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Assessment & Target Setting in Writing:

Using the QCA Writing Mark Schemes in KS1 &2

Contents

Contents

Section 1:

Assessing Writing

Linking the QCA Schemes to the Assessment Focuses.

Section 2: Target Setting Different Mark Schemes.

Section 3: Planning Links to the National Literacy Strategy Framework

Section 4: Grammar for Writing Success Criteria.

Section 5: Target Statements for Writing

Section 6: Key Stage 1 Mark Schemes.

Section 7: Key Stage 2 Mark Schemes.

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Section 1: Assessing Writing - Linking the QCA mark schemes to the assessment focuses. New mark schemes were introduced in 2003 for both KS1 and 2 writing task/tests and, additionally, the optional tests in Years 3, 4 and 5. The same format is also used in KS3. The new way of marking thus offers coherence across the Key Stages. It complements the teaching objectives of the National Strategies and links with the assessment focuses which underpin the assessment of writing. The marking format differs significantly from previous systems. A pupil's attainment in the writing test is assessed on two pieces of writing: a longer and a shorter task. These provide wider evidence of each pupil's skills. The different tasks provide useful diagnostic information relating to strengths and weaknesses of both individual pupils and groups within the class. The schemes by themselves are not level related. Each pupil's National Curriculum level in writing can only be found by adding together the marks from the two tasks, adding a mark(s) for handwriting and using a separate spelling test. Using these mark schemes, it is not possible, intended, or indeed helpful, to award a level of, say 3A, 3B or 3C to an individual piece of writing. Rather, we recommend teachers use the mark schemes for relevant pieces of writing during the year to identify strengths and weaknesses and set targets. Each pupil's work over the year will contribute to a consolidated Teacher Assessment level at the end of the year which can be used to track year on year progress. It is currently the expectation that Year 2 teachers will use a longer and shorter task, plus spelling and hand writing marks to determine a writing task level during Year 2, but not necessarily in May of that year (regulations may change if/when the Key Stage 1 trial becomes a national process). If preferred, teachers can use the optional tests in the same way towards the end of Years 3, 4 and 5. In all years, we would expect the relevant mark schemes to be used as appropriate units of work are completed throughout the year, and not just seen as an activity for end of year summative assessment. Using the mark schemes in the way we suggest will help to make links between assessment, learning, planning and teaching - good Assessment for Learning practices. The writing assessment focuses are indicated below: 1. Write imaginative, interesting and thoughtful texts; 2. Produce texts which are appropriate to task, reader and purpose; 3. Organise and present whole texts, effectively, sequencing and structuring information, ideas and events; 4. Construct paragraphs and use cohesion within and between paragraphs; 5. Vary sentences for clarify, purpose and effect; 6. Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences; 7. Select appropriate and effective vocabulary; 8. Use correct spelling. These relate to 3 strands: Sentence structure and punctuation Text structure and organisation Composition and effect 2

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The mark schemes for Year 2 and Year 3 are organised as follows: Longer task Band A: Sentence Structure Band B: Punctuation Band C: Composition and Effect Shorter task Band D: Sentence Structure Band E: Composition and Effect The higher bands of the Key Stage 1 mark schemes overlap the lower bands of the Key Stage 2 schemes. The mark schemes for Year 4, 5 and 6 are broadly similar: Longer task Band A: Sentence Structure and Punctuation Band B: Text Structure and Organisation Band C: Composition and Effect Shorter Task Band D: Sentence Structure, Punctuation and Text Organisation Band E: Composition and Effect

By using the mark schemes it is possible for teachers to focus clearly on the three strands, to track pupils' progress over time and to identify specific areas for improvement for individuals and groups. Later sections of this booklet (Section 2) show how most text types of the National Curriculum now have a supporting mark scheme to help teachers analyse pupils' writing and focus their teaching. They discuss how teachers can incorporate use of the mark schemes into their target setting and tracking systems.

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Section 2: Target Setting - Different mark schemes The mark schemes allow teachers to be much more analytical of pupils' writing and to focus on what pupils really need to learn in order to improve their writing. In particular, they emphasise the composition and effect focuses, which are specific to text types, rather than more general targets relating, for example, to punctuation that teachers have typically selected. There are now 18 mark schemes available and each year more Year 2 and Year 6 schemes will be added. Currently (in summer 2004) these are: Key Stage 1 Longer tasks: Narrative story (2003) Narrative - recount of a journey (Exemplar) Non-narrative - recount of a school activity (2004)

Shorter tasks: Instructions and Procedures (2003) Non-chronological report - information text (Exemplar) Non-Narrative- invitation (2004)

Key Stage 2 Longer tasks: Narrative - story (Year 3) Report (Year 4) Report (Year 5) Narrative - story (Year 6 2003) Explanation (Year 6 Exemplar) Non-narrative Persuasive (Year 6 - 2004)

Shorter tasks: Report (Year 3) Narrative - story (Year 4) Non-narrative description (Exemplar) Instructions and procedures (Year 5) Persuasion - radio advertisement (Year 6 - 2003) Non-narrative - Report Writing (Year 6 - 2003)

Although the mark schemes are year group specific, they can be used effectively by other year groups to assess how well pupils are achieving. Teachers will not be able to 'level' pupils writing but will be able to diagnose strengths and weaknesses in different strands and set targets. It makes sense therefore for the mark schemes to be used when the genre of writing is being taught. For example if Instructions are being taught in Year 1, there is a relevant mark scheme to help teachers' diagnosis.

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It is not necessary for the whole mark scheme to be used with every pupil. That would be unmanageable. However teachers could either use the whole mark scheme with a few pupils who represent the different ability groups within the class (the high, average, low attaining pupils), OR Choose one aspect of the mark scheme, eg composition and effect. One suggestion is that reference is made to relevant mark schemes once each half term when pupils do an 'assessed piece of writing' (remember, this is not being done to 'level' the writing). Many schools retain these 'assessed' pieces in a golden book, or assessment book, or some kind of profile. This is considered good practice. Many pupils love to reflect on their progress in this way and it is an effective way of keeping a record of progress. Remember, though the purpose and audience for writing. It is important for this to be born in mind for assessment purposes. So if, for example, the writing is for a poster, it needs to be created as a poster and maybe photocopied into the golden book. It is important to make links between the text types to be covered each half term/term and the mark schemes available (See section 3). If composition and effect targets are selected, then teachers can select targets for the next time that text type is taught. If sentence structure, or punctuation targets are selected, these are more generic and will be relevant across different units of work. Clearly teachers will need to make links between long term, whole school, targets as identified in the School Improvement Plan and the target setting that evolves from use of these mark schemes. It is not intended that pupils will have individual targets. Whole groups are likely to have the same weaknesses and the target setting will reflect this, although each pupil may have their group target recorded on a card, or in the front of their book. See Section 5 for the target statements for writing as published by the National Literacy Strategy. These show the progression of the Assessment Focuses and complement the strands of the mark schemes. Please note: Teachers often feel a tension between assessment of aided and unaided pieces of writing. Our advice is that an assessed piece of writing (using a mark scheme) should be unaided. It will usually be done at the end of a unit either as the final piece of work, or possibly a few weeks later in a cross-curricular activity (eg a set of instructions done in history a few weeks after instructions were taught in literacy). If work is being assessed using a mark scheme, it will be one of the few occasions when success criteria are NOT shared with pupils, although they should be reminded that they know them.

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Section 3: Planning Links to the National Strategy Framework The following list is taken from the medium term plans published in 2003. Where text is underlined, it shows the link between available mark schemes and the suggested text and outcomes as suggested in the planning. Remember, the outcome is a suggestion and may be different to those suggested. Year 1 Term 1 Unit Narrative 1 including DEW Unit 4 Wheres my teddy? Poetry 1 Non-fiction 1: Captions/lists Narrative 2 Rhymes with predictable and repetitive patterns Signs, labels, captions, lists Stories with familiar settings Rhymes with predictable and repetitive patterns Instructions Text(s) Stories with familiar setting Suggested Outcome(s) Stories based on personal experiences or other stories

Poems base on models Captions, lists Role play Oral retelling of stories Class story book Poems based on models Recitation of rhymes Instructions, labels

Poetry 2 Non-fiction 2: Instructions Including DEW Unit 5 How to use a printer Year 1 Term 2 Unit
Narrative 1

Text(s) Traditional stories with


familiar, predictable and patterned language Information books

Suggested Outcome(s) Role play Character profile


Material for a book and/or class display, eg labels, captions, statements, questions, charts and lists Additional lines/verses to a poem

Non-fiction 1

Poetry

Narrative 2 Including DEW Unit 6 Cinderella Non-fiction 2: Instructions Including DEW Unit 7 Wheels
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Traditional rhymes Poems with familiar, predictable and patterned language from a range of cultures, including playground chants, action verses and rhymes Fairy stories from a range of cultures Plays Non-chronological reports Simple dictionaries

Story based on known structure

Simple non-chronological report

Year 1 Term 3 Unit


Narrative 1

Text(s) Stories about fantasy words

Suggested Outcome(s) Oral retelling of stories Writing about significant


incidents from stories Poems with given patterns Collection of poems for class anthology Recount

Poetry 1

Poems with patterned and predictable structures Recounts

Non-fiction 1: Recount Including DEW Unit 9 The Day the Fire Engine Came to School Narrative 2

Stories about fantasy worlds

Story with simple setting

Poetry 2: Including DEW Unit 8 The Magic Box Non-fiction 2: Information texts

A variety of poems on similar themes

Thematic poems Oral presentation of own poems

Information texts

Questions and answers on nonfiction theme Class book

Year 2 Term 1 Unit Narrative 1 Poetry

Text(s) Stories with familiar settings A variety of poems with familiar settings

Suggested Outcome(s) Oral and written retelling Class anthology Presentation of a favourite poem Poetic lines, patterns, idea combinations Poems Simple instructions

Non-fiction 1: Instructions Narrative 2 Including DEW Unit 10 At the Seaside Non-fiction 2: Instructions Including DEW Unit 11 Planting Beans

Instructions

Stories

Story

Instructions

Instructions containing diagrams

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Year 2 Term 2 Unit Narrative 1

Text(s) Traditional stories with predictable and patterned language Poems from other cultures with predictable and patterned language Poems by significant childrens poets Dictionaries, glossaries, indexes and other alphabetically ordered texts Traditional stories from cultures

Suggested Outcome(s) Retelling of stories; profile of character in story, e.g. wanted poster Class collection of poems by children Own poems and presentation of own poems

Poetry

Categorising alphabetically

Class dictionary or glossary

Narrative 2 including DEW Unit 12 Traditional Stories Explanation including DEW Unit 13 Explanations and Glossaries Year 2 Term 3 Unit Narrative 1 Non-fiction 1 Poetry Including DEW Unit 14 Nonsense Verse Narrative 2

Traditional tale

Explanations

Flowchart or diagram to explain a process

Text(s) Different stories by the same author Information books Texts with language play, e.g. riddles, tonguetwisters, humorous verse Extended stories by significant childrens authors Non-chronological reports

Suggested Outcome(s) Story Information text Class anthology Humorous verse

Retelling stories orally Reading journal

Non-fiction 2: Report Including DEW Unit 15 Non-chronological Report

Notes Non-chronological report

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Year 3 Term 1 Unit Narrative: setting

Text(s) Stories with familiar settings Stories with familiar settings and plays Oral and written plays Poems based on observation and the senses Information books on topics of interest Non-chronological reports

Suggested Outcome(s) Story with setting

Narrative: dialogue

Story with dialogue

Plays Poetry

Perform simple playscripts Poetry presentation Poem Evaluation of non-fiction texts

Fact and fiction

Reports

Notes Report linked to another curriculum area

Year 3 Term 2 Unit Narrative themes

Text(s) Myths, legends and parables with related themes Traditional stories, stories with related themes Oral and performance poetry from different cultures Instructions Dictionaries and thesaurus without illustrations

Suggested Outcome(s) A fable or myth with a moral message

Narrative: plot

Plan and write an alternative traditional story Poetry presentation

Poetry

Non-fiction: notetaking and instructions

Notes related to another curriculum area Instructions

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Year 3 Term 3 Unit Narrative plot Narrative: perspective/character Poetry

Text(s) Adventure/mystery stories Range of stories

Suggested Outcome(s) Story (focus on sequence) Adventure/mystery story

Range of poetry including humour Stories by same author Range of texts including letters

Poem

Authors Note-taking and letters

Reading journal Letter An account presented in a variety of forms Alphabetical text including IT texts linked to other curriculum area

Alphabetical text

Alphabetic texts

Year 4 Term 1 Unit Narrative: plot

Text(s) Class novel

Suggested Outcome(s) Story plans Story Character sketch Personal response

Narrative: character and setting

Short stories including some with an historical setting Collections of poems on similar themes Playscripts Newspaper reports and examples of newspaper page layouts. Non-fiction texts from print, Internet and CDROM sources Instructional texts linked to other curriculum area, e.g. technology Non-chronological report

Poetry

Poems based on personal or imagined experience Playscript of known story Newspaper style reports using IT

Plays Newspapers/ magazines

Instructions

Rules/ instructions

Reports

Non-chronological report

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Year 4 Term 2 Unit Narrative setting Audience Poetry

Text(s) Stories, novels about imaginary worlds Stories in series Classic and modern poetry, including other cultures Information books related to other curriculum areas

Suggested Outcome(s) Descriptive writing: settings Collaborative chapter story Poems

Notes and information texts

Page(s) for information texts linked to other curriculum texts Explanation texts linked to another curriculum area (e.g. science)

Explanation texts

Explanation texts

Year 4 Term 3 Unit Poetry Issues and dilemmas 1

Text(s) Poems in a variety of forms Class novel, extracts, short stories that raise issues Class novel, short stories, stories by one author

Suggested Outcome(s) Poems in different forms Story in paragraphs Reading journal

Issues and dilemmas 2

Alternative endings to stories Reading journal Extended narrative

Narrative reading and writing Note-taking and discussion

Stories from other cultures

Texts from other curriculum areas including debates and editorials

Planning debate Debate Letter, report or script presenting point of view Summary Advert, e.g. poster, radio jingle

Persuasion

Persuasive writing e.g. adverbs, circulars fliers

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Year 5 Term 1 Unit Narrative: structure

Text(s) Class novel Short stories Extracts Plays of known texts

Suggested Outcome(s) Reading journal Narrative planning

Plays

Scene or short play to be performed Two story beginnings Reading journal New scene or character written into a story Two contrasting poems Notes for recounts Two recounts of same event for different readers

Aspects of narrative

Class novel Short story Extracts

Poetry Note-taking and recount

Range of poems Examples of notes Recounts of events, activities/visits related to other curriculum areas News reports Instructions linked to other curriculum areas

Instructions

Instructions to be tested

Year 5 Term 2 Unit Text(s) Traditional stories and Traditional stories fables fables Poetry Longer classic poetry Narrative poetry Myths and legends Range of explanatory texts linked to other curriculum areas Range of non-chronological reports

