Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

First published in 2008 Ref: 00727-2008BKT-EN

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HER

TFO

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08

1The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

© Crown copyright 2008 00727-2008BKT-EN

Wri

ting

ass

essm

ent g

uide

lines

: lev

els 2

and

3

Nam

e……

……

……

….…

……

……

……

..……

……

AF5

– v

ary

sent

ence

s for

cl

arit

y, p

urpo

se a

nd

effe

ct

AF6

– w

rite

wit

h te

chni

cal a

ccur

acy

of s

ynta

x an

d pu

nctu

atio

n in

ph

rase

s, c

laus

es a

nd

sent

ence

s

AF3

– o

rgan

ise

and

pres

ent

who

le te

xts

effe

ctiv

ely,

se

quen

cing

an

d st

ruct

urin

g in

form

atio

n,

idea

s and

eve

nts

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– c

onst

ruct

pa

ragr

aphs

and

use

co

hesi

on w

ithi

n an

d be

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n pa

ragr

aphs

AF1

– w

rite

im

agin

ativ

e,

inte

rest

ing

and

thou

ghtf

ul te

xts

AF2

– p

rodu

ce

text

s whi

ch a

re

appr

opri

ate

to ta

sk,

read

er a

nd p

urpo

se

AF7

– s

elec

t ap

prop

riat

e an

d ef

fect

ive

voca

bula

ry

AF8

– u

se c

orre

ct s

pelli

ngH

andw

riti

ng a

nd

pres

enta

tion

Leve

l 3In

mos

t writ

ing

relia

nce

mai

nly

on

• sim

ply

stru

ctur

ed

sent

ence

s, va

riatio

n w

ith

supp

ort,

e.g.

som

e co

mpl

ex se

nten

ces

and,

but

, so

• a

re th

e m

ost c

omm

on

conn

ectiv

es,

subo

rdin

atio

n oc

casi

onal

lyso

me

limite

d • va

riatio

n in

use

of

tens

e an

d ve

rb

form

s, no

t alw

ays

secu

re

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ost w

ritin

gst

raig

htfo

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ly

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ted

accu

rate

ly w

ith

full

stop

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pita

l le

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s, qu

estio

n an

d ex

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atio

n m

arks

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e, li

mite

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of sp

eech

pu

nctu

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mm

a sp

licin

g • ev

iden

t, pa

rtic

ular

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ive

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me

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mpt

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ith

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ted

poin

ts

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o ea

ch o

ther

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ings

and

• cl

osin

gs u

sual

ly

sign

alle

dso

me

atte

mpt

• to

sequ

ence

id

eas o

r m

ater

ial

logi

cally

In m

ost w

ritin

gso

me

inte

rnal

• st

ruct

ure

with

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sect

ions

of t

ext

e.g.

one

-sen

tenc

e pa

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aphs

or i

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y org

anise

dw

ithin

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agra

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• sect

ions

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e lin

ks

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ent

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een

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grap

hs/

sect

ions

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es

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pt o

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In m

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me

appr

opria

te

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s and

con

tent

in

clud

edso

me

atte

mpt

to

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orat

e on

bas

ic

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rmat

ion

or

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ts, e

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ouns

ex

pand

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y sim

ple

adje

ctiv

esat

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• ad

opt v

iew

poin

t, th

ough

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en n

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ned

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inco

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tent

, e.g

. at

titud

e exp

ress

ed,

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ith li

ttle

el

abor

atio

n

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ost w

ritin

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e • es

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ishe

d at

a

gene

ral l

evel

mai

n fe

atur

es o

f • se

lect

ed fo

rm

som

etim

es

sign

alle

d to

the

read

erso

me

atte

mpt

s at

• appr

opria

te st

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w

ith a

tten

tion

to

read

er

In m

ost w

ritin

gsi

mpl

e, g

ener

ally

• ap

prop

riate

vo

cabu

lary

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d,

limite

d in

rang

eso

me

wor

ds

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cted

for e

ffec

t or

occ

asio

n

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ost w

ritin

gco

rrec

t spe

lling

of

•so

me

com

mon

- gr

amm

atic

al fu

nctio

n w

ords

com

mon

con

tent

/ - le

xica

l wor

ds w

ith

mor

e th

an o

ne

mor

phem

e, in

clud

ing

com

poun

d w

ords

likel

y er

rors

•so

me

infle

cted

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ding

s, e.

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ast

tens

e, co

mpa

rativ

es,

adve

rbs

som

e ph

onet

ical

ly

- plau

sible

att

empt

s at

cont

ent/

lexi

cal w

ords

In m

ost w

ritin

gle

gibl

e st

yle,

• sh

ows a

ccur

ate

and

cons

iste

nt

lett

er fo

rmat

ion,

so

met

imes

join

ed

Le

vel 2

In s

ome

form

s of

writ

ing

som

e va

riatio

n • in

sent

ence

op

enin

gs, e

.g. n

ot

alw

ays s

tart

ing

with

nam

e or

pron

oun

mai

nly

sim

ple

• sent

ence

s with

an

d us

ed to

co

nnec

t cla

uses

past

and

pre

sent

• te

nse

gene

rally

co

nsis

tent

In s

ome

form

s of

writ

ing

clau

se st

ruct

ure

• mos

tly

gram

mat

ical

ly

corr

ect

sent

ence

• de

mar

catio

n w

ith

capi

tal l

ette

rs a

nd

full

stop

s usu

ally

ac

cura

teso

me

accu

rate

• us

e of

que

stio

n an

d ex

clam

atio

n m

arks

, and

co

mm

as in

list

s

In s

ome

form

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writ

ing

som

e ba

sic

• sequ

enci

ng

of id

eas o

r m

ater

ial,

e.g.

