an
d ac
tions
Acr
oss a
rang
e of
read
ing
com
men
ts o
n st
ruct
ural
•
choi
ces s
how
som
e ge
nera
l aw
aren
ess o
f writ
er’s
craf
t, e.
g.
‘it te
lls yo
u al
l thi
ngs b
urgl
ars
can
do to
your
hou
se a
nd th
en
the l
ast s
ectio
n ex
plai
ns h
ow
the a
larm
pro
tect
s you
’va
rious
feat
ures
rela
ting
to
•or
gani
satio
n at
text
leve
l, in
clud
ing
form
, are
cle
arly
id
entif
ied,
with
som
e ex
plan
atio
n, e
.g. ‘e
ach
sect
ion
star
ts w
ith a
que
stio
n as
if h
e’s
answ
erin
g th
e cro
wd’
Acr
oss a
rang
e of
read
ing
vario
us fe
atur
es o
f writ
er’s
•us
e of
lang
uage
iden
tifie
d,
with
som
e ex
plan
atio
n, e
.g.
‘whe
n it
gets
to th
e clim
ax
they
spea
k in
shor
t sen
tenc
es
and
quic
kly w
hich
mak
es it
m
ore
tens
e’co
mm
ents
show
som
e •
awar
enes
s of t
he e
ffec
t of
writ
er’s
lang
uage
cho
ices
, e.
g. ‘“
inke
d up
” is a
goo
d w
ay o
f des
crib
ing
how
the
blac
kber
ries g
o a
blue
y bla
ck
colo
ur a
s the
y rip
en’
Acr
oss a
rang
e of
read
ing
mai
n pu
rpos
e cl
early
iden
tifie
d, o
ften
•
thro
ugh
gene
ral o
verv
iew
, e.g
. ‘the
w
riter
is st
rong
ly a
gain
st w
ar a
nd w
ants
to
per
suad
e the
read
er to
agr
ee’
view
poin
t in
text
s cle
arly
iden
tifie
d,
•w
ith so
me,
oft
en li
mite
d, e
xpla
natio
n,
e.g.
‘at t
he e
nd h
e kno
ws h
e’s d
one
wro
ng a
nd m
akes
the s
nake
soun
d at
tract
ive a
nd m
yste
rious
’ge
nera
l aw
aren
ess o
f eff
ect o
n th
e •
read
er, w
ith so
me,
oft
en li
mite
d,
expl
anat
ion,
e.g
. ‘you
’d b
e per
suad
ed
to si
gn u
p be
caus
e 25p
a w
eek d
oesn
’t se
em th
at m
uch
to h
elp
som
eone
see’
Acro
ss a
rang
e of
read
ing
•co
mm
ents
iden
tify
sim
ilarit
ies
and
diff
eren
ces b
etw
een
text
s, or
ver
sion
s, w
ith so
me
expl
anat
ion,
e.g
. nar
rativ
e co
nven
tions
in tr
aditi
onal
tale
s or
stor
ies f
rom
diff
eren
t cul
ture
s, ba
llads
, new
spap
er re
port
sso
me
expl
anat
ion
of h
ow th
e •
cont
exts
in w
hich
text
s are
w
ritte
n an
d re
ad c
ontr
ibut
e to
mea
ning
, e.g
. how
hist
oric
al
cont
ext i
nflu
ence
d ad
vert
s or
war
repo
rts f
rom
diff
eren
t tim
es/
plac
es; o
r how
a n
ovel
rela
tes t
o w
hen/
whe
re it
was
writ
ten
Leve
l 4A
cros
s a ra
nge
of re
adin
g•
som
e re
leva
nt p
oint
s id
entif
ied
com
men
ts su
ppor
ted
by
•so
me
gene
rally
rele
vant
te
xtua
l ref
eren
ce o
r qu
otat
ion,
e.g
. ref
eren
ce is
m
ade t
o ap
prop
riate
sect
ion
of te
xt b
ut is
uns
elec
tive a
nd
lack
s foc
us
Acr
oss a
rang
e of
read
ing
•co
mm
ents
mak
e in
fere
nces
bas
ed o
n ev
iden
ce fr
om d
iffer
ent
poin
ts in
the
text
, e.g
. in
terp
retin
g a
char
acte
r’s
mot
ive f
rom
thei
r act
ions
at
diffe
rent
poi
nts
infe
renc
es o
ften
cor
rect
, •
but c
omm
ents
are
not
al
way
s roo
ted
secu
rely
in
the
text
or r
epea
t nar
rativ
e or
con
tent
Acr
oss a
rang
e of
read
ing
som
e st
ruct
ural
cho
ices
•
iden
tifie
d w
ith si
mpl
e co
mm
ent,
e.g.
‘he d
escr
ibes
th
e acc
iden
t firs
t and
then
goe
s ba
ck to
tell y
ou w
hy th
e chi
ld
was
in th
e roa
d’so
me
basi
c fe
atur
es o
f •
orga
nisa
tion
at te
xt le
vel
iden
tifie
d, e
.g. ‘t
he w
riter
us
es b
ulle
t poi
nts f
or th
e mai
n re
ason
s’
Acr
oss a
rang
e of
read
ing
•so
me
basi
c fe
atur
es o
f w
riter
’s us
e of
lang
uage
id
entif
ied,
e.g
. ‘all t
he
ques
tions
mak
e you
wan
t to
find
out w
hat h
appe
ns n
ext’
sim
ple
com
men
ts o
n •
writ
er’s
choi
ces,
e.g.