Suggested Outcome(s) Written version of fable Oral retelling Choral performance Additional verse of poem Myth and/or legend Notes Explanatory text for a younger audience Notes Non-chronological report related to other curriculum area

Myths and legends Note-taking and explanation texts

Non-chronological report

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Year 5 Term 3 Unit Narrative: empathy/point of view Poetry

Text(s) Range of novels, stories from variety of cultures and traditions Range of choral and performance poetry

Suggested Outcome(s) Short story written from point of view of different character Reading journal Performance of poetry (two different styles including one example from older literature) Poem in style of one of the performance poems Reading journal Additional chapter written in style of author Debate Letter of complaint Written commentary presenting two sides of an argument linked to other curriculum area

Persuasion 1 Persuasion 2 Persuasion 3

Narrative: author style

Stories/novel from variety of cultures, traditions Older literature Leaflets Range of letters Commentaries

Year 6 Term 1 Unit Poetry

Text(s) Work of two poets

Suggested Outcome(s) Poems Presentation Narrative Narrative Scene Newspaper articles

Narrative writing 1 Media/plays

Class novel and extracts Class novel and video version Curriculum subject/current events Class novel and extracts Biography/curriculum autobiography Curriculum subject

Journalistic

Narrative writing 2 Biography/ autobiography Reports

Two narratives Biographical/autobiographical writing Report

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Year 6 Term 2 Unit Poetry Narrative 1 Argument

Text(s) Range of forms Class novel and extracts Balanced reports

Suggested Outcome(s) Interpretation of poems Narrative Debate Persuasive and discursive text Two narratives Official document

Narrative 2 Formal

Class novel and extracts Examples of formal writing and presentation

Year 6 Term3 Unit Reading and writing narrative Poetry Reading and writing non-fiction

Text(s) Short stories

Suggested Outcome(s) Test practice in reading and writing narrative Test practice in reading poetry Test practice in reading and writing non-fiction

Poems Non-fiction texts

Unit Poetry Authors and texts

Text(s) Work by significant poets Class novel; work by significant authors (same theme) Class novel and extracts Explanations, reports, reference texts

Suggested Outcome(s) Sequence of poems Reading journal

Extended narrative Impersonal writing

Extended narrative Formal report

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Section 4: Grammar for Writing - Success criteria The following extracts are taken from Grammar for Writing and show the success criteria that should be shared with pupils as they complete different text types. Not all are related to a mark scheme - there are not yet any schemes for poetry. They are included here for your information. Sharing these success criteria with pupils will help them to have a sense of audience, and to understand the different organisation and features of different text types. They are particularly useful for helping pupils to produce texts which are appropriate to the task, reader and purpose - crucial to aid pupils to progress beyond the early bands in each mark scheme. Obviously teachers will select the relevant success criteria for the age group and ability of pupils they are teaching. Typically these will be displayed as bullet points for self and peer assessment purposes. These will help pupils to become self evaluative and to be really locked into 'Assessment for Learning'. Text Type - Retelling traditional tales - to entertain and pass on traditional culture Generic text structure Opening that includes a setting (of place and time) and introduces characters A series of events that build up Complication(s) Resulting events Resolution and ending Sentence/word level features Written in first or third person Written in past tense Chronological Main participants are human or animal contrasting good and bad Use of motifs, eg principle of three, youngest son as hero Connectives that signal time, eg early that morning, later on, once Dialogue in differing tenses Verbs used to describe actions, thoughts and feelings Language effects used to create impact on reader, eg adverbs, adjectives, expressive verbs, similes, etc Some use of repetitive structures, eg but the first tasted too hot.but the second tasted too cold Writer's Knowledge Borrow words and phrases to link the tale together Rehearse by constant retelling before writing Be clear about the few key events Add in detail to embellish but do not add in too much or you may distract the reader from the main events Try to see the story happening in your head as you retell events/write Use some repetitive lines eg, so he huffed and he puffed, especially if you wish the audience to join in Keep the main characters distinctively good, bad, lazy, silly, etc You can alter the setting and many details but the main events in the plot have to stay, eg Snow White in New York Reread the tale aloud to see if it reads well. Try it out on small groups

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Text Type - Adventure -

to entertain and enthral, to allow escape from reality the humdrum Sentence/word level features Writer's Knowledge Written in first or third person Avoid telling the reader what to feel, eg it was scary, but make Written in past tense
(occasional use of present) Chronological; possible use of time shifts Main participants are human or animal contrasting good and bad Use of stereotypical characters, settings and events, e.g. nightmares, nightime events, being lost or chased Connectives that signal time, eg First thing, later that day, early that morning Connectives used to shift attention, eg meanwhile, at that very moment Connectives used to inject suspense, eg suddenly, without warning Dialogue, in differing tenses Verbs used to describe action, thoughts and feelings Language effects used to create impact on reader, eg adverbs, adjectives, precise nouns, expressive verbs, metaphors, similes, etc.

Generic text structure Opening that includes a


setting (of place and time) and introduces characters A series of events that builds up A complication and series of cliffhangers Resulting events Resolution and ending

the reader feel it through concrete description Avoid telling the reader what a character feels eg she was sad, but show how characters feel through what they say or do, eg her lip trembled Know your ending so that events can be planned and written that converge at the end otherwise some irrelevant details creep in or the story may ramble. Do not plan too many characters or you may lose control of them Give your main character some sort of flaw and make him or her interesting Give your character a feeling at the start of the story as this will influence events Keep thinking as you write what would this person do/say? Plan just a few details about the character that tells the reader something about their personality Include the weather, season and time of day as part of creating the setting To create suspense, lull the reader into a false sense of security-get characters doing something pleasant and then introduce a dilemma Use exclamations for impact, eg Help! Use questions to draw the reader into events, eg Where should they look now? At the end, show how the main character has changed as a result of the narrative At the end, have the narrator or a character make comments on what has happened

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Text Type Free Verse -

to entertain, to recreate experience and to create an experience Sentence/word level features Possible use of: Internal rhyme and rhythm Half or near rhyme Alliteration and onomatopoeia Assonance and dissonance Metaphor and simile (personification) Expressive adjectives, adverbs and verbs Unusual word combinations Use of patterns, repetition Writer's Knowledge Avoid abstract nouns, such as love, eternity, etc. Describe in a concrete way what you think you are writing about Keep rereading to capture flow and rhythm Only use simile if it comes swiftly, otherwise it sounds false Metaphor is more powerful than simile Use unusual but revealing word combinations to surprise the reader Play with word and ideas Hold the subject in your mind as you write Observe very carefully the details of your subject Use your senses Select words which are linked to the senses, eg click, crack, greasy, jagged Write very quickly in a totally focused way Write about subjects that you know a lot about and that matter Have the subject in front of you so you can observe it Use the shape on the page to emphasise words and ideas Avoid clichs Read aloud to hear how it sounds Be ruthless in revision so that each word is fresh and each word counts

Generic text structure Opening and closure Range of possible structures Words used to create a varied pattern on the page

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Text Type Haiku -

to entertain, to recreate the essence of natural experience to capture a profound experience in a few words Sentence/word level features Possible us of: Alliteration, onomatopoeia Assonance/dissonance Metaphoric language Simile Expressive vocabulary Careful use of punctuation to add meaning Unusual word combinations Writer's Knowledge Use careful observation of events and scenes Create a verbal snapshot to capture precisely the essence of a moment Possible focus on a seemingly insignificant detail that suggests more than it states Use a few words to evoke more than is described, eg suggesting the season Use language to capture a sense of wonder or surprise about simple things Select one or two details only Use a sound effect to emphasise loneliness or isolation Begin by making notes outside of small details Try to use words to help the reader see something familiar in a new light

Generic text structure Opening and closure Three lines

Text Type Recount -

to retell events

Generic text structure Orientation-scene setting opening, eg I went to the shop Events-recount of the events as they occurred, eg I saw a vase. Reorientation-a closing statement, eg When I got back, I told my mum (with elaboration in more sophisticated texts)

Sentence/word level features Written in the past tense, eg I went In chronological order, using connectives that signal time, eg then, next, after, meanwhile Focus on individual or group participants, eg we, I

Writer's Knowledge Details are vital to bring incidents alive Use specific names of people, places, objects, etc Pick out incidents that will amuse, interest or that in some way are significant You can write as if you were telling the story of what happened Plan by thinking, noting or drawing-when? who? where? what? and why? Use a flow chart to plan the sequence End by commenting on events

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Text Type Non-chronological Generic text structure An opening, general classification, eg Sparrows are birds More technical classification (optional), eg Their Latin name is. A description of the phenomenon, including some or all of its: - qualities, eg Birds have feathers - parts and their function, eg The beak is - habits/behaviour or uses, eg They nest in

to describe the way things are Writer's Knowledge Plan under paragraph headings in note form Use a range of resources to gather information Select facts from a range of sources to interest the reader, eg books CD-ROM, interviews Possible use of a question in the title to intrigue the reader, eg Yetis do they exist? Be clear, so that you do not muddle the reader Open by explaining very clearly what you are writing about-take an angle to draw the reader in Use tables, pictures, diagrams to add more information Possibly end by relating the subject to the reader, eg Many people like whales Reports are factual but you could add comments or use questions to draw in the reader Reread as if you knew nothing about the subject to check that you have put the information across successfully

Sentence/word level features Written in the present, eg they nest Non-chronological Initial focus on generic participants, eg sparrows in general, not Sam the sparrow Moves from the general to the specific

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Text Type Instructions and procedures -

to describe (or instruct) how something is done through a series of sequenced steps Writer's Knowledge Before writing instructions be clear about what is needed and what has to be done, in what order Think about your readers. You will need to be clear about what to do or they will be muddled-if they are young, you may have to avoid technical language or use simple diagrams The title should explain what the instructions are about-using how tohelps, eg How to play cricket In your querying you may need to say when the instructions are needed, eg If your computer breaks downor for whom it is best suited, eg Young children may enjoy this game Use bullet points, numbers or letters to help the reader Use short clear sentences so the reader does not become muddled Use the end statements to wrap up the writing-evaluate how useful or how much fun this will be Make your writing more friendly by using you, or more formal by just giving orders Use adjectives and adverbs only when needed Tantalise the reader, eg Have you ever been bored-well this game will Draw the reader in with some selling points, eg This is a game everyone loves Make instructions sound easy, eg You are only four simple steps away Finally ask yourself whether someone who knows nothing about this could successfully use your instructions

Generic text structure

Sentence/word level features Goal-a statement of Written in the imperative, eg Sift the flour what is to be achieved, eg How to In chronological order, eg first next make a sponge cake Materials/equipment Use of numbers, alphabet or bullet points needed, listed in and colour to signal order, eg 2 eggs, order flour Sequenced steps to Focus on the generalised human achieve the goal, eg agents rather than Cream the sugar named individuals and butter Often diagrams or illustrations

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Text Type Explanation -

to explain the processes involved in natural and social phenomena, or to explain how something works Sentence/word level features Written in simple present tense, eg Many birds fly south Uses connectives that signal time, eg then, next, several months later Uses casual connectives, eg because, so this causes Writer's Knowledge Decide whether diagrams, charts, illustrations or a flow chart would help to explain Use a title that indicates what you are writing about Using how or why in the title helps. Try to make the title intrigue the reader, eg Why do sloths hang about? Use the first paragraph to introduce your subject to the reader Organise the writing and illustrations to explain: what you need , how it works, why it works (cause and effect), when and where it works, and what it is used for Add in extra, interesting information Try to end by relating the subject to the reader If you use specialised terminology, a glossary may be needed Interest the reader with exclamation, eg Bewarewhirlwinds can kill! Or use questions, eg Did you know that..? Draw the reader in. eg strange as it may seem; not many people know thatetc Reread your explanation, pretending to know nothing about the subject-is it clear?

Generic text structure General statement to introduce the topic, eg in the autumn some birds migrate A series of logical steps explaining how or why something occurs, eg Because hours of daylight shorten Steps continue until the final state is produced or the explanation is complete

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Text Type Persuasion -

to argue the case for a point of view to attempt to convince the reader Sentence/word level features Simple present tense Focus mainly on generic participants, eg vegetables, not a particular vegetable Mainly logical, rather than connectives which signal time, eg this shows, however, because Movement usually from the generic to the specific Writer's Knowledge Use good reasons and evidence to convince your readers Use facts rather than just persuasive comments You may wish to counter arguments Try to get the reader interested and on your sideappear reasonable! Tantalise your readers so that they agree with you Use strong, positive language Short sentences can help to give emphasis Make the reader think that everyone else does this, agrees or that it will make them a better, happier person, eg Everyone agrees that, We all know that Draw the reader in, eg At long lastthe x you have been waiting for Be informative, persuasive and sound friendly Alliteration can help to make slogans memorable, eg Buy British Beef Use humour as it can get people on your side A picture that tugs at the heart-strings can be more effective than 1,000 words Finally, reread and decide whether you would be persuaded

Generic text structure Thesis-an opening statement, eg Vegetables are good for you Arguments-often in the form of point plus elaboration, eg They contain vitamins. Vitamin C is vital for Reiteration-summary and restatement of the opening position, eg We have seen that so

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Text Type Discussion -

to present arguments and information from differing viewpoints Sentence/word level features Simple present tense Generic human (or nonhuman) participants Logical connectives, eg therefore, however Movement is from the generic to the specific, eg Hunters agree, Mr Smith, who has hunted for many years. Writer's Knowledge You can turn the title into a question, eg Should we hunt whales? Open by introducing the reader to the discussion-you may need to add why you are debating the issue Try to see the argument from both sides Support your views with reasons and evidence In your conclusion you must give a reason for what you decide If you are trying to present a balanced viewpoint, check you have been fair to both sides

Generic text structure Statement of the issue plus a preview of the main arguments Arguments for, plus supporting evidence Arguments against, plus supporting evidence (alternatively; argument/counter argument, one point at a time) Recommendationsummary and conclusion

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Section 5: Target Statements for Writing The target statements are included here to help teachers see the progression of the assessment focuses. RECEPTION Phonics and spelling

Handwriting Style: language effects Style: sentence construction Punctuation

Spell CVC words, eg hop, leg, rich Attempt to spell unfamiliar words, using a phonemic strategy (including analogy) Spell words for YR in Appendix List 1 in the NLS Framework Write letters using the correct sequence of movements Begin to use some story language, such as Once upon a time

Word Sentence

Dictate a simple sentence Begin to write simple sentences Write own name, using a capital letter Begin to use capital letters and full stops to punctuate a sentence Retell a narrative or a recount Begin to write simple narratives and recounts Invest writing with meaning. Write simple labels, captions and sentences Dictate and invent own compositions Think about what to write ahead of writing