tim

e-re

late

d w

ords

or

phra

ses,

line b

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adin

gs,

num

bers

open

ings

and

/• or

clo

sing

s so

met

imes

si

gnal

led

In s

ome

form

s of

writ

ing

idea

s in

sect

ions

• gr

oupe

d by

co

nten

t, so

me

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ng b

y si

mpl

e pr

onou

ns

In s

ome

form

s of

writ

ing

mos

tly re

leva

nt

• idea

s and

con

tent

, so

met

imes

re

petit

ive

or sp

arse

som

e ap

t wor

d • ch

oice

s cre

ate

inte

rest

brie

f com

men

ts,

• ques

tions

abo

ut

even

ts o

r act

ions

su

gges

t vie

wpo

int

In s

ome

form

s of

writ

ing

som

e ba

sic

• purp

ose

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blis

hed,

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ain

feat

ures

of

stor

y, re

port

som

e ap

prop

riate

• fe

atur

es o

f the

gi

ven

form

use

dso

me

atte

mpt

s to

• adop

t app

ropr

iate

st

yle

In s

ome

form

s of

writ

ing

sim

ple,

oft

en

• spee

ch-li

ke

voca

bula

ry

conv

eys r

elev

ant

mea

ning

sso

me

• adve

ntur

ous

wor

d ch

oice

s, e.

g.

oppo

rtun

e use

of

new

voca

bula

ry

In s

ome

form

s of w

ritin

gus

ually

cor

rect

spel

ling

of•

high

freq

uenc

y - gr

amm

atic

al fu

nctio

n w

ords

com

mon

sing

le

- mor

phem

e co

nten

t/le

xica

l wor

dslik

ely

erro

rs•

infle

cted

end

ings

, e.g

. - pa

st te

nse,

plu

rals,

ad

verb

sph

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ttem

pts a

t - vo

wel

dig

raph

s

In s

ome

form

s of w

ritin

gle

tter

s gen

eral

ly

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ectly

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ut

inco

nsis

tenc

ies i

n or

ient

atio

n, si

ze a

nd

use

of u

pper

/low

er

case

lett

ers

clea

r let

ter f

orm

atio

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• with

asc

ende

rs

and

desc

ende

rs

dist

ingu

ishe

d,

gene

rally

upp

er a

nd

low

er c

ase

lett

ers n

ot

mix

ed w

ithin

wor

ds

BL

IE

Ke

y:

BL

-Bel

ow L

evel

IE

-Insu

ffic

ient

Evi

denc

eO

vera

ll as

sess

men

t (tic

k on

e bo

x on

ly)

Hig

h 3

S

ecur

e 3

Low

3

Hig

h 2

Sec

ure

2

Low

2

2 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

00727-2008BKT-EN © Crown copyright 2008

Wri

ting

ass

essm

ent g

uide

lines

: lev

els 3

and

4N

ame…

……

……

……

.……

……

……

…..…

……

…

AF5

– v

ary

sent

ence

s for

cl

arit

y, p

urpo

se

and

effe

ct

AF6

– w

rite

wit

h te

chni

cal a

ccur

acy

of s

ynta

x an

d pu

nctu

atio

n in

ph

rase

s, c

laus

es

and

sent

ence

s

AF3

– o

rgan

ise

and

pres

ent w

hole

te

xts e

ffec

tive

ly,

sequ

enci

ng

and

stru

ctur

ing

info

rmat

ion,

idea

s an

d ev

ents

AF4

– c

onst

ruct

pa

ragr

aphs

and

use

co

hesi

on w

ithi

n an

d be

twee

n pa

ragr

aphs

AF1

– w

rite

im

agin

ativ

e,

inte

rest

ing

and

thou

ghtf

ul te

xts

AF2

– p

rodu

ce

text

s whi

ch a

re

appr

opri

ate

to

task

, rea

der a

nd

purp

ose

AF7

– s

elec

t ap

prop

riat

e an

d ef

fect

ive

voca

bula

ry

AF8

– u

se c

orre

ct s

pelli

ngH

andw

riti

ng

and

pres

enta

tion

Leve

l 4

Acr

oss a

rang

e of

w

ritin

gso

me

varie

ty in

• le

ngth

, str

uctu

re

or su

bjec

t of

sent

ence

sus

e of

som

e • su

bord

inat

ing

conn

ectiv

es,

e.g.

if, w

hen,

be

caus

e th

roug

hout

the

text

som

e va

riatio

n,

• gene

rally

ac

cura

te, i

n te

nse

and

verb

form

s

Acr

oss a

rang

e of

w

ritin

gse

nten

ces

• dem

arca

ted

accu

rate

ly

thro

ugho

ut th

e te

xt, i

nclu

ding

qu

estio

n m

arks

spee

ch m

arks

to

• deno

te sp

eech

ge

nera

lly a

ccur

ate,

w

ith s

ome

othe

r spe

ech

punc

tuat

ion

com

mas

use

d • in

list

s and

oc

casi

onal

ly to

m

ark

clau

ses,

al

thou

gh n

ot

alw

ays a

ccur

atel

y

Acr

oss a

rang

e of

w

ritin

gid

eas o

rgan

ised

• by

clu

ster

ing

rela

ted

poin

ts o

r by

tim

e se

quen

ceid

eas a

re

• orga

nise

d si

mpl

y w

ith a

fit

ting

open

ing

and

clos

ing,

so

met

imes

link

edid

eas o

r mat

eria

l • ge

nera

lly in

lo

gica

l seq

uenc

e bu

t ove

rall

dire

ctio

n of

w

ritin

g no

t al

way

s cle

arly

si

gnal

led

Acr

oss a

rang

e of

w

ritin

gpa

ragr

aphs

/sec

tions

• he

lp to

org

anis

e co

nten

t, e.

g. m

ain

idea

us

ually

supp

orte

d or

ela

bora

ted

by

follo

win

g se

nten

ces

with

in p

arag

raph

s/• se

ctio

ns, l

imite

d ra

nge

of c

onne

ctio

ns

betw

een

sent

ence

s,

e.g.

ove

ruse

of ‘

also

’ or

pron

ouns

som

e at

tem

pts t

o • es

tabl

ish

sim

ple

links

be

twee

n pa

ragr

aphs

/se

ctio

ns n

ot a

lway

s m

aint

aine

d, e

.g.

first

ly, n

ext

Acr

oss a

rang

e of

w

ritin

gre

leva

nt id

eas a

nd

• cont

ent c

hose

nso

me

idea

s and

• m

ater

ial d

evel

oped

in

det

ail,

e.g.