‘“d
isgra
cefu
l” is
a go
od w
ord
to u
se to
show
he i
s ups
et’
Acr
oss a
rang
e of
read
ing
mai
n pu
rpos
e id
entif
ied,
•
e.g.
‘it’s
all a
bout
why
goi
ng to
the
dent
ist is
im
port
ant a
nd h
ow y
ou sh
ould
look
af
ter y
our t
eeth
’si
mpl
e co
mm
ents
show
som
e •
awar
enes
s of w
riter
’s vi
ewpo
int,
e.g.
‘h
e on
ly te
lls y
ou g
ood
thin
gs a
bout
th
e fa
rm a
nd m
akes
the
shop
soun
d bo
ring’
sim
ple
com
men
t on
over
all e
ffec
t •
on re
ader
, e.g
. ‘the
way
she
desc
ribes
hi
m a
s “ra
tlike
” and
“shi
fty”
mak
es y
ou
thin
k he
’s di
sgus
ting’
Acr
oss a
rang
e of
read
ing
feat
ures
com
mon
to d
iffer
ent
•te
xts o
r ver
sion
s of t
he sa
me
text
iden
tifie
d, w
ith si
mpl
e co
mm
ent,
e.g.
char
acte
rs,
sett
ings
, pre
sent
atio
nal f
eatu
res
sim
ple
com
men
t on
the
effe
ct
•th
at th
e re
ader
’s or
writ
er’s
cont
ext h
as o
n th
e m
eani
ng
of te
xts,
e.g.
hist
oric
al co
ntex
t, pl
ace,
soci
al re
latio
nshi
ps
BL
IE
Key:
BL-B
elow
Lev
el
IE-In
suff
icie
nt E
vide
nce
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
5
S
ecur
e 5
Low
5
Hig
h 4
Sec
ure
4
Low
4
Read
ing
asse
ssm
ent g
uide
lines
: lev
els 4
and
5N
ame…
……
……
……
.……
……
……
…..…
……
…
10 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
00727-2008BKT-EN © Crown copyright 2008
AF2
– u
nder
stan
d,
desc
ribe
, sel
ect o
r ret
riev
e in
form
atio
n, e
vent
s or i
deas
fr
om te
xts a
nd u
se q
uota
tion
an
d re
fere
nce
to te
xt
AF3
– d
educ
e, in
fer o
r in
terp
ret i
nfor
mat
ion,
ev
ents
or i
deas
from
text
s
AF4
– id
enti
fy a
nd c
omm
ent
on th
e st
ruct
ure
and
orga
nisa
tion
of t
exts
, in
clud
ing
gram
mat
ical
and
pr
esen
tati
onal
feat
ures
at
text
leve
l
AF5
– e
xpla
in a
nd c
omm
ent
on w
rite
rs’ u
se o
f lan
guag
e,
incl
udin
g gr
amm
atic
al a
nd
liter
ary
feat
ures
at w
ord
and
sent
ence
leve
l
AF6
– id
enti
fy a
nd c
omm
ent o
n w
rite
rs’ p
urpo
ses a
nd v
iew
poin
ts,
and
the
over
all e
ffec
t of t
he te
xt o
n th
e re
ader
AF7
– re
late
text
s to
thei
r so
cial
, cul
tura
l and
his
tori
cal
trad
itio
ns
Leve
l 6A
cros
s a ra
nge
of re
adin
gre
leva
nt p
oint
s cle
arly
•
iden
tifie
d, in
clud
ing
sum
mar
y an
d sy
nthe
sis o
f in
form
atio
n fr
om d
iffer
ent
sour
ces o
r diff
eren
t pla
ces i
n th
e sa
me
text
•co
mm
enta
ry in
corp
orat
es
apt t
extu
al re
fere
nce
and
quot
atio
n to
supp
ort m
ain
idea
s or a
rgum
ent
Acr
oss a
rang
e of
read
ing
com
men
ts se
cure
ly b
ased
•
in te
xtua
l evi
denc
e an
d id
entif
y di
ffer
ent l
ayer
s of
mea
ning
, with
som
e at
tem
pt a
t det
aile
d ex
plor
atio
n of
them
, e.g
. ex
plai
ning
the a
ssoc
iatio
n of
diff
eren
t wor
ds in
an
imag
e, o
r exp
lorin
g co
nnot
atio
ns in
a p
oliti
cal
spee
ch o
r adv
ertis
emen
t•
com
men
ts c
onsi
der
wid
er im
plic
atio
ns
or si
gnifi
canc
e of
in
form
atio
n, e
vent
s or
idea
s in
the
text
, e.