Purpose and organisation

Text

Process

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YEAR 1 As for Year R and: Phonics and Spell words with adjacent consonants, eg drift spelling Attempt to spell unfamiliar words using a phonemic strategy (including analogy) and a graphic knowledge Know main spelling choices for each vowel phoneme Spell 50 words in Y1/Y2 list in Appendix List 1 in the NLS Framework Handwriting Purpose and organisation Process Form lower case letters correctly in a script that will be easy to join later Begin to use words appropriate to different text forms, eg story, report or simple instructions Write simple sentences independently Write questions and statements appropriately Use capital letters and full stops when punctuating a single simple sentence Begin to use question marks Write a recount or narrative. Begin to break up the series of events with connectives other than and Build on YR-write to communicate meaning-simple recounts, stories that can be read, with basic beginning middle and ending Write simple instructions in correct order Label information appropriately Use language and structures from reading when writing Assemble information and ideas from own experience as a basis for writing, as well as generating questions prior to reading/writing Begin to rehearse sentences before writing and re-read during and after writing

Word

Style: language effects Style: sentence construction Punctuation

Sentence Text

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YEAR 2 As for Year 1 and: Phonics and Spell two-syllable words, eg sometimes, including some words spelling with prefixes and suffixes Spell the ends of regular past tense verbs with ed Spell all words in Y1/Y2 list in Appendix List 1 in the NLS Framework Handwriting Purpose and organisation Use the four basic handwriting joins with confidence in independent writing Consider and select from alternate word choices Give detail to engage reader Write simple sentences (using some prepositions) Begin to use conjunctions to write compound sentences Use sentences from texts as models for writing Punctuate some sentences in the course of writing, using capitals letters, full stops and question marks Begin to use commas in lists Write a recount or narrative in sentences using connectives that signal time, eg then, after, before, meanwhile Begin to show some consistency in use of 1st or 3rd person and tense Apply knowledge of story elements such as settings, dialogue, characterisation, story language and structures, so that own writing begins to sound like a story, with some consistency of genre and tense. Give sufficient detail to engage readers interest Begin to show some characteristics of chosen form, eg write non-chronological reports, based on structure of known texts, incorporating language to sequence and categorise ideas Write initial jottings, notes and ideas before writing Rehearse sentences and adapt and re-read during writing to identify where improvements might be made and to spot errors

Word

Style: language effects Style: sentence construction Punctuation

Sentence Text

Process

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YEAR 3 As for Year 2 and: Phonics and Attempt to spell unfamiliar words using known conventions and spelling rules and a range of strategies including phonemic, morphemic and etymological Spell words containing common prefixes and suffixes, eg un-, dis-, -ly, -ful Use apostrophe for omission, eg cant Spell inflected forms of words containing short vowels, doubling the final consonant where necessary, eg win-winning, begbegged Handwriting Write legibly with a joined hand, maintaining consistency in size and spacing Use interesting vocabulary; vary use of adjectives and verbs for Style: impact language Select nouns to be specific, eg poodle rather than dog effects Use terminology appropriate to text type Style: Write simple and compound sentences sentence Begin to use some subordinators, eg if, so, while, though, since construction Vary openings of sentences to avoid repetition Punctuation Demarcate sentences in the course of writing, using full stops, capital letters, question and exclamation marks, usually accurately Begin to use speech marks and capital letters for a range of purposes Secure the use of commas in a list Purpose and Use 1st or 3rd person and tense consistently organisation Use a range of connectives that signal time Vary story openings to create effects such as building tension and suspense, creating moods, establishing character and scene setting Begin to address reader, for instance by using questions in nonfiction Write narrative with a build-up and with complication that leads towards a defined ending, using a paragraph for each In non-fiction begin using basic structure, eg introductory and concluding statements in non-chronological reports Sequence sentences to extend ideas logically Use language and structures from different text types for own writing Process Generate and collect suitable words and phrases before writing Use different planning formats, eg charting, mapping, flow charts simple storyboards Make and use notes Identify and consider audience and how this affects writing Mentally rehearse writing, and cumulatively re-read, making adaptations and corrections Be able to improve own writing and correct errors Use IT to polish and present

Word Sentence Text

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YEAR 4 As for Year 3 and: Spelling Attempt to spell unfamiliar words using known conventions and rules, and a range of strategies including phonemic, morphemic and etymological Spell the words for Y4 in Appendix List 2 in the NLS Framework Distinguish the spelling of common homophones, eg hear and here Use the dictionary to check spellings of words Use the apostrophe for omission Handwriting Style: language effects Purpose and organisation Use fluent joined handwriting for all writing except where other special forms are required Use adjectives and adverbs selectively to create variety and add interest Use powerful verbs to show character or add impact Use language precisely and selectively in relation to text type, for instance to persuade or convey information Write simple and compound sentences and begin to use relative clauses Vary sentences showing characteristics of chosen form, adding phrases to enhance meaning Demarcate at least half of a written composition correctly, using the Y3 range of punctuation marks Begin to use the apostrophe for possession Use commas to separate phrases and clauses within sentences Use punctuation effectively in a range of text types Maintain consistent person and tense Use main features of story structure to organise events, varying openings, build-ups, conflicts and endings Use settings and characterisation to engage readers interest, such as using the weather to create atmosphere In non-fiction, use basic features of text types, such as introductory statements, followed by clear points leading to a conclusion Use paragraphs to structure narrative, for instance isolating an initiating event or introduction. Use appropriate layout conventions for non-fiction Show imagination through use of detail (eg to describe setting, build tension or show characters feelings or motives), creating interest, humour or suspense In non-fiction, attempt to interest, instruct, persuade or amuse the reader Use different ways to plan writing, eg notes, diagrams, etc Mentally rehearse writing and re-read as a matter of habit Edit in relation to audience and purpose, enhancing or deleting, justifying choices

Word Sentence

Style: sentence construction Punctuation

Text

Process

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YEAR 5 As for Year 4 and: Spell the words for Y5 in Appendix List 2 in the NLS Framework Spelling Spell words containing more complex prefixes and suffixes, eg circum-, Style: language effects Style: sentence construction Punctuation
ir-, im-, -tion, -cian Have strategies for spelling unstressed vowels in polysyllabic words eg etymological mnemonic Spell inflected forms of words containing short vowels and split digraphs, eg hop and hope, doubling the final consonant where necessary eg hopping, or replacing the final e, eg hoping Use the apostrophe accurately for words ending in s, eg Dads shoes; Their dads tickets were invalid (possession); Dads in the bath (contraction); Their dads were all going to the match (plural) Use well-chosen phrases and vocabulary to engage the reader Use appropriate grammatical features for different text types Write complex sentences, selecting and using a wide range of subordinators Adapt or rearrange sentences in relation to text type, using subordinate clauses to add information, to give reasons and to explain Select appropriate word order in sentences to create interest and to increase precision, clarity and economy Write using direct and reported speech Demarcate at least three out of four sentences correctly using the Y4 range of punctuation marks Use punctuation to create effects, eg slowing the pace of a sentence Make more use of commas to separate items in a list, clauses and phrases Use speech marks, with new lines for speaker and correct punctuation Secure apostrophe for omission and possession Use a repertoire of casual and logical connectives as well as those that signal time, eg however, therefore, next, meanwhile Secure grammatical agreement and coherence to avoid ambiguities and contradiction Draw writing, both narrative and non-fiction forms, towards a defined conclusion Suggest insights into character development through describing how characters look, react, talk or behave, rather than telling the reader Use setting to create and reflect changes in mood In non-fiction, apply features of non-fiction types for use in other curriculum subjects, eg instructional texts for technology Use paragraphs to structure plot, by shifting paragraphs for change of time, scene, action, mood or person In non-fiction, elaborate the basic structures of text types in order to make writing more effective in relation to audience and purpose Interest the reader through, for instance, including the narrators viewpoint, the use of humour, gaining suspense through delay, or by use of specific detail Adapt writing to be concise and clear, and use an impersonal style

Word Sentence

Purpose and organisation

Text

Process

Log ideas for writing in a journal Map text structures and lines of development Review and edit writing to produce final form, matched to the needs of an identified reader Refine own writing and evaluate work

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Year 6 As for Year 5 and: Spelling Use independent spelling strategies, including: building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings; applying knowledge of spelling rules and exceptions; building words from other known words, and from awareness of the meaning or derivation of words; using dictionaries and IT spell-checks; using visual skills, eg recognising common letter strings and checking critical features Style: Use well-chosen phrases such as adverbials, adventurous and language precise vocabulary and other techniques such as sentence effects variation or figurative language, to contribute to the effectiveness of writing Secure control of complex sentences, understanding how Style: clauses can be manipulated to achieve different effects sentence Write sentences in an appropriate and effective style, in relation construction to text type, audience and purpose Use conditional sentences and the passive voice Punctuation Demarcate most sentences correctly with Y5 range of punctuation marks. Secure the use of the comma to demarcate grammatical boundaries and to separate elements of a sentence, such as short phrases, clauses or items in a list Begin to make use of other punctuation marks such as the semicolon Purpose and Use pronouns and tenses accurately to establish textual organisation cohesion and to avoid ambiguity Use a range of connecting words and phrases appropriately in different text types Write with appropriate pace In narrative, create characters with some significant interaction between them, through direct or reported speech, building characterisation through action, description and characters responses In non-fiction structures, write appropriately, including relevant introduction and clear presentation of information or points which lead to a well-drawn conclusion, often relating the subject to the reader Use paragraphs to distinguish the structure of different texts Relate events logically so that writing is coherent and provides good coverage of the main topic Use the range of different types of connectives to write coherently Keep writing lively, to interest, inform or persuade the reader through, for example, the ways in which characters or events are developed and commented upon or by providing persuasive reasons with examples Process Plan quickly and effectively, including the conclusion Polish own poetry for performance Use IT to plan, revise and edit writing for publication Discuss and select appropriate style and form to suit specific purpose and audience, drawing on knowledge of different texts
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Section 6: Key Stage 1 Mark Schemes Longer tasks: Narrative - story (2003) Narrative - recount of a journey (Exemplar) Non-narrative - recount of a school activity (2004) Page 32 Page 34 Page 36

Shorter tasks: Instructions and Procedures (2003) Non-chronological report - information text (Exemplar) Non-Narrative- invitation (2004) Page 38 Page 40 Page 41

Handwriting: Year 2

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These mark schemes are taken from the following documents which should be referenced for detailed instructions for the tasks. 1. English tasks: Teachers handbook 2003 2. English tasks: Teachers handbook 2004 3. Changes to assessment 2003 sample materials for key stages 1 & 2 (published 2002)

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Mark Schemes
Longer Task: Story Sentence structure Assessment focus: vary sentences for clarity, purpose and effect Band A1 Meaningful words and phrases, some of them expressing ideas in sentence-like structures. Some parts of the writing may be abbreviated or disjointed. 1 mark Band A2 Mainly simple, grammatically accurate past-tense statements, predominantly starting with subject and verb. Sentence structures often speech-like, with repetition of pronouns and simple verbs (he went to the shop with his mum they went into the shop; she played in the water she played in the sand). Mixture of simple and compound sentences, with clauses joined by and, but, then, so to establish the sequence of events (then she went home and she went to her bedroom). Noun phrases and adverbials may be simple in vocabulary and structure (naughty girl; best friend; the next day). 2-3 marks Band A3 Simple connectives and, but, then, so link clauses to express chronological sequence; there may be repetition (after hed got told off he went wandering off; when they went to the park she had a go on the swing). Complex sentences sometimes clarify relationships in time and place (the ghost who was now right behind him). Simple present-tense structures in dialogue. Nouns are sometimes modified by adjectives (his messy bedroom; such a bad tooth ache) and verbs by adverbials (suddenly; as usual). Variation in word order/position of clauses sometimes highlights meaning (all he could think about was climbing the highest tree; so from that day on). 4 marks Punctuation Assessment focus: write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. Band B1 Some awareness shown, in writing or discussion, of how full stops are used. 1 mark Band B2 Sentences sometimes demarcated by both capital letter and full stop. Other punctuation may mark questions and exclamations. 2-3 marks Band B3 Full stops, capital letters, exclamation marks and question marks mostly accurate. There may be some use of speech marks and commas in lists. 4 marks
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Composition and effect Assessment focuses: Write imaginative, interesting and thoughtful text Produce texts which are appropriate to task, reader and purpose Organise and present whole texts effectively, sequencing and structuring information, ideas and
events

Band C1 Some recognisable letters, groups of letters, words or phrases show awareness of story topic, but writing has to be mediated by child or teacher to be understood. 1-2 marks Band C2 Writing related to story characters or events with word choice establishing content (girl, good). Some connection between ideas and some events linked as a simple sequence. 3-4 marks Band C3 A simply structured story related to a character trait, eg forgetfulness; inattention; disobedience. Broadly chronological sequence of events, with an opening that may describe character (one day there was a boy, the boy was very naughty). Patterns of events may be repeated to show the persistence of the behaviour. Story events expanded through some apt vocabulary choices or the inclusion of detail or dialogue (he wandered off; her friends name was Jasper; get out of the bath said mum). 5-7 marks Band C4 A sequence of events that spring from a character trait which is illustrated, eg through repeated patterns of events, and which leads to a conclusion demonstrating the consequences of the behaviour. Time-related words or phrases structure the sequence of events, possibly supported by line breaks or paragraphing. Some evidence of narrators viewpoint, eg commenting on behaviour (He was doing his favourite thing, eating chocolate; Did he ever tidy his room? No). Attempts to create interest, humour or anticipation; characters and events conveyed through description (he was forgetful, rude and he never tidied his room) dialogue (do it now! screamed mum) and precise vocabulary choices (mischief; fire alarm). 8-10 marks

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Longer Task: My Journey Sentence structure Assessment focus: vary sentences for clarity, purpose and effect Band A1 Meaningful words and phrases, some of them expressing ideas in sentence-like structures. Some parts of the writing may be abbreviated or disjointed. 1 mark Band A2 Mainly simple, grammatically accurate past tense statements, predominantly starting with subject and verb. Sentence structures often speech-like, with repetition of pronouns and simple verbs (I went with my mum and dad and my brother). Mixture of simple and compound sentences, with clauses joined by and, but (we got there and we went to the seaside). Connectives such as then, so establish the sequence of events (we went to the airport then we got on an aeroplane). Noun phrases and adverbials may be simple in vocabulary and structure (a good game; in the car). 2-3 marks Band A3 Simple connectives and, but, then, so link clauses to express chronological sequence (so I ran downstairs and got my clothes on); there may be repetition (we cooked them and we pretended to eat them). Complex sentences sometimes clarify relationships in time and place (we were almost there when we saw a snake). Simple present tense structures in dialogue. Nouns sometimes modified by adjectives (a growly bear a half-finished building) and verbs by adverbials (finally the plane arrived; we went back into the dark). Variation in word order and/or position of clauses sometimes highlight meaning (but behind the grass was a tiger; coming closer and closer by the minute). 4 marks Punctuation Assessment focus: write a technical accuracy of syntax and punctuation in phrases, clauses and sentences Band B1 Some awareness shown, in writing or discussion, of how full stops are used. 1 mark Band B2 Sentences sometimes demarcated by both capital letter and full stop. 2-3 marks Band B3 Full stops, capital letters, exclamation marks and question marks mostly accurate. There may be some use of speech marks and commas in lists. 4 marks