de

scrip

tions

el

abor

ated

by

adve

rbia

l and

ex

pand

ed n

oun

phra

ses

stra

ight

forw

ard

• view

poin

t ge

nera

lly

esta

blis

hed

and

mai

ntai

ned,

e.g

. w

ritin

g in

role

or

mai

ntai

ning

a

cons

isten

t sta

nce

Acr

oss a

rang

e of

w

ritin

gm

ain

purp

ose

of

• writ

ing

is c

lear

bu

t not

alw

ays

cons

iste

ntly

m

aint

aine

dm

ain

feat

ures

of

• sele

cted

form

ar

e cl

ear a

nd

appr

opria

te to

pu

rpos

e st

yle

gene

rally

• ap

prop

riate

to

task

, tho

ugh

awar

enes

s of

read

er n

ot

alw

ays s

usta

ined

Acr

oss a

rang

e of

w

ritin

gso

me

• evid

ence

of

delib

erat

e vo

cabu

lary

ch

oice

sso

me

• expa

nsio

n of

gen

eral

vo

cabu

lary

to

mat

ch to

pic

Acr

oss a

rang

e of

writ

ing

corr

ect s

pelli

ng o

f• –

mos

t com

mon

gr

amm

atic

al fu

nctio

n w

ords

, inc

ludi

ng a

dver

bs

with

–ly

form

atio

n–

regu

larly

form

ed

cont

ent/

lexi

cal w

ords

, in

clud

ing

thos

e w

ith

mul

tiple

mor

phem

es

– m

ost p

ast a

nd p

rese

nt

tens

e in

flect

ions

, plu

rals

likel

y er

rors

• – ho

mop

hone

s of s

ome

com

mon

gra

mm

atic

al

func

tion

wor

ds–

occa

siona

l pho

netic

ally

pl

ausib

le sp

ellin

g in

co

nten

t/le

xica

l wor

ds

Leve

l 3In

mos

t writ

ing

relia

nce

mai

nly

• on si

mpl

y st

ruct

ured

se

nten

ces,

varia

tion

with

su

ppor

t, e.

g.

som

e com

plex

se

nten

ces

•and

,but

, so

are

the

mos

t co

mm

on

conn

ectiv

es,

subo

rdin

atio

n oc

casi

onal

lyso

me

limite

d • va

riatio

n in

use

of

tens

e an

d ve

rb

form

s, no

t alw

ays

secu

re

In m

ost w

ritin

gst

raig

htfo

rwar

d • se

nten

ces u

sual

ly

dem

arca

ted

accu

rate

ly w

ith

full

stop

s, ca

pita

l le

tter

s, qu

estio

n an

d ex

clam

atio

n m

arks

som

e, li

mite

d,

• use

of sp

eech

pu

nctu

atio

nco

mm

a sp

licin

g • ev

iden

t, pa

rtic

ular

ly in

na

rrat

ive

In m

ost w

ritin

gso

me

atte

mpt

to

• orga

nise

idea

s w

ith re

late

d po

ints

pla

ced

next

to e

ach

othe

rop

enin

gs a

nd

• clos

ings

usu

ally

si

gnal

led

som

e at

tem

pt to

• se

quen

ce id

eas o

r m

ater

ial l

ogic

ally

In m

ost w

ritin

gso

me

inte

rnal

• st

ruct

ure

with

in

sect

ions

of t

ext

e.g.

one

-sen

tenc

e pa

ragr

aphs

or i

deas

lo

osel

y or

gani

sed

with

in p

arag

raph

s/• se

ctio

ns, s

ome

links

be

twee

n se

nten

ces,

e.

g. u

se o

f pro

noun

s or

of a

dver

bial

sm

ovem

ent b

etw

een

• para

grap

hs/s

ectio

ns

som

etim

es a

brup

t or

disj

oint

ed

In m

ost w

ritin

gso

me

appr

opria

te

• idea

s and

con

tent

in

clud

edso

me

atte

mpt

to

• elab

orat

e on

bas

ic

info

rmat

ion

or

even

ts,

e.g.

nou

ns

expa

nded

by

simpl

e ad

ject

ives

atte

mpt

to

• adop

t vie

wpo

int,

thou

gh o

ften

not

m

aint

aine

d or

in

cons

iste

nt, e

.g.

attit

ude

expr

esse

d,

but w

ith li

ttle

el

abor

atio

n

In m

ost w

ritin

gpu

rpos

e • es

tabl

ishe

d at

a

gene

ral l

evel

mai

n fe

atur

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3The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

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• dem

arca

ted

accu

rate

ly

thro

ugho

ut th

e te

xt, i

nclu

ding

qu

estio

n m

arks

spee

ch m

arks

to

• deno

te sp

eech

ge

nera

lly a

ccur

ate,

w

ith so

me

othe

r sp

eech

pun

ctua

tion

com

mas

use

d • in

list

s and

oc

casi

onal

ly to

m

ark

clau

ses,

alth

ough

not

al

way

s acc

urat

ely

Acro

ss a

rang

e of

writ

ing

idea

s org

anis

ed b

y • cl

uste

ring

rela

ted

poin

ts o

r by

time

sequ

ence

idea

s are

org

anis

ed

• sim

ply

with

a fi

ttin

g op

enin

g an

d cl

osin

g,

som

etim

es li

nked

idea

s or m

ater

ial

• gene

rally

in lo

gica

l se

quen

ce b

ut o

vera

ll di

rect

ion

of w

ritin

g no

t alw

ays c

lear

ly

sign

alle

d

Acro

ss a

rang

e of

writ

ing

para

grap

hs /

sect

ions

• he

lp to

org

anis

e co

nten

t, e.

g. m

ain

idea

usu

ally

supp

orte

d or

ela

bora

ted

by

follo

win

g se

nten

ces

with

in p

arag

raph

s/• se

ctio

ns, l

imite

d ra

nge

of c

onne

ctio

ns

betw

een

sent

ence

s, e.

g. o

veru

se o

f ‘also

’ or

pron

ouns

som

e at

tem

pts t

o • es

tabl

ish

sim

ple

links

be

twee

n pa

ragr

aphs

/se

ctio

ns n

ot a

lway

s m

aint

aine

d, e

.g.