g. tr
acin
g ho
w d
etai
ls co
ntrib
ute t
o ov
eral
l m
eani
ng
Acr
oss a
rang
e of
read
ing
som
e de
taile
d ex
plor
atio
n •
of h
ow st
ruct
ural
cho
ices
su
ppor
t the
writ
ers’
them
e or
pu
rpos
e, e
.g. t
raci
ng h
ow m
ain
idea
s/ch
arac
ters
dev
elop
ove
r th
e tex
t as a
who
leco
mm
ent o
n ho
w a
rang
e •
of fe
atur
es re
latin
g to
or
gani
satio
n at
text
leve
l co
ntrib
ute
to th
e ef
fect
s ac
hiev
ed, e
.g. h
ow th
e writ
er
build
s up
to a
n un
expe
cted
en
ding
, juxt
apos
es id
eas,
chan
ges p
ersp
ectiv
es o
r use
s ev
eryd
ay e
xam
ples
to il
lust
rate
co
mpl
ex id
eas
Acr
oss a
rang
e of
read
ing
som
e de
taile
d ex
plan
atio
n,
•w
ith a
ppro
pria
te
term
inol
ogy,
of h
ow
lang
uage
is u
sed,
e.g
. tra
cing
an
imag
e; id
entif
ying
an
d co
mm
entin
g on
pat
tern
s or
stru
ctur
e in
the u
se o
f la
ngua
ge; o
r rec
ogni
sing
chan
ges i
n la
ngua
ge u
se a
t di
ffere
nt p
oint
s in
a te
xt•
som
e dr
awin
g to
geth
er
of c
omm
ents
on
how
the
writ
er’s
lang
uage
cho
ices
co
ntrib
ute
to th
e ov
eral
l ef
fect
on
the
read
er, e
.g. ‘a
ll th
e im
ages
of f
low
ers m
ake
the e
vent
s see
m le
ss h
orrif
ic
and
mak
es it
eve
n sa
dder
’
Acr
oss a
rang
e of
read
ing
evid
ence
for i
dent
ifyin
g m
ain
•pu
rpos
e pr
ecis
ely
loca
ted
at w
ord/
sent
ence
leve
l or t
race
d th
roug
h a
text
, e.g
. com
men
ting
on re
petit
ion
of
‘Bru
tus w
as a
n ho
nour
able
man
’.•
view
poin
t cle
arly
iden
tifie
d an
d ex
plan
atio
n of
it d
evel
oped
thro
ugh
clos
e re
fere
nce
to th
e te
xt, e
.g. ‘y
ou
know
it’s
told
from
Eric
’s po
int o
f vie
w
even
thou
gh h
e doe
sn’t
use t
he fi
rst
pers
on’
•th
e ef
fect
on
the
read
er c
lear
ly
iden
tifie
d, w
ith so
me
expl
icit
expl
anat
ion
as to
how
that
eff
ect
has b
een
crea
ted,
e.g
. ‘whe
n M
acdu
ff ju
st sa
ys h
e has
no
child
ren
you
hate
M
acbe
th b
ecau
se yo
u re
mem
ber t
he
scen
e in
the c
astle
. You
real
ise M
acdu
ff’s
reve
nge c
an n
ever
be c
ompl
ete’
Acro
ss a
rang
e of
read
ing
•so
me
expl
orat
ion
of te
xtua
l co
nven
tions
or f
eatu
res a
s us
ed b
y w
riter
s fro
m d
iffer
ent
perio
ds, e
.g. c
ompa
ring
exam
ples
of s
onne
t for
m,
dram
atic
mon
olog
ue, o
r bi
ogra
phy o
r tra
vel w
ritin
gso
me
deta
iled
disc
ussi
on o
f •
how
the
cont
exts
in w
hich
text
s ar
e w
ritte
n an
d re
ad a
ffec
t m
eani
ng, e
.g. h
ow a
n id
ea/t
opic
is
trea
ted
diffe
rent
ly in
text
s fro
m
diffe
rent
tim
es a
nd p
lace
s or
how
the m
eani
ng o
f a te
xt h
as
chan
ged
over
tim
e
Leve
l 5A
cros
s a ra
nge
of re
adin
g•
mos
t rel
evan
t poi
nts c
lear
ly
iden
tifie
d, in
clud
ing
thos
e se
lect
ed fr
om d
iffer
ent
plac
es in
the
text
com
men
ts g
ener
ally
•
supp
orte
d by
rele
vant
te
xtua
l ref
eren
ce o
r qu
otat
ion,
eve
n w
hen
poin
ts m
ade
are
not a
lway
s ac
cura
te
Acr
oss a
rang
e of
read
ing
•co
mm
ents
dev
elop
ex
plan
atio
n of
infe
rred
m
eani
ngs d
raw
ing
on
evid
ence
acr
oss t
he te
xt,
e.g.
‘you
kno
w h
er d
ad w
as
lyin
g be
caus
e ear
lier s
he
saw
him
take
the l
ette
r’•
com
men
ts m
ake
infe
renc
es a
nd d
educ
tions
ba
sed
on te
xtua
l evi
denc
e,
e.g.
in d
raw
ing
conc
lusio
ns
abou
t a ch
arac
ter’s
feel
ings
on
the b
asis
of th
eir s
peec
h an
d ac
tions
Acr
oss a
rang
e of
read
ing
com
men
ts o
n st
ruct
ural
•
choi
ces s
how
som
e ge
nera
l aw
aren
ess o
f writ
er’s
craf
t, e.
g.