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Composition and effect Assessment focuses: Write imaginative, interesting and thoughtful texts Produce texts which are appropriate to task, reader and purpose Organise and present whole texts effectively Band C1 Some recognisable letters, groups of letters, words or phrases related to a journey, but writing has to be mediated by child or teacher to be understood. 1-2 marks Band C2 Writing related to a journey with word choice establishing content (boat; friend). Some connection between ideas and some events linked as a simple sequence. 3-4 marks Band C3 A simple recount of a journey; brief sequence of broadly chronological events, with an opening that may establish time and/or place (last summer holiday we got up really early and got in the car). Recounted events expanded through some apt vocabulary choices or the inclusion of detail or dialogue (lets sneak out the door so we did; the plane went round and round and backwards and forwards) 5-7 marks Band C4 Recount form maintained; events of the journey explained and developed with a suitable conclusion (after everything that had happened we finally arrived at the airport). Timerelated words or phrases used to organise events (when we eventually took off), sometimes starting separate sections or paragraphs. Narrators or characters reactions to events on the journey described (at first its scary because youre looking down). Attempts to create interest, humour or anticipation; events and/or place are suggested through detail (there were lizards slithering around us), dialogue (he shouted look out for the cliff! I quickly swerved) and vocabulary choices (adventure; alligator; freewheeling). 8-10 marks

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Longer Task: Recount Sentence structure Assessment focus: vary sentences for clarity, purpose and effect Band A1 Meaningful words and phrases, some of them expressing ideas in sentence-like structures. Some parts of the writing may be abbreviated or disjointed. 1 mark Band A2 Mainly simple, grammatically accurate statements, predominantly starting with personal subject and action verb in past-tense. Sentence structures often speech-like, (I writid my name) with repetition of pronouns (I; we; they) or subject nouns (the seedthe seed) and simple verbs (went; got; put). Mixture of simple and compound sentences, with clauses joined by and, then, so to establish a straightforward chronological sequence of events (then they went into the microwave then they went out). Some modification of unspecific nouns (brown paper; good cloth; different materials) and use of time adverbials (first; then; after). 2-3 marks Band A3 Mainly compound sentences consisting of past-tense statements; connectives such as so, if, because sometimes explain relationships between ideas (the pencil was at the top so the string could stay in the middle). Some expansion of noun phases (bulbs called fire lilies; the end of the month) and adverbials (half way up; in the middle of the flower; sprout quickly) clarify ideas. Separate stages in sequence of events indicated by a range of time adverbials (after a day; by the time). Some variation in word order/position of clauses highlights meaning (the first thing to do was; a week went by). Accurate substitution of subject nouns conveys information succinctly (First our whole class drew round their toys. Then we cut them out). 4 marks Punctuation Assessment focus: write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Band B1 Some awareness shown, in writing or discussion, of how full stops are used. 1 mark Band B2 Sentences sometimes demarcated by both capital letters and full stops. Other punctuation may mark questions and exclamations. 2-3 marks Band B3 Full stops, capital letters, and commas in lists mostly accurate. There may be some use of exclamations marks and questions marks. Capitals used for proper nouns. 4 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts. produce texts which are appropriate to task, reader and purpose organise and present whole texts effectively, sequencing and structuring information, ideas and events Band C1 Some recognisable letters, or groups of letters, may relate to the chosen activity, but the writing has to be mediated by child or teacher to be understood. 1-2 marks Band C2 Writing refers to the chosen activity and understandable actions or events are described. Events or stages may be linked as a simple sequence. 3-4 marks Band C3 Writing related to the chosen activity, with relevant actions detailed in a sequence that is mainly chronological. There is a simple opening (We want to find out if the meringue will survive in the post) and/or general concluding statement (We found out most of the materials were good; we tested them because we are learning about materials and it is fun). Some detail or comment expands on basic information (when we looked only two of them had grown; it felt soft); some technical vocabulary may be used (tallow; compost; surface; see through; survive). 5-7 marks Band C4 Writing recounts all, or almost all, the relevant aspects of the chosen activity in a sequence with the opening clearly establishing the topic (Since we were looking at materials we wanted to see what materials could hold a fragile object) and ending. The features and stages of the activity are clear to the reader; there may be some evidence of paragraphing or other organisational features. Some evidence of viewpoint, eg personal or general comments on activity (I found it interesting that my plant grew so big; it differed because; I wish we could do it again). Explanatory or descriptive details included (We used a meringue because it was cheap, it would not hurt anyone and it would not get wasted as we were going to eat them after; it had more than one hundred brown seeds in the middle of the flower). Selection of verbs (destroyed; failed; withered) and descriptive phases (tiny green shoot; fragile object; fitted perfectly) develops meaning and engages interest. 8-10 marks

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Shorter Task: Instructions Sentence structure and punctuation Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences.

Band D1 Meaningful words and phrases, some of them expressing ideas in sentence-like structure. Some parts of the writing may be abbreviated or disjointed. Some awareness shown, in writing or discussion, of how full stops are used. 1 mark

Band D2 Mainly correctly formed imperatives (put an apron on) or timeless present-tense statements using general you or we (you have to sit up straight; we line up). Simple connectives may indicate order (first wash your hands; then get the toothpaste). Adverbs (quietly) or adverbial phrases (in the hall) simple in vocabulary and structure. Some of the instructions demarcated by both capital letter and full stop. 2-3 marks

Band D3 Consistent use of imperative forms results in an economical list of simple but precise instructions (1 Take the brushes out of the paint pots. 2. Put the paint pots by the sink ) or more complex sentences, with adverbial phrases clarifying relations in time and space or expanded noun phrases adding precision (when settled in the hall listen to the teacher who is speaking; wet your toothbrush and put a pea sized bit of toothpaste on it; if you have a cut put a blue plaster on it). All, or almost all, of the instructions have correct capital letters and full stops. Commas may be used in lists. 4-5 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose organise and present whole texts effectively, sequencing and structuring information, ideas and events Band E1 Some recognisable letters, groups of letters, words or phrases which may be an attempt to write instructions, but the writing has to be mediated by child or teacher to be understood. 1 mark Band E2 Writing includes some recognisable instructions or points for the chosen procedure, eg simple words and phrases, mainly in an appropriate order. Numbering may be used 2-3 marks Band E3 A series of instructions or generalised expectations for the chosen procedure in chronological (or other appropriate) order. Ideas are mainly connected, eg by numbering. Procedure generally clear to the reader, with vocabulary choices identifying its main aspects (put down your hymn book; you need to tie back your hair). 4-5 marks Band E4 All, or almost all, relevant instructions for chosen procedure in clear chronological (or other appropriate) order. Organisation consistently signalled by numbering, line breaks or paragraphing. Some evidence of viewpoint, eg instructions related to overall purpose of the procedure; sustained authoritative or advisory stance. Features and stages of procedure clear to the general reader. Precise vocabulary choices (1 Line up quietly 2 Collect hymn books from Beth and James; start cleaning your teeth in circles). 6-7 marks

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Shorter Task: Information writing Sentence structure and punctuation Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. Band D1 Meaningful words and phrases, some of them expressing ideas in sentence-like structures. Some awareness shown, in writing or discussion, of how full stops are used.

1 mark

Band D2 Mainly simple, grammatically accurate present tense statements, often beginning with third party or generalised second person subjects (apples are healthy; sweets and sugar are bad for you). Some clauses joined by and (carrots are good for us and apples are good for us) or other connectives show simple relationships between ideas, eg cause and effect (if you eat bad food it makes you sick). Some sentences demarcated by both capital letter and full stop. 2-3 marks Band D3 Consistent use of third person or generalised present tense constructions. Sentences mostly compound with clauses linked by connectives such as and, but, so. Some variation in sentence structure supports explanation or reasoning (we eat fruit because it has vitamins; the more we eat more sugary things the more we grow fat; but thats how the trouble starts). Full stops and capital letters mostly accurate; commas may be used in lists. 4-5 marks Composition and effect Assessment focuses: Write imaginative, interesting and thoughtful texts Produce texts which are appropriate to the task, reader and purpose Organise and present whole texts efficiently Band E1 Some recognisable letters, groups of letters, words or phrases related to the chosen topic, but writing has to be mediated by child or teacher to be understood. 1 mark Band E2 Writing conveys some recognisable information, eg simple statements which may not be related to one another. Word choice related to topic (apples; good). 2-3 marks Band E3 A short series of informative points with some ideas grouped into sequences of sentences. Some division possible indicated by layout. Information generally clear to the reader; vocabulary choices identify main aspects of topic (fruit and vegetables; bones; teeth). 4-5 marks Band E4 A range of relevant information with some parts grouped by topic, although grouping and ordering may not be entirely consistent. Some divisions between sections of content indicated, eg use of headings, line breaks or paragraphing. Some evidence of viewpoint, eg sustaining and advisory tone. Information adapted to general readers; precise word choices which may draw on the technical vocabulary of the chosen topic (vitamins, muscles, energy). 6-7 marks
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Shorter Task: Invitation Sentence structure and punctuation Assessment focuses: vary sentences for clarity, purpose and effect. write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. Band D1 Meaningful words and phrases, some of them expressing their ideas in sentence-like structures. Some parts of the writing may be abbreviated or disjointed. Some awareness shown, in writing or discussion, of how full stops are used. 1 mark Band D2 Mainly simple, grammatically accurate statements or questions (it will be at; we can/will play; would you/can you come). There may be some use of note form (Date: 5th June). Some clauses joined by and, then (bring a present and put on your best clothes); evidence of speech-like features (come round my house). There may be simple lists of food or games (cake jelly sweets and lots of other food). Sentences sometimes demarcated by capital letters and full stops or question marks. 2-3 marks Band D3 Short, simple sentences or questions invite (please come to our wedding); compound sentences link attractions together and some subordination gives explanation or qualification (because we are getting married; if you can come). Nouns are modified by adjectives (this fabulous party; huge wedding cakes; sweet hay sandwiches and juicy berries), or linked with adverbials to make details of time and place more specific (tomorrow at the palace). Elements of note form may be appropriately used (Start: 11am, End: 3pm). Full stops, capital letters and commas in lists mostly accurate. There may be some use of exclamation marks and question marks. Capitals used for proper nouns. 4-5 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts. produce texts which are appropriate to task, reader and purpose organise and present whole texts effectively, sequencing and structuring information, ideas and events Band E1 Some recognisable letters, groups of letters, words of phrases indicative of an invitation, but the writing has to be mediated by child or teacher to be understood. 1 mark Band E2 Writing is a recognisable attempt at an invitation, words and phases convey a simple message about eg participants, place or activities. 2-3 marks Band E3 Includes some aspects of a conventional invitation and is simply structured eg place, time, date (you can come in the morning or later); some facts may be omitted of given in the wrong order but information is generally relevant (My dad the king was so happy he held a feast I would like to thank you for scaring the dragon away yesterday). Some details appropriate to a character included, sometimes drawing on the original story (We have cheese and fruits and lots of other thing; I would love you to come and stay). 4-5 marks Band E4 Invitation includes most necessary information organised locally, eg date, time, together with details about the event or the context, drawing on the original story (there will be some music on while we eat all of our yummy dinner; a golden coach with six horses; to say thanks for saving me from the dragon.) Some evidence of viewpoint: role of writer and/or recipient consistent with original story (I think you were a very brave mouse); attempts to persuade acceptance (PS Im sure you will enjoy yourself). Consistent writing style, eg formal (I invite you to dinner on Sunday at 3pm); chatty (Oh and thank you so much for saving my life); or conveying information in an economical manner (Saturday 3 November at 3pm). 6-7 marks

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Handwriting Make this judgement based on a few lines of writing chosen to represent the childs beat performance, looking across both pieces. Band F1 Writing is legible, letters are usually correctly formed and orientated. Generally, upper and lower case letters are not mixed within the word. 1 mark Band F2 Letters correctly formed and orientated. Writing may be a controlled printed style, with letters generally neat and regular in size, ascenders and descenders usually distinguished. Alternatively, there may be evidence of the ability to join letters, although this detracts from the overall regularity of the handwriting. 2 marks

Band F3 Letters correctly formed and orientated. Handwriting is neat and regular in size, with ascenders and decenders usually distinguished. There is evidence of fluency and the ability to join letters. 3 marks

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Section 7: Key Stage 2 Mark Scheme Longer tasks: Narrative - story (Year 3) Report (Year 4) Report (Year 5) Narrative - story (Year 6 2003) Explanation (Year 6 Exemplar) Non-narrative Persuasive (Year 6 2004) Page 45 Page 48 Page 51 Page 56 Page 59 Page 62

Shorter tasks: Report (Year 3) Narrative - story (Year 4) Instructions and procedures (Year 5) Page 65 Page 68 Page 71 Page 74 Page 76 Page 78

Including Handwriting

Non-narrative description (Year 6 Exemplar) Persuasion - radio advertisement (Year 6 - 2003) Non-narrative - Report Writing (Year 6 - 2004)

Handwriting: Year 6

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These mark schemes are taken from the following documents which should be referenced for detailed instructions for the tasks:1. 2. 3. 4. Year 3 Optional English Tests Teachers guide (published 2003) Year 4 Optional English Tests Teachers guide (published 2003) Year 5 Optional English Tests Teachers guide (published 2003) Changes to assessment 2003: - sample materials for Key Stage 1 & 2 (Exemplars) (published 2002) 5. English tests: Marks schemes 2003 6. English tests: Marks schemes 2004

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Mark Schemes
Longer Task Year 3 The Moving Statue narrative Sentence structure and punctuation Assessment focus: vary sentences for clarity, purpose and effect Band A1 Ideas about the statue are expressed in sentence-like structures. There may be omissions in some sentences. (me and my went to park). 1 mark Band A2 Mainly simple, grammatically accurate clauses, predominantly starting with 1st person subject plus simple verb, with some repetition and often speech-like in structure (I went to the park. I went on the swings then I went on the slide.). Simple sentences are used with some clauses joined by and, but, then to establish the sequence of events. Nouns expanded by one simple adjective (an old statue); verbs qualified by adverbs and adverbial phrases (he ran quickly; first he went; the statue fell out of the pond on to the side and then moved away). 2-3 marks Band A3 Mixture of simple and compound sentences starting with either a 1st or 3rd person subject; clauses joined by and, but, then, when, so (he was put in prison but he escaped) with some repetition (Then I went on the climbing frame then I saw the statue of Theseus). Subordinating connectives clarify details of time and place or give explanations (When I looked at the statue I realised it was a female angel; the statue didnt get me because he was in the middle of the pond). Simple present-tense structures are used in dialogue (Its going to eat all of us.). Sentence structure varied by the use of adverbials in different positions (finally the statue got across: I watched with fear). Nouns sometimes modified by one or more adjectives (a loud wailing sound). 4-5 marks Band A4 A controlled use of 1st and/or 3rd person subjects (narrator/statue) develops the narration (Its wings were moving faster than a rocket I was amazed and dazzled). Some variety of subordinating connectives, for example while, although, until, otherwise. A range of verb tenses used to move between past time, dramatic present or future possibilities (So in the end the gargoyle was obliterated in a flash of light; And now everyone is safe and the buildings are being rebuilt; The gargoyle knows that on a full moon he becomes immortal . and theres only 5 minutes til sunset) Expanded noun phrases express relevant details, offer comparisons (not one but two little moving figures; a spine chilling shriek). Adverbials may suggest narrators point of view or attitude (quite a cheeky little plan; luckily). 6 marks