first

ly, n

ext

Acro

ss a

rang

e of

writ

ing

rele

vant

idea

s and

• co

nten

t cho

sen

som

e id

eas a

nd

• mat

eria

l dev

elop

ed in

de

tail,

e.g

. des

crip

tions

el

abor

ated

by a

dver

bial

an

d ex

pand

ed n

oun

phra

ses

stra

ight

forw

ard

• view

poin

t gen

eral

ly

esta

blis

hed

and

mai

ntai

ned,

e.g

. writ

ing

in ro

le o

r mai

ntai

ning

a

cons

isten

t sta

nce

Acro

ss a

rang

e of

w

ritin

gm

ain

purp

ose

of

• writ

ing

is cl

ear

but n

ot a

lway

s co

nsis

tent

ly

mai

ntai

ned

mai

n fe

atur

es o

f • se

lect

ed fo

rm

are

clea

r and

ap

prop

riate

to

purp

ose

styl

e ge

nera

lly

• appr

opria

te to

ta

sk, t

houg

h aw

aren

ess

of re

ader

not

al

way

s sus

tain

ed

Acro

ss a

rang

e of

w

ritin

gso

me

• evid

ence

of

delib

erat

e vo

cabu

lary

ch

oice

sso

me

• expa

nsio

n of

gen

eral

vo

cabu

lary

to

mat

ch to

pic

Acro

ss a

rang

e of

writ

ing

cor

rect

spel

ling

of•

mos

t com

mon

- gr

amm

atic

al fu

nctio

n w

ords

, inc

ludi

ng a

dver

bs

with

-ly

form

atio

n re

gula

rly fo

rmed

- co

nten

t/le

xica

l wor

ds,

incl

udin

g th

ose

with

m

ultip

le m

orph

emes

mos

t pas

t and

pre

sent

- te

nse

infle

ctio

ns, p

lura

ls li

kely

err

ors

• -ho

mop

hone

s of s

ome

com

mon

gra

mm

atic

al

func

tion

wor

dsoc

casio

nal p

hone

tical

ly

- plau

sible

spel

ling

in

cont

ent/

lexi

cal w

ords

BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

icie

nt E

vide

nce

Ove

rall

asse

ssm

ent (

tick

one

box

only

)H

igh

5

S

ecur

e 5

Low

5

Hig

h 4

Sec

ure

4

Low

4

4 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

00727-2008BKT-EN © Crown copyright 2008

AF5

– v

ary

sent

ence

s fo

r cla

rity

, pur

pose

an

d ef

fect

AF6

– w

rite

wit

h te

chni

cal a

ccur

acy

of s

ynta

x an

d pu

nctu

atio

n in

ph

rase

s, c

laus

es

and

sent

ence

s

AF3

– o

rgan

ise

and

pres

ent w

hole

text

s ef

fect

ivel

y, s

eque

ncin

g an

d st

ruct

urin

g in

form

atio

n, id

eas a

nd

even

ts

AF4

– c

onst

ruct

pa

ragr

aphs

and

use

co

hesi

on w

ithi

n an

d be

twee

n pa

ragr

aphs

AF1

– w

rite

im

agin

ativ

e,

inte

rest

ing

and

thou

ghtf

ul te

xts

AF2

– p

rodu

ce

text

s whi

ch a

re

appr

opri

ate

to ta

sk,

read

er a

nd p

urpo

se

AF7

– s

elec

t ap

prop

riat

e an

d ef

fect

ive

voca

bula

ry

AF8

– u

se c

orre

ct s

pelli

ng

Leve

l 6A

cros

s a ra

nge

of

writ

ing

cont

rolle

d us

e of

a

• varie

ty o

f sim

ple

and

com

plex

sent

ence

s to

ach

ieve

pur

pose

an

d co

ntrib

ute

to

over

all e

ffec

t

•con

fiden

t use

of a

ra

nge

of se

nten

ce

feat

ures

to c

larif

y or

em

phas

ise

mea

ning

, e.g

. fro

nted

adv

erbi

als

(‘Rel

ucta

ntly

, he…

, Fi

ve d

ays l

ater

, it…

’),

com

plex

nou

n or

pr

epos

ition

al p

hras

es

Acr

oss a

rang

e of

w

ritin

g

synt

ax a

nd

• full

rang

e of

pu

nctu

atio

n ar

e co

nsis

tent

ly

accu

rate

in

a va

riety

of

sent

ence

st

ruct

ures

, with

oc

casi

onal

err

ors

in a

mbi

tious

st

ruct

ures

, e.g

. on

ly o

ccas

iona

l co

mm

a sp

lices

, so

me u

se o

f se

mi-c

olon

s, no

t al

way

s acc

urat

e

Acr

oss a

rang

e of

writ

ing

•mat

eria

l is c

lear

ly

cont

rolle

d an

d se

quen

ced,

taki

ng

acco

unt o

f the

read

er’s

likel

y re

actio

n, e

.g.

para

grap

hs o

f diff

erin

g le

ngth

s, us

e of f

lash

back

in

nar

rativ

e, a

ntic

ipat

ing

read

er’s

ques

tions

•a ra

nge

of fe

atur

es

clea

rly si

gnal

ove

rall

dire

ctio

n of

the

text

fo

r the

read

er, e

.g.

open

ing

para

grap

hs th

at

intr

oduc

e the

mes

clea

rly,

para

grap

h m

arke

rs, li

nks

betw

een

para

grap

hs

Acr

oss a

rang

e of

writ

ing

cons

truc

tion

of

• para

grap

hs c

lear

ly

supp

orts

mea

ning

an

d pu

rpos

e, e

.g.

para

grap

h to

pic

signa

lled

and

then

dev

elop

ed,

with

hold

ing

of

info

rmat

ion

for e

ffect

, th

emat

ic li

nks b

etw

een

para

grap

hs •w

ithin

par

agra

phs,

cohe

sive

dev

ices

co

ntrib

ute

to

emph

asis

and

effe

ct,

e.g.

adv

erbi

als a

s se

nten

ce st

arte

rs

Acr

oss a

rang

e of

writ

ing

imag

inat

ive

trea

tmen

t of a

ppro

pria

te m

ater

ials

, • fa

mili

arity

with

con

vent

ions

of a

var

iety

of

form

s, ad

aptin

g th

em w

hen

need

ed to

suit

purp

ose

and

audi

ence

, not

alw

ays s

ucce

ssfu

lly,

e.g.

del

iber

ate u

se o

f ina

ppro

pria

te re

gist

er fo

r hu

mou

r, cl

ear e

mph

asis

on n

arra

tion

rath

er th

an

plot

conv

inci

ng, i

ndiv

idua

l voi

ce o

r poi

nt o

f vie

w

• esta

blis

hed

and

mos

tly su

stai

ned

thro

ugho

ut,

e.g.