‘it te
lls yo
u al
l thi
ngs b
urgl
ars
can
do to
your
hou
se a
nd th
en
the l
ast s
ectio
n ex
plai
ns h
ow
the a
larm
pro
tect
s you
’va
rious
feat
ures
rela
ting
to
•or
gani
satio
n at
text
leve
l, in
clud
ing
form
, are
cle
arly
id
entif
ied,
with
som
e ex
plan
atio
n, e
.g. ‘e
ach
sect
ion
star
ts w
ith a
que
stio
n as
if h
e’s
answ
erin
g th
e cro
wd’
Acr
oss a
rang
e of
read
ing
•va
rious
feat
ures
of w
riter
’s us
e of
lang
uage
iden
tifie
d,
with
som
e ex
plan
atio
n, e
.g.
‘whe
n it
gets
to th
e clim
ax
they
spea
k in
shor
t sen
tenc
es
and
quic
kly w
hich
mak
es it
m
ore t
ense
’•
com
men
ts sh
ow so
me
awar
enes
s of t
he e
ffec
t of
writ
er’s
lang
uage
cho
ices
, e.
g. ‘“
inke
d up
” is a
goo
d w
ay o
f des
crib
ing
how
the
blac
kber
ries g
o a
blue
y bla
ck
colo
ur a
s the
y rip
en’
Acr
oss a
rang
e of
read
ing
•m
ain
purp
ose
clea
rly id
entif
ied,
oft
en
thro
ugh
gene
ral o
verv
iew
, e.g
. ‘the
w
riter
is st
rong
ly a
gain
st w
ar a
nd w
ants
to
per
suad
e the
read
er to
agr
ee’
•vi
ewpo
int i
n te
xts c
lear
ly id
entif
ied,
w
ith so
me,
oft
en li
mite
d, e
xpla
natio
n,
e.g.
‘at t
he e
nd h
e kno
ws h
e’s d
one
wro
ng a
nd m
akes
the s
nake
soun
d at
tract
ive a
nd m
yste
rious
’•
gene
ral a
war
enes
s of e
ffec
t on
the
read
er, w
ith s
ome,
oft
en li
mite
d,
expl
anat
ion,
e.g
. ‘you
’d b
e pe
rsua
ded
to si
gn u
p be
caus
e 25
p a
wee
k do
esn’
t se
em th
at m
uch
to h
elp
som
eone
see’
Acr
oss a
rang
e of
read
ing
com
men
ts id
entif
y si
mila
ritie
s •
and
diff
eren
ces b
etw
een
text
s, or
ver
sion
s, w
ith so
me
expl
anat
ion,
e.g
. nar
rativ
e co
nven
tions
in tr
aditi
onal
tale
s or
stor
ies f
rom
diff
eren
t cul
ture
s, ba
llads
, new
spap
er re
port
s•
som
e ex
plan
atio
n of
how
the
cont
exts
in w
hich
text
s are
w
ritte
n an
d re
ad c
ontr
ibut
e to
mea
ning
, e.g
. how
hist
oric
al
cont
ext i
nflu
ence
d ad
vert
s or
war
repo
rts f
rom
diff
eren
t tim
es/
plac
es; o
r how
a n
ovel
rela
tes t
o w
hen/
whe
re it
was
writ
ten
BL
IE
Key:
BL-B
elow
Lev
el
IE-In
suff
icie
nt E
vide
nce
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
6
S
ecur
e 6
Low
6
Hig
h 5
Sec
ure
5
Low
5
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11The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
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els 6
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7
Nam
e……
……
……
….…
……
……
……
..……
……
AF2
– u
nder
stan
d,
desc
ribe
, sel
ect o
r ret
riev
e in
form
atio
n, e
vent
s or
idea
s fro
m te
xts a
nd u
se
quot
atio
n an
d re
fere
nce
to te
xt
AF3
– d
educ
e, in
fer o
r in
terp
ret i
nfor
mat
ion,
ev
ents
or i
deas
from
text
s
AF4
– id
enti
fy a
nd c
omm
ent
on th
e st
ruct
ure
and
orga
nisa
tion
of t
exts
, in
clud
ing
gram
mat
ical
and
pr
esen
tati
onal
feat
ures
at
text
leve
l
AF5
– e
xpla
in a
nd c
omm
ent
on w
rite
rs’ u
se o
f lan
guag
e,
incl
udin
g gr
amm
atic
al a
nd
liter
ary
feat
ures
at w
ord
and
sent
ence
leve
l
AF6
– id
enti
fy a
nd c
omm
ent o
n w
rite
rs’ p
urpo
ses a
nd v
iew
poin
ts, a
nd
the
over
all e
ffec
t of t
he te
xt o
n th
e re
ader
AF7
– re
late
text
s to
thei
r soc
ial,
cult
ural
and
hi
stor
ical
trad
itio
ns
Leve
l 7A
cros
s a ra
nge
of re
adin
gin
crea
sing
pre
cisi
on in
• se
lect
ion
and
appl
icat
ion
of te
xtua
l ref
eren
ce to
the
poin
t bei
ng m
ade,
e.g
. cl
ose r
efer
ence
at w
ord
leve
l to
refu
te a
n ar
gum
ent i
n a
shor
t str
etch
of t
ext,
or, d
eft
sele
ctio
n ac
ross
a lo
nger
te
xtua
l str
etch
to e
valu
ate a
w
riter
’s vi
ewpo
int
incr
easi
ng a
bilit
y to
dra
w
• on k
now
ledg
e of
oth
er
sour
ces t
o de
velo
p or
cl
inch
an
argu
men
t, e.