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Punctuation Assessment focus: write with technical accuracy of syntax and punctuation in phrases, clauses and sentences

Band B1 Some awareness is shown, in writing or discussion, of how full stops are used. 1 mark

Band B2 Sentences sometimes demarcated by both capital letters and full stops. Other punctuation may mark questions and exclamations. 2-3 marks

Band B3 Full stops, capital letters, exclamation marks and question marks mostly accurate. Speech marks, and commas in lists, may be used 4-5 marks

Band B4 Some commas mark phrases or clauses; inverted commas demarcate direct speech, usually correctly. 6 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose organise and present whole texts effectively

Band C1 Writing is related to moving statue with word choice establishing the content (park, statue, man, friend). Some connection between ideas and some events linked as a simple sequence. 1 mark

Band C2 Simple recount of a moving statue; brief sequence of broadly chronological events, with an opening that may establish time and/or place (One day I went to feed the ducks in the park). The story of the statue is expanded through relevant vocabulary choices or the inclusion of detail or dialogue (Standing quiet and still was a little statue; The statue said Dont be afraid of me). 2-4 marks

Band C3 A sequence of relevant events which are explained and developed with a suitable conclusion (They said they didnt believe me; They thought I was dreaming but I know it was true.). Time-related words and phrases used to organise events (when he eventually caught up). Narrators or characters reaction to events described (nobody saw it because everyone was asleep; Wow!; I cant understand you). Attempts to create interest by posing a problem (when I got to the post where the dragon statue was it had gone) or creating suspense (Suddenly, I felt something touch my feet.). Dialogue sometimes used to move the action on (Dad the dragon statue has gone). 5-7 marks

Band C4 Plot is imaginatively developed through the interaction between the statue and characters. Narrators viewpoint established and controlled; characters emerge from the writing (Now I had my breath back; We can go egg and bacon sandwiches, cried one of the builders; I was trembling with fear, petrified). Writing engages the reader by creating a climax (I was just about to turn around when something pinched me: Thats when it happened.) or by an expected ending (Mum was cross with me for telling tales, but just as she said that a ghostly figure appeared in the water ). Vocabulary choice adds to the mood of the writing (not a cold stony voice; waddling towards me; enchanted). 8-10 marks

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Longer Task Year 4 How Fit Are You? Sentence structure and punctuation Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences

Band A1 Meaningful words and phrases related to the writing task, some of them expressing ideas in sentence-like structures (Throwing keeps you fit Friday). Some awareness shown, in writing or discussion, of how full stops are used. 1 mark Band A2 Mainly grammatically accurate clauses, joined repeatedly with connectives such as and, because, when, or, if (If you play footballIf you play tennis). Some sentences start with simple personal pronouns (I; You), others with topic-related subjects (Children; Skipping). Present tense (Skipping is; I like) and some modal verbs (You can do; Children should go) make definite statements and give advice. Sentences sometimes demarcated by both capital letter and full stop. 2-3 marks Band A3 Varied connectives such as and, because, when, or, if link clauses. Sentence openings highlight main ideas (Walking to and from school; Being fit; You might want) but are not always controlled (With bones like the neck you should go carefully as they can crack and break easily). Some expansion of noun phrases (ball skills; good shape; fresh air). General pronoun you and present tense conveys advice effectively. Full stops, capital letters, exclamation marks and question marks mostly accurate. There may be some use of commas in lists. 4-5 marks Band A4 Some variation in sentence structure (You need at least an hour of exercise a day. If you cant manage that all at once then split it into a few different activities) and questions and exclamations (Why dont you do sports?; What a fit school!) used to give both advice and encouragement. Pronouns (that, this) used to avoid repetition (Skipping helps arm and leg muscles to build up and get stronger, so why not try that?). Expanded noun phrases express ideas economically (children from around the world) and adverbials (round in a circle) define activities clearly. Some correct use of commas within sentences to mark phrases or clauses. 6 marks

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Text structure and organisation Assessment focuses: organise and present whole texts effectively, sequencing and structuring information, ideas and events construct paragraphs and use cohesion within and between paragraphs

Band B1 Ideas are developed within sentences. Some relationships between ideas may sometimes be marked by simple connectives (and, because). 1 mark

Band B2 Ideas about exercise grouped into sequences of sentences; report may begin with a simple opening sentence (You can keep fit during one hour and this is how). Some sentences linked by topic (You should run to keep fit. I go running in the park) but information is sometimes uneven or unconnected (Skipping is fun. You must wear a helmet to go cycling). 2-3 marks

Band B3 Simple overall text structure includes brief introduction (Need more exercise here is some ideas) or concluding sentence (I hope you will have a go at one of these activities). Some divisions between sections indicated, for example subheadings, bullet points, paragraphs. Similar information grouped together, eg information about individual activities; times of day when, or location where, activities could be done. Within sections, pronoun reference (skateboard / it) or vocabulary choices (fit / health; walking / stroll) generally maintain links between ideas. 4-5 marks

Band B4 Text structure includes introduction and ordered sections giving information and benefits of different forms of exercise and a brief conclusion, eg encouraging comments about the activities designed to get the reader to try one. New section / paragraphs indicated, for example subheadings, bullet points, introductory phrases (Theres nothing more fun than). Connections between ideas established and maintained, for example by reference to a previous part of the text (Skipping makes the heart beat quicker..Running is another way to get the heart pounding; All these activities help you get fit in different ways). 6 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose select appropriate and effective vocabulary Band C1 Meaningful words and phrases convey some recognisable information, eg simple statements related to fitness which may not be related to each other. Word choice is simple but linked to topic (You can skip). 1 mark Band C2 A short series of informative points, aimed at a wider readership (I should go cycling every day to help your legs. Parents should take children swimming). Suggested activities may be reliant on text or personal experience and listed or repeated (You could do it at school when you are playing with a friend or you could do scootering because it is fun with a friend). Limited vocabulary choices relate to topic (fun activity; healthy; strong) but may be overused (The second healthy thing to do to keep healthy is to do a lot of cycling). 2-4 marks

Band C3 Form of report, mainly suitable for a newspaper and targeting a general readership (At home after school you can do something like jumping jacks or star jumps.ask parents if you can have a bottle of water so if you get thirsty you can drink it); reasons are related to fitness and/or wider benefits (Children can get more exercise by walking to and from school instead of going by car. This reduces the fumes and gives you exercise). Some evidence of viewpoint, eg attitude to keeping fit is mainly positive but may not be maintained (Being healthy changes your life; Skipping will make you breathless). Vocabulary choices draw the reader in, sometimes using an informal style (Running on the spot gives you exercise and makes you lift those knees; And of course youll have some decent admirers!). 5-7 marks

Band C4 Coverage of activities is generally balanced and report addresses readership consistent with a childrens newspaper; reasons given are tailored to each activity, may include advice / guidance, for example warnings about safety (Remember do NOT run too fast or you could tear a muscle). A persuasive viewpoint established and maintained (Remember, if you are one of those who finds it hard to concentrate on sport, practice makes perfect.You must get more of it.); information may be presented with some authority (call 0800 600 200 for more advice). Activities are made to sound appealing (Everyone loves ball games) and/or manageable (You dont need to have expensive gym equipment) to engage the reader, eg giving alternative examples of places, times and activity choices; attempts to use technical, precise vocabulary (make sure the structure you are climbing is safe; use a soft ball inside). 8-10 marks

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Longer Task Year 5 Feature Article Sentence structure and punctuation Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Band A1 Parts of sentences mostly joined with and. Some simple sentences, often brief, starting with
Oran and verb (Oran is.), or a pronoun and verb (He has ). Construction of clauses usually accurate. Sentences sometimes demarcated by capital letters and full stops. 1 mark

Band A2 Sentences may be simple or compound, linked with connectives such as and, but or when.
Subjects and verbs frequently repeated (He is from far away and he is small and he is good at football). Noun phrases, sometimes expanded, used to describe Oran or his planet (a strange boy; a round circle house). Simple adverbials, often place (On Orans planet); connectives such as because may link ideas. Full stops, capital letters, mostly accurate. Question marks may be used appropriately to signal interview questions; or exclamation marks for dramatic effect; commas used in lists. 2-3 marks

Band A3 Construction of sentences shows some variation. Sentence openings may include scene setting /
contextualising adverbials (during his visit; after spending a few days here). Some complex sentences use subordinating connectives, for example because, which, to develop explanation (We dont go swimming on my planet which is why I found it very odd here at first.) Expanded noun phrases aid precision (a robotic pet; all the other aliens; the first flinkonian to the other place). Use of pronouns generally consistent (when I asked Oran how he liked Earth he said he found it quite strange). Direct quotations from interview, where used, reflect realistic dialogue (Well, it was very confusing at first ; Yeah, well..). Tense choices appropriate. Some commas mark phrases or clauses; inverted commas demarcate direct speech or quotations, usually correctly. 4-5 marks

Band A4 Both compound and complex sentences used, with variety of connectives, for example otherwise,
even though. Expansion of phrases and clauses adds information and detail (the scenery is exciting in a misty cloudy sort of way; hopping around as if the ground was burning his feet). Qualifying words and phrases contribute to precision (completely incredible; swelteringly hot). Meaning developed through complex verb phrases (Oran has been trying to adjust to life back home). Tense changes well managed enabling movement between past or future events and between different perspectives (Now Oran is looking forward to returning home, but he will be able to tell them about the strange things he learned while he was here). Some succinct phrases or quotations may be used to direct the reader's focus (Whatever next; Who knows?) or for effect (Incredible!). Range of punctuation used, almost always correctly, for example full punctuation of direct speech.

6-7 marks Band A5 Range of grammatical structures used to vary length and focus of sentences and to express
subtleties in meaning. Sentences may include embedded subordinate clauses, for example, for economy of expression in narration (There are so many creatures on his planet that Oran and a few others of his age group have been sent out in search of possible alternative living environments). Short sentences may be used for impact (This boy is astounding!) or to try and give authority to voice of feature writer. Range of punctuation, with little omission, to give clarity.

8 marks
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Text structure and organisation Assessment focuses: organise and present whole texts effectively, sequencing and structuring information, ideas and events construct paragraphs and use cohesion within and between paragraphs Band B1 Ideas developed through sequence of sentences grouped around main topic, for example Oran, his home planet, family life. May be some basic reporting conventions, for example headline (Oran the Alien). Relationships between ideas usually marked by simple connectives (and then, and) to indicate straightforward sequence or list of details. Connections within the text may be unclear, for example pronouns may be used to refer to different, non-specific, people or things. Some coherence achieved by repetition of vocabulary or use of appropriate related vocabulary (for example associated with Oran: he is an alien and he lives on an alien's planet). 1 mark

Band B2 Article usually given shape by simple introduction but often minimal or no conclusion. Headlines where used, are simple. Divisions in overall ordering/presentation of information indicated, for example, by words or phrases that indicate different areas of Oran's life (at home, in school). These are sometimes marked by paragraphs or may have simple string of questions or sub-headings. Coverage may be uneven or unfocused. Connection within sentences built up by pronoun reference to information or detail within article (Oran's planet/It) or by questions and answers and comparisons (What is it like in space? Well I can tell you it is a lot different there). Sequences of ideas may be linked by related vocabulary (aliens; space; stars; planet) but extraneous information may be included .2-3 marks

Band B3 Article is shaped to help reader, for example explicit headline, sub-headings, quotations. Introduction sets a simple context and provides a clear sense of purpose. Strands of the text focusing on specific features of Oran and his character may be introduced then expanded upon (On Planet Oran the clouds are purple and Oran and his friends like to bounce between them). Quotes from interview may be incorporated into article or entire piece may be a series of questions and answers. Sections or paragraphs clearly identifiable but transitions between them sometimes awkward. Usually has conclusion/summing up. Some references (for example to Oran or his home) link through a paragraph/section with some variation of expression, for example to discuss Oran's planet (Oran's home/Smatran/up there). Contrasts (it's totally different here) and similarities (just like on Earth) are sometimes signalled or implicit comparisons developed (to humans it tastes like chocolate. 4-5 marks

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Band B4 Relationships between paragraphs give structure to whole article, for example engaging headline followed by focused summary/introduction and well controlled coverage of a range of aspects of Oran's life. Conclusion draws together key features and may include reflective comments. Connections within text give structure to the whole article and links between paragraphs maintained through interplay between characters, for example probing or prediction (Even stranger than that was , But do you mean that ?). Main points in paragraphs supported by relevant detail, for example selection of features of planet/effect on Oran's lifestyle. A range of comparative relationships may be built up and thematic links (it's hard to imagine unless you've seen it) and vocabulary are evident (can't be seen; invisibility cloak; shrouded in mystery). 6-7 marks

Band B5 Sequencing of sections within the article contributes to the overall effectiveness: information is prioritised and manipulated for maximum impact. Key themes are highlighted and developed throughout (The most extraordinary thing was Oran's strange way of speaking .., 'I ask Joe what is holiday?). Interplay between the reporter and Oran is confidently managed and presents an overview of selected details. Transition between sections is controlled. Individual paragraphs vary in length and structure. Connection between ideas manipulated in a variety of ways, for example the use of a reference to create deliberate ambiguity in the mind of the reader until later in the text ("I live with my parents, my siblings and my goach."), or to prompt a follow-up question. 8 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose select appropriate and effective vocabulary Band C1 Simple report or interview form may be used. Ideas, expressed in a simple form, generally relevant. May be some narration, for example events during Oran's visit to Earth; writing may drift into narrative. Some detail included to interest reader (he has green hair), but may assume some knowledge on the part of the reader, for example Oran is not introduced or descriptive details minimal, and may include details not relevant to overall theme. 1-2 marks Band C2 Selection of information is generally apt and simple headline may be used. Main features of report or interview, for example simple opening to introduce article or main character, Oran. Some development of information about Oran and/or his lifestyle. May show evidence of a viewpoint, for example some signals about Oran's strangeness or oddities about his lifestyle, or may implicitly report differences with minimal comment. Some detail included and attempts are made to incorporate some novel aspects of Oran's life but these may not be developed. Dialogue or quotations may be included to support information presented. May attempt to use 'alien' vocabulary. 3-5 marks Band C3 Article written as report or interview with opening used to establish reason for interview and to introduce main character, for example a simple context is set (he was sent to discover about Earth; we found him wandering the streets). An engaging headline is followed by a series of points that focus on and develop Oran's background or character. Consistent viewpoint or Oran's 'strangeness' established, for example reporter may include his/her thoughts (he's not like the rest of us; he's never heard of football - that's a surprise). The beginnings of Oran's view may be presented either explicitly (He found it very strange at first) or through dialogue (What do you call that blowing thing?). Straightforward description and some detail highlight some unusual features of Oran or his home life (they have white hair and wrinkly hands but a child's mind and body). Quotations and comment may reveal Oran's character (my favourite thing is to have really difficult homework). May invent words or describe concepts that highlight 'foreign' or unfamiliar aspects. 6-8 marks