aut

horit

ativ

e exp

ert v

iew

, con

vinc

ing

char

acte

risat

ion,

ado

ptin

g a

role

leve

l of f

orm

ality

use

d fo

r pur

pose

and

• au

dien

ce g

ener

ally

app

ropr

iate

and

a ra

nge

of st

ylis

tic d

evic

es u

sed

to a

chie

ve e

ffec

t, no

t al

way

s suc

cess

fully

, e.g

. con

trol

led

info

rmal

ity,

gene

ralis

atio

ns o

r shi

fts b

etw

een

conv

ersa

tiona

l st

yle a

nd m

ore l

itera

ry la

ngua

ge

Acr

oss a

rang

e of

w

ritin

g

voca

bula

ry

• chos

en g

ener

ally

ap

prop

riate

to

purp

ose

and

audi

ence

rang

e of

• vo

cabu

lary

ge

nera

lly v

arie

d an

d of

ten

ambi

tious

, eve

n th

ough

cho

ices

no

t alw

ays a

pt

Acr

oss a

rang

e of

writ

ing

gene

rally

cor

rect

spel

ling

• thro

ugho

ut, i

nclu

ding

so

me am

bitio

us,

- unco

mm

on w

ords

wor

ds w

ith c

ompl

ex

- soun

d/sy

mbo

l re

latio

nshi

psw

ords

with

- un

stre

ssed

syl

labl

esm

ulti-

lett

er v

owel

- an

d co

nson

ant

sym

bols

likel

y er

rors

:•

-occa

siona

lly in

co

mpl

ex w

ords

su

ch a

s out

rage

ous,

exag

gera

ted,

an

noun

cing

, par

alle

l

Leve

l 5Ac

ross

a ra

nge

of

writ

ing

a va

riety

of s

ente

nce

• leng

ths,

stru

ctur

es

and

subj

ects

pr

ovid

es c

larit

y an

d em

phas

isw

ider

rang

e of

• co

nnec

tives

use

d to

cl

arify

rela

tions

hip

betw

een

idea

s, e.

g. a

lthou

gh, o

n th

e oth

er h

and,

m

eanw

hile

som

e fe

atur

es o

f • se

nten

ce st

ruct

ure

used

to b

uild

up

deta

il or

con

vey

shad

es o

f mea

ning

, e.

g. va

riatio

n in

wor

d or

der,

expa

nsio

ns in

ve

rb p

hras

es

Acro

ss a

rang

e of

w

ritin

gfu

ll ra

nge

of

• punc

tuat

ion

used

acc

urat

ely

to d

emar

cate

se

nten

ces,

incl

udin

g sp

eech

pu

nctu

atio

nsy

ntax

and

• pu

nctu

atio

n w

ithin

the

sent

ence

ge

nera

lly

accu

rate

in

clud

ing

com

mas

to

mar

k cl

ause

s, th

ough

som

e er

rors

occ

ur

whe

re a

mbi

tious

st

ruct

ures

are

at

tem

pted

Acro

ss a

rang

e of

writ

ing

mat

eria

l is s

truc

ture

d • cl

early

, with

sent

ence

s or

gani

sed

into

ap

prop

riate

par

agra

phs

deve

lopm

ent o

f • m

ater

ial i

s eff

ectiv

ely

man

aged

acr

oss t

ext,

e.g.

clos

ings

refe

r bac

k to

open

ings

over

all d

irect

ion

of

• the

text

supp

orte

d by

cl

ear l

inks

bet

wee

n pa

ragr

aphs

Acro

ss a

rang

e of

writ

ing

para

grap

hs c

lear

ly

• stru

ctur

e m

ain

idea

s ac

ross

text

to su

ppor

t pu

rpos

e, e

.g. c

lear

ch

rono

logi

cal o

r lo

gica

l link

s bet

wee

n pa

ragr

aphs

with

in p

arag

raph

s/• se

ctio

ns, a

rang

e of

dev

ices

supp

ort

cohe

sion

, e.g

. sec

ure

use o

f pro

noun

s, co

nnec

tives

, ref

eren

ces

back

to te

xtlin

ks b

etw

een

• para

grap

hs/s

ectio

ns

gene

rally

mai

ntai

ned

acro

ss w

hole

text

Acro

ss a

rang

e of

w

ritin

gre

leva

nt id

eas a

nd

• mat

eria

l dev

elop

ed

with

som

e im

agin

ativ

e de

tail

deve

lopm

ent o

f • id

eas a

nd m

ater

ial

appr

opria

tely

sh

aped

for

sele

cted

form

, e.g

. no

min

alisa

tion

for

succ

inct

ness

cl

ear v

iew

poin

t • es

tabl

ishe

d,

gene

rally

co

nsis

tent

, with

so

me

elab

orat

ion,

e.