g.
refe
rrin
g to
sour
ces b
eyon
d th
e tex
t to
com
pare
the
effe
ctiv
enes
s of i
mag
ery
used
Acr
oss a
rang
e of
read
ing
com
men
ts b
egin
to
• deve
lop
an in
terp
reta
tion
of th
e te
xt(s
), m
akin
g co
nnec
tions
bet
wee
n in
sigh
ts, t
easi
ng o
ut
mea
ning
s or w
eigh
ing
up
evid
ence
, e.g
. con
sider
ing
the r
elat
ive i
mpo
rtan
ce
of d
iffer
ent p
iece
s of
evid
ence
whe
n ev
alua
ting
a ch
arac
ter’s
act
ions
; re
ject
ing
an a
rgum
ent
afte
r exp
lorin
g w
hat i
s lef
t un
said
by i
ts p
ropo
nent
; de
velo
ping
a cr
itiqu
e of
a w
riter
’s vi
ewpo
int b
y ad
duci
ng e
vide
nce f
rom
a
rang
e of i
nsig
hts
Acr
oss a
rang
e of
read
ing
som
e ev
alua
tion
of th
e ex
tent
• to
whi
ch st
ruct
ural
cho
ices
su
ppor
t the
writ
er’s
them
e or
pur
pose
, e.g
. exp
lora
tion
of th
e way
a p
lay’
s plo
t and
su
bplo
t ref
lect
on
them
e, o
r an
alys
is of
how
the u
se o
f so
me i
napp
ropr
iate
exa
mpl
es
unde
rmin
e the
writ
er’s
argu
men
t aga
inst
viv
isect
ion
som
e ap
prec
iatio
n of
the
skill
• w
ith w
hich
a ra
nge
of fe
atur
es
rela
ting
to o
rgan
isat
ion
at te
xt
leve
l are
use
d, e
.g. e
valu
atin
g or
com
parin
g th
e effe
ctiv
enes
s of
tim
e sw
itche
s, se
ctio
n/ch
apte
r bre
aks o
r ver
se fo
rms
or u
se o
f dire
ct sp
eech
in n
on
narra
tive
Acro
ss a
rang
e of
read
ing
com
men
ts b
egin
to d
evel
op
• prec
ise,
per
cept
ive
anal
ysis
of
how
lang
uage
is u
sed,
e.g
. sh
owin
g ho
w la
ngua
ge u
se
refle
cts M
acbe
th’s
chan
ging
em
otio
nal s
tate
or e
xpla
inin
g ho
w e
uphe
mism
s con
ceal
br
utal
ity in
a p
oliti
cal s
tate
men
tso
me
appr
ecia
tion
of h
ow
• the
writ
er’s
lang
uage
cho
ices
co
ntrib
ute
to th
e ov
eral
l ef
fect
on
the
read
er, e
.g.
dem
onst
ratin
g th
e gre
ater
ef
fect
iven
ess o
f im
ager
y in
poem
A th
an p
oem
B, o
r arg
uing
th
at th
e use
of h
ighl
y em
otiv
e la
ngua
ge in
a ca
mpa
ign
leaf
let
is/is
not c
ount
erpr
oduc
tive i
n au
dien
ce e
ffect
Acr
oss a
rang
e of
read
ing
resp
onse
s beg
in to
dev
elop
som
e • an
alyt
ic o
r eva
luat
ive
com
men
t on
writ
er’s
purp
ose,
e.g
. sho
win
g ho
w th
e ab
senc
e of f
emal
es in
Lor
d of
the
Flie
s af
fect
s aut
hor’s
pur
pose
resp
onse
s beg
in to
dev
elop
som
e • an
alyt
ic o
r eva
luat
ive
com
men
t on
how
vie
wpo
int i
s est
ablis
hed
or
man
aged
acr
oss a
text
, e.g
. tra
cing
ho
w a
per
sona
is e
stab
lishe
d in
a
wee
kly n
ewsp
aper
colu
mn
or d
ram
atic
m
onol
ogue
, or h
ow a
nov
elist
est
ablis
hes
a fir
st p
erso
n na
rrato
rre
spon
ses b
egin
to d
evel
op a
n • ap
prec
iatio
n of
how
par
ticul
ar
tech
niqu
es a
nd d
evic
es a
chie
ve th
e ef
fect
s the
y do
, e.g
. how
the d
ram
atic
m
onol
ogue
s ser
ve to
reta
in sy
mpa
thy f
or
Mac
beth
des
pite
wha
t he h
as d
one
Acr
oss a
rang
e of
read
ing
resp
onse
s beg
in to
show
• so
me
anal
ysis
of h
ow
a te
xt is
influ
ence
d by
ea
rlier
text
s writ
ten
with
in
the
sam
e tr
aditi
on, e
.g.