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Band C4 Ideas in prompt selected and adapted to engage reader. Creative headlines, background information, 'interesting facts' and reflective comments are effectively combined in an entertaining and informative article. (On the planet Z users they spend most of the time entertaining themselves on a very complicated musical instrument called a Tompakina). Reporter's viewpoint established and maintained, for example reporter sets context (the discovery of this boy could be very important for science), and contrasts are revealed through lines of questioning (how is it different here?) or through presentation of Oran's point of view (I do not understand aggression, it seems very odd). A conscious addressing of reader is evident, for example deliberate use of an informal, conversational style (I've just had the most fascinating interview ). Spoken stylistic devices are consistent and may be used to develop character or differentiate between speakers. Imaginative details developed and there may be attempts to introduce some elements of humour. Direct speech/quotations may be condensed to aid continuity or nterviewee/reporter's voices may be established through the use of particular vocabulary to show contrast between speakers and develop the interplay between them. 9-11 marks

Band C5 Content is well selected and clearly focused on the purpose of the article, for example several strands of interest identified and developed. Lively openings (At a glance, Oran looks like a normal boy, but look closer ), detailed descriptions and explanations and comments manipulated to achieve particular effects and maintain reader's interest. Viewpoint is well controlled, for example reader made aware of significant aspects of Oran's life from different perspectives. Counterbalancing of the two viewpoints (Oran's and the interviewer's) is well handled. Stylistic devices manipulated to fully support purpose and engage audience, for example placement of reporter/interviewee's comment before or after quotations (he became very animated when he explained the rather unusual way their families celebrate together). Characters developed and maintained throughout and vocabulary is carefully chosen to enhance the writing with imaginative and thought-provoking detail, for example humour, suspense, mystery or sensation may be incorporated depending on creative style adopted. 12 marks

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Longer Task Year 6 The Queue (Narrative) Sentence structure and punctuation Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Band A1 Construction of clauses is usually accurate. Some simple sentences often brief, starting with a pronoun and verb (he went back home). Clauses mostly joined with and, but, then, so. Sentences sometimes demarcated by capital letters and full stops. 1 mark Band A2 Subjects and verbs often simple and frequently repeated (put, got, said). Simple connections and, but, then, so, when link clauses. Some sentence variation created by use of simple adverbials (quickly, in the shop) and speech-like expressions in dialogue (wait up guys! Fred. Why?). Noun phrases mostly simple (the counter, this poster) with some limited expansion (the massive queue). Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in lists. 2-3 marks Band A3 Adverbials (when she reached home) and expanded noun phrases (two horrible hours) add variety. Some variety in subordinating connectives (because, which, where), subjects and verbs (verbs describing action in the shop: rushed, shoving, pulling, tugged). Dialogue may include fragmented sentences and different sentence types (Do you know how much the game is? So is everyone else). Tense choice appropriate, typically past tense used for narrative, present tense in dialogue. Some commas mark phrases or clauses; inverted commas demarcate direct speech, correctly on most occasions. 4-5 marks Band A4 Simple and complex sentences used, with some variety of connectives (while, although, until). Expansion of phrases and clauses adds detail (who now had a smirk on her face). Tense changes generally appropriate; verbs may refer to continuous action, past or future events (will be opening, had heard of it last year). Additional words and phrases contribute to subtlety of meaning (exactly, suspiciously). Range of punctuation used, almost always correctly, for example, full punctuation of direct speech. 6-7 marks Band A5 Length and focus of sentences varied to express subtleties in meaning and to focus on key ideas. Sentences may include embedded subordinate clauses (who had wanted to take the game from him), sometimes for economy of expression; word order may be manipulated for emphasis. Range of punctuation, with little omission, to give clarity. 8 marks

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Text structure and organisation Assessment focuses: organise and present whole texts effectively, sequencing and structuring information, ideas and events. Construct paragraphs and use cohesion within and between paragraphs. Band B1 Beginning or end of narrative may be signalled conventionally (One day). Ideas grouped into sequences of sentences; some division may be indicated by layout. First or third person narration may not be consistent. Simple connectives used (and, and then). Some connections between sentences, for example pronouns referring to the same person or thing. 1 mark Band B2 Sequence indicated by time-related words (finally), phrases or clauses. Divisions in narrative may be marked by paragraphs / sections. Connection between sentences built up by reference to characters in the story (Paul and Lee / They) and between different characters in the dialogue. Other relationships within and between sentences or clauses may be used (contract: but they got bored after a while) or events taking place at the same time (as they were waiting). 2-3 marks Band B3 Shifts in time and place help shape story and guide reader through the text, for example, by introducing a new section to draw attention to the main event (when I got to the shelves). Paragraph transitions may be awkward. Within paragraphs, connected sequences of events may be developed around a main sentence. Some references strengthen cohesion, for example by reinforcing relationships between characters (Sally / his mother / she). 4-5 marks Band B4 Relationships between paragraphs give structure to the whole story, for example, link between opening / resolution; contrasts of mood (slow wait in queue / fast-paced action in shop). Reference to characters / events / settings varied to avoid repetition, for example, by omission of words (ellipsis) (Have you got one game left? Ahh, we have [ ] but). Paragraph structure is controlled to shape the story, for example a paragraph used to build up to a main event. 6-7 marks Band B5 Sequence of plot may be disrupted for effect (focus on what is happening to another character at the same time). Structural features of the story, such as the opening and resolution, contribute to the shape and meaning of the whole text. Paragraphs varied in length and structure; connection between ideas manipulated in a variety of ways, for example, the use of pronoun reference to create deliberate ambiguity in the mind of the reader until later in the text. 8 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose. Band C1 A simple story based on the prompt; brief sequence of events about the character in the queue and the shop. Some detail included to interest reader (It was 499p). 1-2 marks Band C2 Story form maintained; attempt to interest reader through characters (description, dialogue) and setting; some development of events involving situation in queue / shop. Writing shows evidence of viewpoint, for example, narration suggests characters feelings about queuing (He gulped) or dialogue places character (Sam you stay by me OK?). Attempts at humour or building anticipation enliven the narrative, for example, amusing dialogue between characters; vocabulary describing the characters behaviour. 3-5 marks Band C3 Story form adapted to suggest realistic situation or present moral tale, for example, pacing used to prepare reader for main events: characters choices have consequences; presentation of characters to interest reader. Viewpoint is established and maintained, for example, narration is sympathetic about or disapproving of main characters. Style consistent with realistic story, for example; conversational dialogue between mum and boy (Hey mum! / Well, I suppose); opening suggests an ordinary shopping situation. 6-8 marks Band C4 Adaptation of story form evident in development of character and setting, for example, main character shows awareness of others feelings. Changes in pace maintain reader interest. The narrators viewpoint is established and controlled, for example: portrayal of Mum as a moral character who sorts out the problem fairly; narrator makes main character appear greedy as he grabs the game Writing engages the reader in a variety of ways, for example: direct address (would I get the game?); repetition for effect (Tim ran, the boy ran, but). 9-11 marks Band C5 Choices in adaptation for example withholding of information to build suspense contribute to overall impact and engage reader interest. Viewpoint well controlled, for example, selection of detail to encourage reader to sympathise with a particular character. Opinions, attitudes and feelings expressed calling on a range of stylistic devices, for example, use of figurative to build up description of crowd (everyone charged like buffalo; the queue flew into the shop like a tornado). 12 marks

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Longer Task: Healthy Snack Shop The task asks for an explanation of how to set up a healthy snack shop at Pencroft School. The intended audience is the headteacher; the writer is asked to imagine that he or she is a year 6 child at the school. Support with content and organisation of ideas is provided on the planning sheet. Sentence structure and punctuation. Assessment focuses: Vary sentences for clarity, purpose and effect Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. Band A1 Parts of sentences mostly joined with and, but. Some simple sentences, often brief, with modal verbs to indicate what the shop might be like (we could put posters up). Sentences sometimes demarcated by capital letters and full stops. 1 mark Band A2 Simple connectives and, but, or (the food is healthy and the drinks are cold) link clauses. Subjects and verbs frequently repeated; use of modal verbs (The shop would sell/The shop would open). Noun phrases mostly simple (a banana) with occasional expansion (the right change). Generalising words sometimes included (every, only). Full stops, capital letters, exclamation marks and question marks are used to demarcate sentences, mostly accurately; commas are used in lists. 2-3 marks Band A3 Subordinating connectives develop explanation within the sentence if, because (because it would attract many people), when. Adverbials (at the end of the day) and expanded noun phrases (bright, colourful signs) vary construction of sentences. Verbs refer to possible events (would), future time (We will be selling healthy drinks) or sometimes the present (I hope). Some variation in subjects (Year 6/We/Students/The teacher). There is some correct use of commas within sentences to mark phrases or clauses. 4-5 marks Band A4 Verbs are varied and express a range of time reference (Year 6 have been discussing; we expect to make). Simple and complex sentences used, with some variety of connectives, eg subordinating conjunctions which, who (the manager who will direct the business). Expanded phrases and clauses express ideas economically (a secretary to take stock being delivered). Qualifying words and phrases (slightly healthier) contribute to precision; adverbials indicate attitude of writer. Almost all sentences are correctly demarcated with a range of punctuation, eg brackets, dashes, colons. 6-7 marks Band A5 Length and focus of sentences varied to express subtleties in meaning, eg passives (would be given by the headteacher). Word order may be manipulated for emphasis (Lastly, and most importantly, posts); sentences may include embedded subordinate clauses for economy of expression. A range of punctuation is used correctly, with little omission, to mark the structure of sentences and texts to give clarity. 8 marks

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Text structure and organisation Assessment focuses: organise and present whole texts effectively, sequencing and structuring information, ideas and events. construct paragraphs and use cohesion within and between paragraphs Band B1 Ideas grouped into sequences of sentences, some division possibly indicated by layout, eg line breaks. Organisation may be chronological. Simple connectives used (and, but open Mondays to Fridays but only at breaks). Some connection between sentences, eg use of pronouns referring to the same thing (The shop/it). 1 mark Band B2 Simple overall text structure includes brief introduction or concluding statement (Thats what I think could happen). Some divisions between sections of content indicated, eg subheadings, use of also for additional information (I also think), and may be marked by paragraphs. Relationships between ideas usually non-chronological; similar ideas grouped together, eg ideas about opening times of the shop (first break, lunchtime). Connection between sentences built up by pronoun reference to main things/people in the text (the customer/they). 2-3 marks Band B3 Text structure includes introduction, logically ordered points and conclusion. New section/paragraphs consistently indicated, eg introductory phrases, subheadings. If used, conventional phrases (Our first decision, our second decision, last of all) are integrated into the text. Ideas developed within sections, eg main proposition (there would be 2 people running the shop at a time) followed by further detail, explanation or justification (one person to count the money and one person to sell the products). Connections between ideas established and maintained, eg by reference to a previous part of the text (These suggestions). 4-5 marks Band B4 Relationships between paragraphs give structure to whole text, eg connections make the structure clear to the reader by referring forwards and backwards (After reading this/What all this means is). Paragraphs are developed: main ideas consistently supported by relevant argument or detail. Reference to the same thing or person sometimes varied to avoid repetition, eg by omission of words (ellipsis) (one of the pair could be behind the counter and the other [ ] would be helping the children). 6-7 marks Band B5 Sequencing of sections contributes to overall effectiveness of text, eg strategic pacing of most engaging idea for maximum impact (present smaller, less significant ideas first and build up to main suggestion). Individual paragraphs varied in length and structure. Each paragraph has a clear focus, and content is organised by reference within and between paragraphs. 8 marks
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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose Band C1 A short series of points and comments about the shop; purpose possibly unclear, eg written as an advertisement or series of events. Some attempt to interest reader, eg details (a list of goods), or simple appeal (please will you choose me to run the shop) 1-2 marks Band C2 Explanation form used; content includes ideas about how the shop would be organised, eg points on staffing, prices, where the shop would be located. Writing shows evidence of viewpoint, eg some ideas presented attractively to headteacher (we will run the shop fairly and well). Some use of informative style, eg impersonal constructions to refer to the shop (There will be/it will have); specific vocabulary (younger children) although not necessarily consistent. 3-5 marks Band C3 Explanation form is adapted to the situation, eg content informative; detail well placed to deliver clear account of proposed ideas and appeal to reader (eyecatching). Viewpoint established and maintained, eg writing suggests authors responsibility, enthusiasm and eagerness to take on project. Style of address to headteacher (formal, friendly) sustained throughout, eg careful word choice (we could use the profits to improve the standards of health and education at our school). 6-8 marks Band C4 Ideas adapted for specific readership, eg effective selection of ideas and suggestions designed convince the headteacher (we will employ reliable children). Thorough coverage of points. A clear and consistent viewpoint established and controlled, eg address conveys confident, business-like approach to project (accessible to both children and parents; please consider us). Stylistic choices maintain readers interest, eg synonyms avoid repetition (delicious/tasty; pupils/children); engaging vocabulary directs readers attention to main idea. 9-11 marks Band C5 Readership informs choice and placing of content, eg the writer prioritises comments thought to be of most interest to audience (we would encourage children to recycle their litter). Viewpoint well controlled and convincing: position of the writer as a pupil who wants to take on the job of managing the shop is strongly held. Stylistic devices manipulated to fully support purpose and engage audience, eg inclusion of alliteration, word play or patterning (The shop would also need an exciting name. I have thought of Fun, Fit and Filling!). 12 marks

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The Longer Task: Time for a Change? (Persuasive) Sentence structure and punctuation Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Band A1 Clauses usually grammatically accurate. Parts of sentences mostly joined with and, but, then. Some simple sentences, often brief. Some modal verbs (we should start school; it should be). Sentences sometimes demarcated by capital letters and full stops. 1 mark Band A2 Simple connectives and, but or link clauses with some variation (because). Subjects and verbs frequently (I think ); use of modal verbs (you could be doing; would do more sport). Noun phrases mostly simple (some parents) with some expansion (a lot of energy). Some adjectives (early, hungry). Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in lists. 2-3 marks Band A3 Sentences are mostly grammatically sound. Subordinating connectives develop explanation within the sentence: if, because (because it will be too dark), when. Adverbials (with our old timetable) and expanded phrases (much more enjoyable) vary construction of sentences. Tense choice appropriate; present tense used (we need lunch); modal verbs to express possibility are varied (could, might). Some variation in subjects, eg to refer to reader, timetable, writer and previous ideas (the lesson times / you / I /this idea). Most sentences correctly demarcated; some commas mark phrases or clauses. 4-5 marks Band A4 Sentence types are sometimes varied; questions (why should we get up at 6.00?) or imperatives (So, remember, folks!). Simple and complex sentences used, with some variety of connectives: subordinating conjunctions (which, until, where). Expanded phrases and clauses express ideas economically. Shades of meaning established through additional words and phrases (slightly). Adaptation of verb forms to refer to the future (children will be more active) and the past. Range of punctuation used, almost always correctly, eg brackets, dashes, colons. 6-7 marks Band A5 Length and focus of sentences varied to express subtleties in meaning and focus on key ideas. Word order may be manipulated for emphasis (no child on this planet, let alone a school); sentences may include embedded subordinate clauses for economy of expression. Range of punctuation used, with little omission , to give clarity. 8 marks