g. so

me,

une

ven,

de

velo

pmen

t of

indi

vidu

al vo

ice o

r ch

arac

teris

atio

n in

role

Acro

ss a

rang

e of

w

ritin

gm

ain

purp

ose

of

• writ

ing

is cl

ear

and

cons

iste

ntly

m

aint

aine

dfe

atur

es o

f sel

ecte

d • fo

rm c

lear

ly

esta

blis

hed

with

so

me

adap

tatio

n to

pu

rpos

eap

prop

riate

styl

e • cl

early

est

ablis

hed

to m

aint

ain

read

er’s

inte

rest

thro

ugho

ut

Acro

ss a

rang

e of

w

ritin

gvo

cabu

lary

• ch

osen

for e

ffec

tre

ason

ably

wid

e • vo

cabu

lary

us

ed, t

houg

h no

t alw

ays

appr

opria

tely

Acro

ss a

rang

e of

writ

ing

corr

ect s

pelli

ng o

f•

gram

mat

ical

- fu

nctio

n w

ords

alm

ost a

ll in

flect

ed

- wor

ds

mos

t der

ivat

iona

l - su

ffix

es a

nd p

refix

esm

ost c

onte

nt/le

xica

l - w

ords

like

ly e

rror

s•

occa

siona

l - ph

onet

ical

ly p

laus

ible

sp

ellin

g of

uns

tres

sed

sylla

bles

in co

nten

t w

ords

doub

le co

nson

ants

in

- pref

ixes

BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

icie

nt E

vide

nce

Ove

rall

asse

ssm

ent (

tick

one

box

only

)H

igh

6

S

ecur

e 6

Low

6

Hig

h 5

Sec

ure

5

Low

5

Wri

ting

ass

essm

ent g

uide

lines

: lev

els 5

and

6N

ame…

……

……

……

.……

……

……

…..…

……

…

5The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

© Crown copyright 2008 00727-2008BKT-EN

AF5

– v

ary

sent

ence

s fo

r cla

rity

, pur

pose

an

d ef

fect

AF6

– w

rite

wit

h te

chni

cal a

ccur

acy

of s

ynta

x an

d pu

nctu

atio

n in

ph

rase

s, c

laus

es

and

sent

ence

s

AF3

– o

rgan

ise

and

pres

ent w

hole

text

s ef

fect

ivel

y, s

eque

ncin

g an

d st

ruct

urin

g in

form

atio

n, id

eas a

nd

even

ts

AF4

– c

onst

ruct

pa

ragr

aphs

and

use

co

hesi

on w

ithi

n an

d be

twee

n pa

ragr

aphs

AF1

– w

rite

im

agin

ativ

e,

inte

rest

ing

and

thou

ghtf

ul te

xts

AF2

– p

rodu

ce

text

s whi

ch a

re

appr

opri

ate

to ta

sk,

read

er a

nd p

urpo

se

AF7

– s

elec

t ap

prop

riat

e an

d ef

fect

ive

voca

bula

ry

AF8

– u

se c

orre

ct s

pelli

ng

Leve

l 7A

cros

s a ra

nge

of w

ritin

g

varie

ty o

f sen

tenc

e ty

pes d

eplo

yed

• judi

ciou

sly

acro

ss th

e te

xt to

ach

ieve

pu

rpos

e an

d ov

eral

l eff

ect,

with

rare

loss

of

cont

rol

a ra

nge

of fe

atur

es e

mpl

oyed

to sh

ape/

craf

t • se

nten

ces t

hat h

ave

indi

vidu

al m

erit

and

cont

ribut

e to

ove

rall

deve

lopm

ent o

f the

te

xt, e

.g. e

mbe

dded

phr

ases

and

clau

ses t

hat

supp

ort s

ucci

nct e

xpla

natio

n; se

cure

cont

rol

of co

mpl

ex ve

rb fo

rms;

antit

hesis

, rep

etiti

on o

r ba

lanc

e in

sent

ence

stru

ctur

e

Acr

oss a

rang

e of

writ

ing

info

rmat

ion,

idea

s • an

d ev

ents

skill

fully

m

anag

ed a

nd sh

aped

to

ach

ieve

inte

nded

pu

rpos

e an

d ef

fect

, e.

g. in

trod

uctio

n an

d de

velo

pmen

t of

char

acte

r, pl

ot, e

vent

, or

the t

erm

s of a

n ar

gum

ent,

are p

aced

ac

ross

the t

ext

a va

riety

of d

evic

es

• posi

tion

the

read

er,

e.g.

skilf

ul co

ntro

l of

info

rmat

ion

flow

to

read

er; t

easin

g th

e rea

der

by d

raw

ing

atte

ntio

n to

how

the n

arra

tive

or a

rgum

ent i

s bei

ng

hand

led

Acr

oss a

rang

e of

writ

ing

para

grap

hing

• ac

ross

the

text

is

inte

gral

to m

eani

ng

and

purp

ose,

e.g

. pa

ragr

aph

leng

th a

nd

com

plex

ity va

ried

to m

atch

nar

rativ

e pa

ce o

r dev

elop

men

t of

arg

umen

t; va

ried

devi

ces t

o lin

k or

juxt

apos

e par

agra

phs;

para

grap

h st

ruct

ure

repe

ated

for e

ffect

indi

vidu

al p

arag

raph

s • sh

aped

or c

raft

ed

for i

mag

inat

ive

or

rhet

oric

al e

ffec

t, e.

g.

last

sent

ence

ech

oing

th

e firs

t; le

ngth

y sin

gle

sent

ence

par

agra

ph

to co

nvey

inne

r m

onol

ogue

Acr

oss a

rang

e of

writ

ing

imag

inat

ive

and

gene

rally

succ

essf

ul

• adap

tatio

n of

wid

e ra

nge

of fo

rms a

nd

conv

entio

ns to

suit

varie

ty o

f pur

pose

s and

au

dien

ces,

e.g.

del

iber

ate r

efer

ence

to o

ther

text

s or

text

ual c

onve

ntio

ns fo

r effe

ct o

r em

phas

isw

ell j

udge

d, d

istin

ctiv

e in

divi

dual

voi

ce o

r • po

int o

f vie

w e

stab

lishe

d an

d su

stai

ned

thro

ugho

ut, e

.g. c

onsis

tent

han

dlin

g of

nar

rato

r’s

pers

ona

in fi

ctio

n; w

ell c

ontr

olle

d us

e of o

rigin

al

turn

s of p

hras

e in

form

al d

iscur

sive w

ritin

gge

nera

lly su

cces

sful

and

con

sist

ent c

ontr

ol o

f • ap

prop

riate

leve

l of f

orm

ality

and

var

ied

rang

e of

styl

istic

dev

ices

to a

chie

ve in

tend

ed e

ffec

t, e.

g. va

ryin

g th

e lev

el o

f for

mal

ity w

ithin

a p

iece

for

effe

ct; d

irect

add

ress

to th

e rea

der o

r tak

ing

the

read

er in

to th

eir c

onfid

ence

Acr

oss a

rang

e of

w

ritin

g

voca

bula

ry

• cons

iste

ntly

, of

ten

imag

inat

ivel

y,

wel

l mat

ched

to

pur

pose

and

au

dien

cera

nge

of

• voca

bula

ry

gene

rally

var

ied

and

ambi

tious

, of

ten

judi

ciou

sly

chos

en

Acr

oss a

rang

e of

writ

ing

corr

ect s

pelli

ng

• thro

ugho

ut

Leve

l 6Ac

ross

a ra

nge

of

writ

ing

cont

rolle

d us

e of

a

• varie

ty o

f sim

ple

and

com

plex

sent

ence

s to

ach

ieve

pur

pose

an

d co

ntrib

ute

to

over

all e

ffec

tco

nfid

ent u

se o

f a

• rang

e of

sent

ence

fe

atur

es to

cla

rify

or e

mph

asis

e m

eani

ng, e

.g.