how
som
e fea
ture
s of a
co
ntem
pora
ry te
xt sh
ow
influ
ence
of e
arlie
r exa
mpl
es
of th
at g
enre
som
e an
alys
is of
how
• di
ffer
ent m
eani
ngs a
nd
inte
rpre
tatio
ns o
f a te
xt
rela
te to
the
cont
exts
in
whi
ch it
was
writ
ten
or
read
, e.g
. how
a p
artic
ular
co
ntex
t inf
luen
ces w
riter
s in
diffe
rent
way
s; or
how
the
mea
ning
or i
nter
pret
atio
n of
a te
xt ch
ange
s acc
ordi
ng
to th
e con
text
in w
hich
it
is re
ad
Le
vel 6
Acr
oss a
rang
e of
read
ing
rele
vant
poi
nts c
lear
ly
•id
entif
ied,
incl
udin
g su
mm
ary
and
synt
hesi
s of
info
rmat
ion
from
diff
eren
t so
urce
s or d
iffer
ent p
lace
s in
the
sam
e te
xt•
com
men
tary
inco
rpor
ates
ap
t tex
tual
refe
renc
e an
d qu
otat
ion
to su
ppor
t mai
n id
eas o
r arg
umen
t
Acr
oss a
rang
e of
read
ing
com
men
ts se
cure
ly b
ased
•
in te
xtua
l evi
denc
e an
d id
entif
y di
ffer
ent l
ayer
s of
mea
ning
, with
som
e at
tem
pt a
t det
aile
d ex
plor
atio
n of
them
, e.g
. ex
plai
ning
the a
ssoc
iatio
n of
diff
eren
t wor
ds in
an
imag
e, o
r exp
lorin
g co
nnot
atio
ns in
a p
oliti
cal
spee
ch o
r adv
ertis
emen
t•
com
men
ts c
onsi
der
wid
er im
plic
atio
ns
or si
gnifi
canc
e of
in
form
atio
n, e
vent
s or
idea
s in
the
text
, e.
g. tr
acin
g ho
w d
etai
ls co
ntrib
ute t
o ov
eral
l m
eani
ng
Acr
oss a
rang
e of
read
ing
som
e de
taile
d ex
plor
atio
n •
of h
ow st
ruct
ural
cho
ices
su
ppor
t the
writ
ers’
them
e or
pu
rpos
e, e
.g. t
raci
ng h
ow m
ain
idea
s/ch
arac
ters
dev
elop
ove
r th
e tex
t as a
who
leco
mm
ent o
n ho
w a
rang
e •
of fe
atur
es re
latin
g to
or
gani
satio
n at
text
leve
l co
ntrib
ute
to th
e ef
fect
s ac
hiev
ed, e
.g. h
ow th
e writ
er
build
s up
to a
n un
expe
cted
en
ding
, juxt
apos
es id
eas,
chan
ges p
ersp
ectiv
es o
r use
s ev
eryd
ay e
xam
ples
to il
lust
rate
co
mpl
ex id
eas
Acr
oss a
rang
e of
read
ing
som
e de
taile
d ex
plan
atio
n,
•w
ith a
ppro
pria
te te
rmin
olog
y,
of h
ow la
ngua
ge is
use
d, e
.g.
traci
ng a
n im
age;
iden
tifyi
ng
and
com
men
ting
on p
atte
rns o
r st
ruct
ure i
n th
e use
of l
angu
age;
or
reco
gnisi
ng ch
ange
s in
lang
uage
use
at d
iffer
ent p
oint
s in
a te
xt•
som
e dr
awin
g to
geth
er o
f co
mm
ents
on
how
the
writ
er’s
lang
uage
cho
ices
con
trib
ute
to th
e ov
eral
l eff
ect o
n th
e re
ader
, e.g
. ‘all t
he im
ages
of
flow
ers m
ake t
he e
vent
s see
m
less
hor
rific
and
mak
es it
eve
n sa
dder
’
Acr
oss a
rang
e of
read
ing
evid
ence
for i
dent
ifyin
g m
ain
purp
ose
•pr
ecis
ely
loca
ted
at w
ord/
sent
ence
le
vel o
r tra
ced
thro
ugh
a te
xt, e
.g.
com
men
ting
on re
petit
ion
of ‘B
rutu
s was
an
hon
oura
ble m
an’.
•vi
ewpo
int c
lear
ly id
entif
ied
and
expl
anat
ion
of it
dev
elop
ed th
roug
h cl
ose
refe
renc
e to
the
text
, e.g
. ‘you
kn
ow it
’s to
ld fr
om E
ric’s
poin
t of v
iew
ev
en th
ough
he d
oesn
’t us
e the
firs
t pe
rson
’•
the
effe
ct o
n th
e re
ader
cle
arly
id
entif
ied,
with
som
e ex
plic
it ex
plan
atio
n as
to h
ow th
at e
ffec
t has
be
en c
reat
ed, e
.g. ‘w
hen
Mac
duff
just
sa
ys h
e has
no
child
ren
you
hate
Mac
beth
be
caus
e you
rem
embe
r the
scen
e in
the
cast
le. Y
ou re
alise
Mac
duff
’s re
veng
e can
ne
ver b
e com
plet
e’
Acro
ss a
rang
e of
read
ing
•so
me
expl
orat
ion
of
text
ual c
onve
ntio
ns o
r fe
atur
es a
s use
d by
writ
ers
from
diff
eren
t per
iods
, e.