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Text structure and organisation Assessment focuses: organise and present whole texts effectively, sequencing and structuring information, ideas and events. construct paragraphs and use cohesion within and between paragraphs Band B1 Ideas grouped into sequences of sentences; some division possible indicated by layout. Organisations may follow the chronological sequence of the timetable. Simple connectives used (and, and then). Some connection between sentences eg pronouns referring to the same person or thing (we, you). 1 mark Band B2 Text structure overall is simple: includes brief introduction or concluding statement, eg expressing a view about the timetable (I think the new timetable is bad). Some divisions between sections of content indicated, eg use of also / and if for additional information (I also think ). Relationships between ideas often simply linked to chronology of the timetable. Connection between sentences built up by pronoun reference to main things/people in the text (children / they) and connections between words develop topic (teachers / marking / work). 2-3 marks Band B3 The whole speech is logically organised: includes introduction, ordered points and conclusions to summarise or emphasise the writers view. New sections or paragraphs are sequenced, although paragraph transitions may be awkward. If used, conventional phrases (My first reason / my second point) are integrated into the text. Within paragraphs, content often introduced by a main sentence. Sections or paragraphs organised to expand and develop a particular topic, eg with explanation (it means we will have to put in a lunch break). Connections within paragraphs established and maintained, eg by reference to a previous idea (This way it is easier to do). 4-5 marks Band B4 Overall organisation of the text is supported by paragraphs. Relationships between paragraphs give structure to the whole text, eg connections make the structure clear to the reader by referring forwards and backwards (So pupils Ive wrapped up my speech with the conclusion that the timetable is diabolical!). Paragraphs are developed: main ideas consistently supported by relevant argument or explanation. Reference to the same thing or person sometimes varied to avoid repetition (I dont think many people will go either [sport or homework club]). 6-7 marks Band B5 Across the whole piece the structure of the text is controlled. Sequencing of sections contributes to overall effectiveness and shape of text, eg strategic placing of most engaging idea for maximum impact, such as presenting smaller, less significant reasons first and building up to most persuasive point (my biggest reason ). Individual paragraphs varied in length and structure. Each paragraph has a clear focus, and content is organised, eg by reference or contrast within the paragraph (Nevertheless, there are some points to make for the timetable ). 8 marks
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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose Band C1 A short series of points about the timetable; activities may be listed (football, swimming, netball); possible consistency of opinion. Details (do a word search) or simple statement of opinion (it is too early) expand content. 1-2 marks Band C2 Content includes points relevant to writers views; some explanation of ideas (because people could still be at work) or direct address to audience (for your breakfast). The writers attitude towards the timetable is expressed (it can make you healthy). Vocabulary choice is mostly relevant and develops content (vegetarians, football or rugby, choir club); some use of impersonal constructions (It would be). 3-5 marks Band C3 Attempts to engage and persuade audience by selection of points to appeal to (need sleep in the afternoon) or amuse the audience. The writer maintains a consistent approach to the issues, eg shown as representing a reasoned and sensible attitude (we have got to have lunch). Style of address (formal, friendly) supports persuasive purpose, eg personal comments (so you might like them), generalisation (most people), suggestion (maybe, perhaps). 6-8 marks Band C4 Ideas adapted, eg points selected deliberately to appeal to the school audience (no child would want four hours of lessons). Thorough coverage of points. A clear and consistent viewpoint established and controlled, eg writer develops a confident and/or considerate persona as a persuasive strategy: spokesperson for assembly audience (it is in my nature to stand up for the children). Stylistic features enhance persuasion, eg emotive vocabulary (lessons all clumped together; drowsy); use of rhetorical questions (fellow pupils, would you like to get up before seven oclock?). 9-11 marks Band C5 Choice and placing of content is informed, eg the writer prioritises comments thought to be of most interest to the audience, so that they are well placed for emphasis (Kids cant go to school without a playtime). Viewpoint well controlled and convincing, eg writer positioned as a pupil who has a clear and authoritative overview of the advantages and disadvantages of the proposed change (schools around the United Kingdom ). Stylistic features manipulated fully to support purpose and be engaging, eg inclusion of direct address, wordplay or patterning. 12 marks

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Shorter Task Year 3 Mysterious Object - report Sentence structure and punctuation Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Band D1 Ideas about the mysterious object expressed in sentence-like structures. There may be omissions in some sentences. Some awareness is shown, in writing or discussion, of how full stops are used. 1 mark Band D2 Mainly simple, grammatically accurate statements predominantly starting with 1st person subject plus simple verb (I found a dinosaurs bone). Mixture of notes (a round thing coloured orange), simple sentences or compound sentences with clauses mostly joined with and, but, then (It might hatch and grow very big). Verb tense usually appropriate to heading. Sentences sometimes demarcated by both capital letters and full stops; other punctuation may mark questions and exclamations. Use of features, such as bullet points or line breaks, sometimes corresponds with clause structure. 2-3 marks Band D3 Statements are grammatically accurate and present relevant, precise information (It is silver and has 6 spikes on one side and five spikes on the other side). Noun phrases are expanded through the use of adjective strings (small and skinny legs: thin and tall and a bit yellow). Note form/ellipsis used for brevity and clarity (What it could be used for: sitting, lying, sleeping, wishing, praying). Future tense (it will rot away) or modal constructions (it could be cooked to eat) are appropriate to headings. Full stops, capital letters, exclamation marks and question marks mostly accurate. Commas may be used in lists. Features such as bullet points or line breaks correspond to grammatical division of clauses and phrases. 4-5 marks Band D4 Information is conveyed succinctly. Noun phrases, describing the qualities of the object, are expanded through use of similes (as big as your fist), and adverbial phrases (a knobbly piece of blue glass) express ideas economically. Adverbials (slightly scary) give more detail. Verbs use future, conditional and present tenses appropriately. Passive voice is used to highlight object (The blood of this creature can be used to heal illnesses). Accurate sentence demarcation and some correct use of commas within sentences to mark phrases or clauses; bullet points or line breaks used to organise information economically. 6 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose organise and present whole texts effectively Band E1 Writing is related to a mysterious object and mainly addresses the headings (What it looks like: shell). Word choice relates to topic (found, beach). 1 mark

Band E2 Writing completes the format by addressing the given headings with some additional details (made of gold; it had something inside it). Information is generally clear to the reader; vocabulary choices describe main features of the object (small; yellow) but some may be overused 2-3 marks

Band E3 A range of relevant information is given in each section of the report form. Development and detail in each section (made of very hard metal; it could be put in a museum to show people a real pirate telescope) provide the reader with more evidence about the mysterious object. Some precision and authenticity in choice of words and phrases (prehistoric; to decorate my belongings). 4-5 marks

Band E4 Information given in each section links together (It is a circle covered in spikes. It can be used for attacking predators because its spikes have poison on the end); future possibilities are developed logically (It will go to a sealife centre and will be used to save octopuses lives). Evidence of viewpoint: a stance is taken towards the discovery, for example the writer as investigator/expert/excited/awestruck (It couldnt possibly be! Make you immortal and give you powers nobody can explain!). Use of technical or specific vocabulary (unexploded mine; sea anemone) demonstrates precision of writing in role 6-7 marks

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Handwriting Make this judgement based on a few lines of writing chosen to represent the childs best performance, looking across both pieces Band F1 Writing is legible, letters are usually correctly formed and orientated. Generally, upper and lower case letters are not mixed within the word 1 mark Band F2 Letters correctly formed and orientated. Writing may be controlled printed style, with letters generally neat and regular in size, ascenders and descenders usually distinguished. Alternatively, there may be evidence of the ability to join letters, although this detracts form the overall regularity of the handwriting 2 marks Band F3 Letters correctly formed and orientated. Handwriting is neat and regular in size, with ascenders and descenders usually distinguished. There is evidence of fluency and the ability to join letters. 3 marks

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Shorter Task Year 4 What Might Have Happened? Sentence structure, punctuation and text organisation Assessment focuses: construct paragraphs and use cohesion within and between paragraphs vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Band D1 Meaningful words and phrases express ideas in sentence-like structures, although occasional omission of words / phrases detracts from sense (Legs was the fast runner there and Spider was coming behind). Some relationships between ideas within sentences suggested by simple connectives (and, because). Some awareness shown, in writing or discussion, of how full stops are used. 1 mark Band D2 Mainly simple sentences predominantly beginning with repeated personal subject (Legs) and action verb (Legs ran to the starting line. Legs ran as fast as she could). Clauses sometimes joined in the style of the original with and, then to establish the sequence of events. Some chaining of speech-like clauses to convey Legs thoughts (but when does it in five minutes but I think my uncle should be here). Story conclusion is developed in a sequence of sentences but some transitions may be awkward. Sentences sometimes demarcated by both capital letter and full stop. 2-3 marks Band D3 Mixture of simple and compound sentences with clauses joined by and, but, then, when, so; some use of pronoun she to avoid repeating Legs (Legs was tired out. She didnt know if she could run anymore). Variation in word order and/or position of clauses highlights meaning and contributes to pace of narrative (Off ran Legs, like a bullet). Nouns modified by adjectives (sharp corner; next race; friendly faces); time adverbials mark stages of race (just then, by this time, before, after ten minutes). Sequences of sentences develop the story conclusion logically. Full stops, capital letters, exclamation marks and question marks mostly accurate; some attempts to demarcate direct speech; commas used in lists. 4-5 marks Band D4 Sentences structured for precision and impact; some subordinating connectives (when, if, because, until, as) used to form complex sentences; short sentences used to add pace (She thought about her Mum. She thought about her uncle. And then Legs ran as fast as she could). Adverbials (big leap in the air) and expanded noun phrases (the first fifty metres) vary construction of sentences. Dialogue may include fragmented sentences and different sentence types (Arrrrrr!!; Good race.; Spider when is the race starting? Oh yes its in five minutes! Legs answered herself.). Sections of the story conclusion may be organised into paragraphs. Some commas mark phrases or clauses; inverted commas demarcate direct speech, usually correctly. 6 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose select appropriate and effective vocabulary Band E1 Understandable ideas expresses; some of them relate to running a race or repeat the original ending of the story. Word choice is limited but generally communicates meaning (They got to the start line). 1 mark Band E2 A simple story ending: brief sequence of broadly chronological events, generally related to the story with an appropriate ending (Legs came in first place); ending may be brief or over-long. Story ending expanded through some apt vocabulary choices (she jogged) or the inclusion of detail, for example Legs changing position in the race (She saw her Uncle Udi. She stopped for a second and waved; She was eighth. Now she was seventh.) 2-3 marks Band E3 Relevant events conclude the original story: some development of character or plot, for example, may introduce an element of uncertainty about the outcome of the race. Links may be made to events in the original story to build up contextual detail (Legs ran as fast as she could but she was tired from the run to the hospital; Her uncle had watched her on telly). Narrators or character reactions to events described; characters feelings/attitudes mainly consistent with original story (Legs finished last. She felt disappointed). Details included to create a sense of how Legs ran the race and may indicate how it affected her (She ran as fast as her legs would take her; Legs was bright red and sweating); direct speech sometimes used to relay events (On your marks. Get set, Go! boomed the voice of the microphone). 4-5 marks Band E4 The alternative ending provides a credible and engaging conclusion to the original story; well-paced developments may integrate additional problems for Legs in the race to create a sense of suspense (Legs collapsed by the old castle, everyone gasped.). Viewpoint set by the original author maintained with Legs attitude/motivation held consistently (I have to keep this up she thought because there was another quarter of the race still to go; She was doing this for Uncle Udi). Effective adaptation of the style of the original, for example using and, then to build tension (Then she thought of her uncle.). Words and phrases may be repeated for emphasis (willed herself. forced herself; Well done said her Uncle Well done!). Vocabulary choices add to the drama of the race (she ran like a rocket), and reveal how Legs felt (panting and puffing; she could feel time ticking away as she ran). 6-7 marks

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Handwriting Make this judgement based on a few lines of writing chosen to represent the childs best performance, looking across both pieces.

Band F1 The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven 1 mark

Band F2 Overall, the handwriting is regular with some flow and movement. Letters and words are usually appropriate in size and position but there is some variation 2 marks

Band F3 The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains a personal style to engage the reader 3 marks

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Shorter Task Year 5 Instruction Leaflet Text structure, punctuation and organisation Assessment focuses: construct paragraphs and use cohesion within and between paragraphs vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences Band D1 Predominantly simple imperative sentences, often without explanation. Construction of clauses usually grammatically accurate. Some reference between sentences (pronouns, repeated/related vocabulary). Sentences sometimes demarcated by capital letters and full stops. 1 mark Band D2 Strings of simple or compound imperatives, not always full sentences. Clauses mostly linked to connectives such as then, when, if, or. Within them verbs, and subjects if used, frequently repeated (Do , do , don't, don't, you must). Noun phrases mostly simple with some expansion (the red button). Some variation in word order to highlight meaning. Content of each section may not adhere strictly to heading. Reference chains/vocabulary help maintain links between ideas (your boots, them). Full stops, capital letters, exclamation marks and question marks used mostly accurately to demarcate sentences (where used); commas used in lists. 2-marks Band D3 Sentences are structured for clarity either through repetition for emphasis or variation to alter focus, for example use of expanded noun phrases or imperatives (take boots; you must/may take boots; boots should be taken; Do not take; Never ). Some subordinating connectives used (if, because, when) and some variation in subjects of sentences. Ellipsis may be found (if dissatisfied, return to shop). Tenses generally consistent and modal verbs used. Appropriate content grouped together within each section although may not be well balanced. New sections/paragraphs sometimes introduced by main/general sentence. Some correct use of commas within sentences to mark phrases or clauses. Sentence punctuation may be absent if an alternative method of demarcating instructions is adopted, for example bullet points, numbering and line breaks (or a combination of these). 3 marks Band D4 The content is appropriately grouped under given headings with important ideas given prominence. Compound and complex sentences may be used, with some variety of construction and connectives (although, which, unless), or they may be deliberately succinct. Expanded phrases and clauses build up relevant detail and information. Shades of meaning established through use of qualifying words and phrases (completely, should, can). Meaning developed through use of complex verb phrases (must always be kept); tense changes and modal verbs managed appropriately. Passive constructions used (boots must be stored, it is recommended). May adopt different approaches within sections, for example introductory paragraph with full sentences followed by bullet points. Some internal sentence punctuation, for example dashes, brackets. 4 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose select appropriate and effective vocabulary Band E1 A short series of points about the boots; purpose may be unclear, for example may simply describe the boots or what they can do, or may omit important facts. Some detail included, not always appropriate to the task, for example may describe the colour or material. 1 mark Band E2 Instruction form includes some of the main features of a manufacturer's leaflet, for example to inform, or advise, although explanation element may be minimal. Selection of material generally apt and of potential use to the user, but may focus on trivial aspects of boots at expense of more important information. Writing shows some evidence of a viewpoint, for example author as adviser. Attempts at formal tone of address but authoritative tone not sustained (.. or they might get all ruined and you would be sad). Some use of informative style, for example simple lists of imperatives and appropriate vocabulary. May attempt to explain reasons for instructions or may simply give list. Some superfluous information may be included. 2-3 marks Band E3 The purpose of the leaflet is clear. A suitable balance of information, instruction and advice relating to boots given under appropriate headings. Formal tone of address and impersonal voice established and largely maintained in attempt to help reader. Consistent informative style, usually with some explanation, unless style adopted is deliberately minimal, for example short direct bullet points. Imaginative detail and precise vocabulary may be included for effect, for example to engage as well as inform. 4-5 marks Band E4 Secure use of instructional/informative forms establishing context and purpose: effective adaptation of writing forms, for example contrasting longer explanation with short noteform 'tips', as appropriate. Formal tone of address to reader sustained throughout. Authoritative voice is established and controlled, may vary between conversational tone and strong imperatives. May show recognition that readers will have varying needs by presenting alternatives to suit reader's potential problems/enquiries (to change size of boots, call helpline and say SHOE SIZE). Style may be formal but friendly. Stylistic choices maintain reader's interest, for example personal appeal or detailed explanation. Selection of content totally appropriate and imaginative. 6-7 marks