front

ed a

dver

bial

s (‘R

eluc

tant

ly, h

e…,

Five

day

s lat

er, it

…’),

co

mpl

ex n

oun

or

prep

ositi

onal

phr

ases

Acro

ss a

rang

e of

w

ritin

gsy

ntax

and

• fu

ll ra

nge

of

punc

tuat

ion

are

cons

iste

ntly

ac

cura

te in

a

varie

ty o

f se

nten

ce

stru

ctur

es, w

ith

occa

sion

al e

rror

s in

am

bitio

us

stru

ctur

es, e

.g.

only

occ

asio

nal

com

ma

splic

es,

som

e use

of

sem

i-col

ons,

not

alw

ays a

ccur

ate

Acro

ss a

rang

e of

writ

ing

mat

eria

l is c

lear

ly

• cont

rolle

d an

d se

quen

ced,

taki

ng

acco

unt o

f the

read

er’s

likel

y re

actio

n, e

.g.

para

grap

hs o

f diff

erin

g le

ngth

s, us

e of f

lash

back

in

nar

rativ

e, a

ntic

ipat

ing

read

er’s

ques

tions

a ra

nge

of fe

atur

es

• clea

rly si

gnal

ove

rall

dire

ctio

n of

the

text

fo

r the

read

er, e

.g.

open

ing

para

grap

hs th

at

intr

oduc

e the

mes

clea

rly,

para

grap

h m

arke

rs, li

nks

betw

een

para

grap

hs

Acro

ss a

rang

e of

writ

ing

cons

truc

tion

of

• para

grap

hs c

lear

ly

supp

orts

mea

ning

an

d pu

rpos

e, e

.g.

para

grap

h to

pic

signa

lled

and

then

dev

elop

ed,

with

hold

ing

of

info

rmat

ion

for e

ffect

, th

emat

ic lin

ks b

etw

een

para

grap

hsw

ithin

par

agra

phs,

• cohe

sive

dev

ices

co

ntrib

ute

to

emph

asis

and

effe

ct,

e.g.

adv

erbi

als a

s se

nten

ce st

arte

rs

Acro

ss a

rang

e of

writ

ing

imag

inat

ive

trea

tmen

t of a

ppro

pria

te m

ater

ials

, • fa

mili

arity

with

con

vent

ions

of a

var

iety

of

form

s, ad

aptin

g th

em w

hen

need

ed to

suit

purp

ose

and

audi

ence

, not

alw

ays s

ucce

ssfu

lly,

e.g.

del

iber

ate u

se o

f ina

ppro

pria

te re

gist

er fo

r hu

mou

r, cl

ear e

mph

asis

on n

arra

tion

rath

er

than

plo

tco

nvin

cing

, ind

ivid

ual v

oice

or p

oint

of v

iew

• es

tabl

ishe

d an

d m

ostly

sust

aine

d th

roug

hout

, e.

g. a

utho

ritat

ive e

xper

t vie

w, c

onvi

ncin

g ch

arac

teris

atio

n, a

dopt

ing

a ro

lele

vel o

f for

mal

ity u

sed

for p

urpo

se a

nd

• audi

ence

gen

eral

ly a

ppro

pria

te a

nd a

rang

e of

styl

istic

dev

ices

use

d to

ach

ieve

eff

ect,

not

alw

ays s

ucce

ssfu

lly, e

.g. c

ontr

olle

d in

form

ality

, ge

nera

lisat

ions

or s

hift

s bet

wee

n co

nver

satio

nal

styl

e and

mor

e lite

rary

lang

uage

Acro

ss a

rang

e of

w

ritin

gvo

cabu

lary

• ch

osen

ge

nera

lly

appr

opria

te to

pu

rpos

e an

d au

dien

cera

nge

of

• voca

bula

ry

gene

rally

var

ied

and

ofte

n am

bitio

us, e

ven

thou

gh c

hoic

es

not a

lway

s apt

Acro

ss a

rang

e of

writ

ing

gene

rally

cor

rect

spel

ling

• thro

ugho

ut, i

nclu

ding

so

me am

bitio

us,

- unco

mm

on w

ords

wor

ds w

ith c

ompl

ex

- soun

d/sy

mbo

l re

latio

nshi

psw

ords

with

- un

stre

ssed

syl

labl

esm

ulti-

lett

er v

owel

- an

d co

nson

ant

sym

bols

likel

y er

rors

•oc

casio

nally

in

- com

plex

wor

ds

such

as o

utra

geou

s, ex

agge

rate

d,

anno

unci

ng, p

aral

lel

BL

IE

Ke

y:

BL

-Bel

ow L

evel

IE

-Insu

ffic

ient

Evi

denc

eO

vera

ll as

sess

men

t (tic

k on

e bo

x on

ly)