g. co
mpa
ring
exam
ples
of
sonn
et fo
rm, d
ram
atic
m
onol
ogue
, or b
iogr
aphy
or
trave
l writ
ing
som
e de
taile
d di
scus
sion
•
of h
ow th
e co
ntex
ts in
w
hich
text
s are
writ
ten
and
read
aff
ect m
eani
ng, e
.g.
how
an
idea
/top
ic is
trea
ted
diffe
rent
ly in
text
s fro
m
diffe
rent
tim
es a
nd p
lace
s or
how
the m
eani
ng o
f a te
xt
has c
hang
ed o
ver t
ime
BL
IE
Key:
BL-B
elow
Lev
el
IE-In
suff
icie
nt E
vide
nce
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
7
S
ecur
e 7
Low
7
Hig
h 6
Sec
ure
6
Low
6
12 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines
00727-2008BKT-EN © Crown copyright 2008
Read
ing
asse
ssm
ent g
uide
lines
: lev
els 7
and
8
Nam
e……
……
……
….…
……
……
……
..……
……
AF2
– u
nder
stan
d,
desc
ribe
, sel
ect o
r ret
riev
e in
form
atio
n, e
vent
s or
idea
s fro
m te
xts a
nd u
se
quot
atio
n an
d re
fere
nce
to te
xt
AF3
– d
educ
e, in
fer o
r in
terp
ret i
nfor
mat
ion,
ev
ents
or i
deas
from
text
s
AF4
– id
enti
fy a
nd c
omm
ent
on th
e st
ruct
ure
and
orga
nisa
tion
of t
exts
, in
clud
ing
gram
mat
ical
and
pr
esen
tati
onal
feat
ures
at
text
leve
l
AF5
– e
xpla
in a
nd c
omm
ent
on w
rite
rs’ u
se o
f lan
guag
e,
incl
udin
g gr
amm
atic
al a
nd
liter
ary
feat
ures
at w
ord
and
sent
ence
leve
l
AF6
– id
enti
fy a
nd c
omm
ent o
n w
rite
rs’ p
urpo
ses a
nd v
iew
poin
ts, a
nd
the
over
all e
ffec
t of t
he te
xt o
n th
e re
ader
AF7
– re
late
text
s to
thei
r soc
ial,
cult
ural
and
hi
stor
ical
trad
itio
ns
Leve
l 8A
cros
s a ra
nge
of re
adin
gcl
ear c
ritic
al st
ance
dev
elop
s a c
oher
ent i
nter
pret
atio
n of
• te
xt(s
), dr
awin
g on
imag
inat
ive
insi
ghts
and
wel
l sup
port
ed
by re
fere
nce
and
wid
er te
xtua
l kno
wle
dge
Acr
oss a
rang
e of
read
ing
clea
r app
reci
atio
n an
d un
ders
tand
ing
of h
ow th
e te
xt st
ruct
ure
• and
lang
uage
use
supp
ort t
he w
riter
’s pu
rpos
e an
d co
ntrib
ute
to
mea
ning
Acr
oss a
rang
e of
read
ing
resp
onse
to o
vera
ll ef
fect
of t
he
• text
show
s cle
ar u
nder
stan
ding
and
cr
itica
l eva
luat
ion
of w
riter
’s pu
rpos
es
and
view
poin
ts a
nd h
ow th
ese
are
artic
ulat
ed th
roug
hout
the
text
Acr
oss a
rang
e of
read
ing
sust
aine
d cr
itica
l ana
lysi
s/• ev
alua
tion
of th
e te
xt(s
) sh
ows a
ppre
ciat
ion
of h
ow
it re
late
s to
cont
ext(s
) and
tr
aditi
on(s
) and
exp
lore
s th
e m
eani
ngs p
rodu
ced
from
it
Le
vel 7
Acr
oss a
rang
e of
read
ing
incr
easi
ng p
reci
sion
in
•se
lect
ion
and
appl
icat
ion
of te
xtua
l ref
eren
ce to
the
poin
t bei
ng m
ade,
e.g
. cl
ose r
efer
ence
at w
ord
leve
l to
refu
te a
n ar
gum
ent i
n a
shor
t str
etch
of t
ext,
or, d
eft
sele
ctio
n ac
ross
a lo
nger
te
xtua
l str
etch
to e
valu
ate a
w
riter
’s vi
ewpo
int
incr
easi
ng a
bilit
y to
dra
w
•on
kno
wle
dge
of o
ther
so
urce
s to
deve
lop
or c
linch
an
arg
umen
t, e.