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Band E5 Content well focused on the function of each section, giving balance of instruction, advice, information and explanation within the leaflet as a whole. Important details given most prominence. Viewpoint well controlled, for example a convincing voice in impersonal style appropriate for a leaflet, with positive attitude to product and distinct approach to user, for example may choose to be persuasive, stimulating, patronising. Clear and detailed information expressed precisely, calling on a range of stylistic devices. Every statement serves a purpose within the overall context. 8 marks Handwriting Make this judgements based on a few lines of writing chosen to represent the childs best performance, looking across both pieces Band F1 The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven. 1 mark Band F2 Overall, the handwriting is regular with some flow and movement. Letters and words are usually appropriate in size and position but there is some variation. 2 marks Band F3 The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains a personal style to engage the reader. 3 marks

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Shorter Task: Activity Holiday (Description) The task asks for a description of a holiday centre activity selected from a choice of treasure hunt, team games and cycling. The writing is for a display to be read by visitors to the centre; the writer is asked to imagine that he or she has experienced the chosen activity. Sentence structure, punctuation and text organisation Assessment focuses: Vary sentences for clarity, purpose and effect Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. Construct paragraphs and use cohesion within and between paragraphs. Band D1 Clauses usually programmatically accurate, mostly joined with and, then, but. Some simple sentences, often a brief sequence starting with subject + verb (we had, we got, you get). May include simple repetition for emphasis (very very scary). Some connections between sentences, eg pronouns referring back to objects encountered during the activity/other participants (if/they). Sentences sometimes demarcated by capital letters and full stops 1 mark Band D2 Simple adjectives used to evaluate experience (It was easy/good/fun); occasional simple qualification (very hard, so tired). Subjects and verbs frequently repeated (It has, It was). Clauses mostly joined with and/but/or; some use of if. Some sentences expanded with simple adverbials (slowly). Relationships between sentences or clauses sometimes made explicit, eg also denotes additional information. Full stops, capital letters, exclamations marks and question marks are sued to demarcate sentences, mostly accurately; commas are used in lists. 2 marks Band D3 Sentence construction varied, adverbials (before you start) and expanded noun phrases (dark, damp room, twisted tunnel) describe activity or indicate writers attitude to experience (fantastic rope swing). Verbs varied for time reference, eg modals (it will be scary; you might get wet). Prepositions used for spatial description (through tunnels, over walls). Some subordinating connectives, eg if (if you dont win), when (when it bounced off him). Sections of text developed around topic sentence and similar content grouped together. Some commas mark phrases or clauses. 3 marks Band D4 Compound and complex sentences with varied with connectives, eg which (which gave us instructions), although. Varied sentence construction used for effect, eg passives to alter the focus of attention (logs that had been put over water) and shorter sentences for emphasis. Ellipsis may be used, eg to describe a sequence of activities (You can run through tyres, [ ] swing over water, [ ] climb brick walls). The organisation of each point supports thorough coverage and emphasis on main ideas. Range of punctuation used, almost always correctly, eg brackets, dashes, colons. 4 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose Band E1 A short series of comments about the activity, or a brief list. Form may be a recount. Possibly some expression of opinion (It was really good). Detail sometimes included to interest the reader (bean bags and skipping ropes). 1mark Band E2 Form is a descriptive account; coverage may be uneven. Some awareness of reader, eg recommendation of activity (if you come you would think its the best thing); some explanation of what reader needs to know about activity. Some evidence of viewpoint, eg comments indicate a positive attitude or evaluation of experience (it was fun all the same); attempts to provide informed description. Some vocabulary accurately describes activity (compass, map, clues) although other references may be vague (stuff, things). Use of person (first, second, third) varied but not always controlled. 2-3 marks Band E3 Coverage is balanced, eg describes procedure, participants, equipment. Details to interest the reader sometimes prioritised (I especially liked) or humour is attempted (You will not get lost!). Viewpoint is established and maintained, eg informative description suggests writer was impressed by activity (there were 6 massive tyres); expression of opinion about writers character (Im adventurous). Stylistic choice contributes to descriptive effect, eg precise vocabulary (orienteering); detail of action (slid, sprinted); managed use of person to describe event and directly address visitor. 4-5 marks Band E4 Descriptive form adapted for specific readership, eg effective selection of comments aimed at informing visitors (they provided helmet for us; the rides last up to 4 hours). Coverage of chosen activity thorough and engaging. A clear and consistent viewpoint is established and controlled, eg writing conveys a sense of excitement about the activity; opinion is informed (its a good way to meet people). Direct address to the reader used for effect (Youll wish you could do it again). Images may be used to enhance description of activity (it feels like you are a pirate sailing the seven seas). 6-7 marks Band E5 Content is adapted and shaped for effect, eg description for emphasis (spectacular prize). Voice of the writer is well controlled and convincing, eg the writer adopts a persona whose character becomes apparent as the account of the experience unfolds. Stylistic devices manipulated to fully support the purpose and entertain the audience, eg figurative language (panting like a dog; it felt as if wed been travelling for an eternity). 8 marks

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The Shorter Task: A New Toy (Persuasion radio advert) Sentence structure, punctuation and text organisation Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences construct paragraphs and use cohesion within and between paragraphs Band D1 Clauses usually grammatically accurate, mostly joined with and, but. Some simple sentences, which are often a brief sequence of words starting with subject and verb (to describe the toy: Its got a handbag). Occasional sentence variation when a spoken style is used (Get one now!). Some connections between sentences, for example, pronouns referring to the toy. Sentences are sometimes demarcated by capital letters and full stops. 1 mark Band D2 Some variation in sentence types through use of spoken style, for example: imperatives (Go down to your toy store!); attempts at rhetorical questions or exclamations (Why dont you). Clauses mostly linked with simple connectives (and, also); subjects and verbs frequently repeated. Adjectives and adverbs supporting persuasive purpose sometimes included (only, just, soon, ever). Conventional advertising phrases or sentences may be used (Only at T-store! Now in store!). Relationships between sentences or clauses sometimes made explicit (Not onlybut). Full stops, capital letters, exclamation and question marks mostly accurate; commas in lists. 2 marks Band D3 Variation in sentence structure construction: initial verbs for impact; conversational language and incomplete sentences (Need more information? How much?); adverbials (in different sizes and shapes); expanded noun phrases (reversible moving talking action figure); some subordination (if, because, when). Some variety of pronouns, for example, to refer to speaker, product, listener (youll probably be on it 24/7). Present tense generally used consistently. Sections of text developed around topic sentence and similar content grouped together. Some commas mark phrases or clauses. 3 marks Band D4 Compound and complex sentences used, with varied connectives (which, while, also). Expanded phrases and clauses build up relevant detail (which sings them a lullaby). Additional words and phrases (absolutely, actually). Time reference and focus varied through use of verbs (passive: was made by the company). Simple, repetitive structures or shortened sentences may be used for effect. (Hell sing, hell dance, hell shout). The organisation of each point supports thorough coverage and emphasis on main ideas. Range of punctuation used, almost always correctly, for example brackets, dashes, colons. 4 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose Band E1 A short series of comments or simple description of the toy; features may be listed. Details, for example, price / age group / where the toy can be bought, sometimes included to interest or persuade (its unbreakable). 1 mark Band E2 A series of persuasive points; coverage may be uneven. Points include some description of toys features; some explanation of its appeal to audience. Some evidence of viewpoint: positive attitude about the toy expressed; attempts to impress the audience (just been sent from America). Some stylistic choices support persuasive purpose, for example, vocabulary choices describe toy attractively (awesome new extreme cycle); conversational style of address (yes thats right). 2-3 marks Band E3 Coverage is balanced; advertisement form is maintained and selection of content shows awareness of audience. (You dont have to worry about space in your room). Viewpoint is established and maintained, for example speaker presents friendly, conversational relationship with audience (I think I might get this toy!). Stylistic choices consistently support the persuasive purpose, for example description and persuasion are interwoven (the handy remote); style of address to audience is sustained. 4-5 marks Band E4 Advertisement form adapted for specific audience, for example effective selection of comments and detail tailored to adults, children or another group of listeners (Yo to all you boys out there! Kids, if I were you). Clear and consistent viewpoint established and controlled, for example, speaker as an authoritative voice (the most advanced technology) or a controversial / humorous tone created (So get out of bed and come to the store). Stylistic devices engage audience, for example repetition for effect, slogans, direct address to audience (Hes cool! Hes flash! Get the voice control out and talk, talk, talk). 6-7 marks Band E5 Content is adapted and shaped for effect, for example, use of dramatised conversations between shoppers, mini-interview with maker of toy (So, what does this do? Well its the best remote control). The voice or voices of the radio advertisement are well controlled and convincing, for example a persona is created, a character is portrayed. Stylistic devices are manipulated to fully support the persuasive purpose and entertain the audience, for example linguistic patterning, word play, alliteration, figurative language. 8 marks

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The Shorter Task: Eyewitness (Report writing) Sentence structure, punctuation and text organisation Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences construct paragraphs and use cohesion within and between paragraphs Band D1 Clauses usually grammatically accurate, mostly joined with and, then, so (and then he saw the fox). Some simple sentences, often a brief sequence starting with subject + verb (The man was old; I heard a car). Some connections between sentences, eg pronouns referring to participants (he ran off). Simple attempts to conclude account (thats all I can tell you). Sentences are sometimes demarcated by capital letters and full stops. 1 mark Band D2 Simple connectives and, but, or, so, when (when a car raced past me) link clauses. Subjects and verbs frequently repeated (car, got). Phrases with simple expansion (a red car, blue tie; very fast, quite fat). Some sentences expanded with simple adverbials (suddenly, slowly) or simple phrases, eg to indicate position (inside the car). Verbs consistently refer to the past; continuous action expressed (was wearing black sunglasses). Events described sequentially; relationships between events sometimes indicated (he beeped the horn but the fox did not move). Full stops, capital letters, exclamation and question marks mostly accurate; commas in lists. 2 marks Band D3 Sentences are mostly grammatically sound. Some subordination: because, if (because I had seen a landrover; if there was anyone else). Adverbials (About two minutes later) and expanded noun phrases (a man with orange hair) vary construction of sentences. Expanded phrases used for spatial and time description (into the centre of the road). Some connections in text indicate relationships other than simple sequence: simultaneous events (As it did this, the mercedes came bolting down the road); cause and effect (this resulted in the car swerving). Most sentences correctly demarcated; some commas mark phrases or clauses. 3 marks Band D4 Compound and complex sentences used, with varied connectives, eg which, meanwhile, who (which was probably his mother; who was wearing black trousers and a sweatshirt). Expanded phrases and clauses express ideas economically (whereas the speed limit was only 30 mph). Verb forms adapted to refer to a range of points in time. Additional words and phrases (certainly frightened; probably scared) may be included. Organisation supports thorough coverage and emphasis on main ideas; description of events gives shape to the account (a bang, a crash and a shout and then all was quiet). Range of punctuation used, almost always correctly, eg brackets, dashes and colons. 4 marks

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Composition and effect Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose Band E1 A short series of points and comments about the incident. Some evaluation (I was amazed). Detail sometimes included to expand content (I heard some revving). 1 mark Band E2 A descriptive account; some awareness of audience, eg attempt to set the scene (I was at the kerb about to cross); use of detail (ginger and white fox). Writing may attempt to describe events from an objective or detached viewpoint (a fox ran out), and/or there may be evidence of evaluative comment (the driver was lucky). Some vocabulary accurately describes participants, events or items (bumper); overall level of formality may be inconsistent, eg a mixture of informal (this old banger) and more formal reference (bonnet).

2-3 marks Band E3


Coverage is balanced, eg includes a whole sequence of events. Detail supports purpose of the description (blue Jaguar convertible; black Rover). An objective viewpoint is established; a neutral account of evidence is maintained. The witness's personal views may be evident but do not dominate the account. Stylistic choices contribute to descriptive effect, eg verbs for impact (rushed, screeched); form of address (official, note-style: lots of rings, short hair); use of reported not directed speech. 4-5 marks

Band E4 Description provides clarification for reader (crumpled the front (the bonnet)); thorough coverage of events; detail aptly selected for purpose. The writers viewpoint is consistent and controlled, eg responsible and informed attitude suggested; writers position may suggest distance through tentative comments (he seemed a little red faced). Stylistic features suited to accounts purpose, eg there may be formal or technical vocabulary (suffered minor head injuries, incident) and/or vivid description of scene. 6-7 marks Band E5 Readership informs choice and placing of content, eg the writer prioritises information relevant to the accident. Viewpoint well controlled and convincing, eg writer portrayed as a reliable and observant witness. Range of stylistic features manipulated to fully support purpose and inform audience, eg. consistent use of official language or specific terminology (poor response time); selection of descriptive vocabulary to appeal to the senses/enhance description of the scene. 8 marks

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Handwriting Year 6 All children need to develop a serviceable handwriting style which is legible, clear and encourages the reader to engage with what has been written. This assessment of handwriting is based on the childrens ability to write legibly and fluently in a sustained place of writing. Judgements will be made on the basis of the legibility and clarity of the handwriting throughout the longer piece, supported by a closer look at the size and position of words and letters. Band F1 The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven. 1 mark Band F2 Overall, the handwriting is regular with some flow and movement. Letters and words are usually appropriate in size and position but there is some variation. 2 marks Band F3 The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains a personal style to engage the reader. 2 marks

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