g. re
ferr
ing
to so
urce
s bey
ond
the t
ext t
o co
mpa
re th
e effe
ctiv
enes
s of
imag
ery u
sed
Acr
oss a
rang
e of
read
ing
com
men
ts b
egin
to
•de
velo
p an
inte
rpre
tatio
n of
the
text
(s),
mak
ing
conn
ectio
ns b
etw
een
insi
ghts
, tea
sing
out
m
eani
ngs o
r wei
ghin
g up
ev
iden
ce, e
.g. c
onsid
erin
g th
e rel
ativ
e im
port
ance
of
diff
eren
t pie
ces o
f ev
iden
ce w
hen
eval
uatin
g a
char
acte
r’s a
ctio
ns;
reje
ctin
g an
arg
umen
t afte
r ex
plor
ing
wha
t is l
eft u
nsai
d by
its p
ropo
nent
; dev
elop
ing
a cr
itiqu
e of a
writ
er’s
view
poin
t by a
dduc
ing
evid
ence
from
a ra
nge o
f in
sight
s
Acr
oss a
rang
e of
read
ing
som
e ev
alua
tion
of th
e ex
tent
•
to w
hich
stru
ctur
al c
hoic
es
supp
ort t
he w
riter
’s th
eme
or p
urpo
se, e
.g. e
xplo
ratio
n of
the w
ay a
pla
y’s p
lot a
nd
subp
lot r
efle
ct o
n th
eme,
or
anal
ysis
of h
ow th
e use
of
som
e ina
ppro
pria
te e
xam
ples
un
derm
ine t
he w
riter
’s ar
gum
ent a
gain
st v
ivise
ctio
nso
me
appr
ecia
tion
of th
e sk
ill
•w
ith w
hich
a ra
nge
of fe
atur
es
rela
ting
to o
rgan
isat
ion
at te
xt
leve
l are
use
d, e
.g. e
valu
atin
g or
com
parin
g th
e effe
ctiv
enes
s of
tim
e sw
itche
s, se
ctio
n/ch
apte
r bre
aks o
r ver
se fo
rms
or u
se o
f dire
ct sp
eech
in n
on
narra
tive
Acr
oss a
rang
e of
read
ing
com
men
ts b
egin
to d
evel
op
•pr
ecis
e, p
erce
ptiv
e an
alys
is
of h
ow la
ngua
ge is
use
d, e
.g.
show
ing
how
lang
uage
use
re
flect
s Mac
beth
’s ch
angi
ng
emot
iona
l sta
te o
r exp
lain
ing
how
eup
hem
isms c
once
al
brut
ality
in a
pol
itica
l sta
tem
ent
som
e ap
prec
iatio
n of
how
•
the
writ
er’s
lang
uage
cho
ices
co
ntrib
ute
to th
e ov
eral
l ef
fect
on
the
read
er, e
.g.
dem
onst
ratin
g th
e gre
ater
ef
fect
iven
ess o
f im
ager
y in
poem
A th
an p
oem
B, o
r arg
uing
th
at th
e use
of h
ighl
y em
otiv
e la
ngua
ge in
a ca
mpa
ign
leaf
let
is/is
not c
ount
erpr
oduc
tive i
n au
dien
ce e
ffect
Acr
oss a
rang
e of
read
ing
resp
onse
s beg
in to
dev
elop
som
e •
anal
ytic
or e
valu
ativ
e co
mm
ent o
n w
riter
’s pu
rpos
e, e
.g. s
how
ing
how
the
abse
nce o
f fem
ales
in L
ord
of th
e Fl
ies
affe
cts a
utho
r’s p
urpo
sere
spon
ses b
egin
to d
evel
op so
me
•an
alyt
ic o
r eva
luat
ive
com
men
t on
how
vi
ewpo
int i
s est
ablis
hed
or m
anag
ed
acro
ss a
text
, e.g
. tra
cing
how
a p
erso
na
is es
tabl
ished
in a
wee
kly n
ewsp
aper
co
lum
n or
dra
mat
ic m
onol
ogue
, or h
ow a
no
velis
t est
ablis
hes a
firs
t per
son
narra
tor
resp
onse
s beg
in to
dev
elop
an
•ap
prec
iatio
n of
how
par
ticul
ar
tech
niqu
es a
nd d
evic
es a
chie
ve th
e ef
fect
s the
y do
, e.g
. how
the d
ram
atic
m
onol
ogue
s ser
ve to
reta
in sy
mpa
thy f
or
Mac
beth
des
pite
wha
t he h
as d
one
Acro
ss a
rang
e of
read
ing
resp
onse
s beg
in to
show
•
som
e an
alys
is of
how
a te
xt
is in
fluen
ced
by e
arlie
r tex
ts
writ
ten
with
in th
e sa
me
trad
ition
, e.g
. how
som
e fe
atur
es o
f a co
ntem
pora
ry
text
show
influ
ence
of e
arlie
r ex
ampl
es o
f tha
t gen
reso
me
anal
ysis
of h
ow
•di
ffer
ent m
eani
ngs a
nd
inte
rpre
tatio
ns o
f a te
xt
rela
te to
the
cont
exts
in
whi
ch it
was
writ
ten
or
read
, e.g
. how
a p
artic
ular
co
ntex
t inf
luen
ces w
riter
s in
diffe
rent
way
s; or
how
the
mea
ning
or i
nter
pret
atio
n of
a
text
chan
ges a
ccor
ding
to
the c
onte
xt in
whi
ch it
is re
ad
BL
IE
Key:
BL-B
elow
Lev
el
IE-In
suff
icie
nt E
vide
nce
Ove
rall
asse
ssm
ent (
tick
one
box
only
)H
igh
8
S
ecur
e 8
Low
8
Hig
h 7
Sec
ure
7
Low
7
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