Hig

h 7

S

ecur

e 7

Low

7

Hig

h 6

Sec

ure

6

Low

6

Wri

ting

ass

essm

ent g

uide

lines

: lev

els 6

and

7N

ame…

……

……

……

.……

……

……

…..…

……

…

6 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

00727-2008BKT-EN © Crown copyright 2008

AF5

– v

ary

sent

ence

s fo

r cla

rity

, pur

pose

an

d ef

fect

AF6

– w

rite

wit

h te

chni

cal a

ccur

acy

of s

ynta

x an

d pu

nctu

atio

n in

ph

rase

s, c

laus

es

and

sent

ence

s

AF3

– o

rgan

ise

and

pres

ent w

hole

text

s ef

fect

ivel

y, s

eque

ncin

g an

d st

ruct

urin

g in

form

atio

n, id

eas a

nd

even

ts

AF4

– c

onst

ruct

pa

ragr

aphs

and

use

co

hesi

on w

ithi

n an

d be

twee

n pa

ragr

aphs

AF1

– w

rite

im

agin

ativ

e,

inte

rest

ing

and

thou

ghtf

ul te

xts

AF2

– p

rodu

ce

text

s whi

ch a

re

appr

opri

ate

to ta

sk,

read

er a

nd p

urpo

se

AF7

– s

elec

t ap

prop

riat

e an

d ef

fect

ive

voca

bula

ry

AF8

– u

se c

orre

ct s

pelli

ng

Leve

l 8A

cros

s a ra

nge

of w

ritin

g

sent

ence

stru

ctur

e is

imag

inat

ive,

pre

cise

• an

d ac

cura

te, m

atch

ed to

writ

er’s

purp

ose

and

inte

nded

eff

ect o

n th

e re

ader

Acr

oss a

rang

e of

writ

ing

•im

agin

ativ

e, w

ell c

ontr

olle

d st

ruct

urin

g of

subj

ect

mat

ter a

nd m

anag

emen

t of p

arag

raph

ing

prov

ide

text

ual c

oher

ence

and

coh

esio

n to

pos

ition

the

read

er a

ppro

pria

tely

in re

latio

n to

the

writ

er’s

purp

ose

Acr

oss a

rang

e of

writ

ing

crea

tive

sele

ctio

n an

d ad

apta

tion

of a

wid

e • ra

nge

of fo

rms a

nd c

onve

ntio

ns to

mee

t var

ied

writ

ing

chal

leng

es w

ith d

istin

ctiv

e pe

rson

al

voic

e an

d st

yle

mat

ched

to in

tend

ed e

ffec

t

Acr

oss a

rang

e of

w

ritin

g

wid

e ra

ngin

g • vo

cabu

lary

use

d im

agin

ativ

ely

and

with

pr

ecis

ion

Acr

oss a

rang

e of

writ

ing

corr

ect s

pelli

ng

• thro

ugho

ut

Le

vel 7

Acro

ss a

rang

e of

writ

ing

varie

ty o

f sen

tenc

e ty

pes d

eplo

yed

• judi

ciou

sly

acro

ss th

e te

xt to

ach

ieve

pu

rpos

e an

d ov

eral

l eff

ect,

with

rare

loss

of

con

trol

a ra

nge

of fe

atur

es e

mpl

oyed

to sh

ape/

craf

t • se

nten

ces t

hat h

ave

indi

vidu

al m

erit

and

cont

ribut

e to

ove

rall

deve

lopm

ent o

f the

te

xt, e

.g. e

mbe

dded

phr

ases

and

clau

ses t

hat

supp

ort s

ucci

nct e

xpla

natio

n; se

cure

cont

rol

of co

mpl

ex ve

rb fo

rms;

antit

hesis

, rep

etiti

on o

r ba

lanc

e in

sent

ence

stru

ctur

e

Acro

ss a

rang

e of

writ

ing

info

rmat

ion,

idea

s • an

d ev

ents

skill

fully

m

anag

ed a

nd sh

aped

to

ach

ieve

inte

nded

pu

rpos

e an

d ef

fect

, e.

g. in

trod

uctio

n an

d de

velo

pmen

t of

char

acte

r, pl

ot, e

vent

, or

the t

erm

s of a

n ar

gum

ent,

are p

aced

ac

ross

the t

ext

a va

riety

of d

evic

es

• posi

tion

the

read

er,

e.g.

skilf

ul co

ntro

l of

info

rmat

ion

flow

to

read

er; t

easin

g th

e rea

der

by d

raw

ing

atte

ntio

n to

how

the n

arra

tive

or a

rgum

ent i

s bei

ng

hand

led

Acro

ss a

rang

e of

writ

ing

para

grap

hing

• ac

ross

the

text

is

inte

gral

to m

eani

ng

and

purp

ose,

e.g

. pa

ragr

aph

leng

th a

nd

com

plex

ity va

ried

to m

atch

nar

rativ

e pa

ce o

r dev

elop

men

t of

arg

umen

t; va

ried

devi

ces t

o lin

k or

juxt

apos

e par

agra

phs;

para

grap

h st

ruct

ure

repe

ated

for e

ffect

indi

vidu

al p

arag

raph

s • sh

aped

or c

raft

ed

for i

mag

inat

ive

or

rhet

oric

al e

ffec

t, e.

g.

last

sent

ence

ech

oing

th

e firs

t; le

ngth

y sin

gle

sent

ence

par

agra

ph

to co

nvey

inne

r m

onol

ogue

Acro

ss a

rang

e of

writ

ing

imag

inat

ive

and

gene

rally

succ

essf

ul

• adap

tatio

n of

wid

e ra

nge

of fo

rms a

nd

conv

entio

ns to

suit

varie

ty o

f pur

pose

s and

au

dien

ces,

e.g.

del

iber

ate r

efer

ence

to o

ther

text

s or

text

ual c

onve

ntio

ns fo

r effe

ct o

r em

phas

isw

ell j

udge

d, d

istin

ctiv

e in

divi

dual

voi

ce o

r • po

int o

f vie

w e

stab

lishe

d an

d su

stai

ned

thro

ugho

ut, e

.g. c

onsis

tent

han

dlin

g of

nar

rato

r’s

pers

ona

in fi

ctio

n; w

ell c

ontr

olle

d us

e of o

rigin

al

turn

s of p

hras

e in

form

al d

iscur

sive w

ritin

gge

nera

lly su

cces

sful

and

con

sist

ent c

ontr

ol o

f • ap

prop

riate

leve

l of f

orm

ality

and

var

ied

rang

e of

styl

istic

dev

ices

to a

chie

ve in

tend

ed e

ffec

t, e.

g. va

ryin

g th

e lev

el o

f for

mal

ity w

ithin

a p

iece

fo

r effe

ct; d

irect

add

ress

to th

e rea

der o

r tak

ing

the r

eade

r int

o th

eir c

onfid

ence

Acro

ss a

rang

e of

w

ritin

gvo

cabu

lary

• co

nsis

tent

ly,

ofte

n im

agin

ativ

ely,

w

ell m

atch

ed

to p

urpo

se a

nd

audi

ence

rang

e of

• vo

cabu

lary

ge

nera

lly v

arie

d an

d am

bitio

us,

ofte

n ju

dici

ousl

y ch

osen

Acro

ss a

rang

e of

writ

ing

corr

ect s

pelli

ng

• thro

ugho

ut

BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

icie

nt E

vide

nce

Ove

rall

asse

ssm

ent (

tick

one

box

only

)H

igh

8

S

ecur

e 8

Low

8

Hig

h 7

Sec

ure

7

Low

7

Wri

ting

ass

essm

ent g

uide

lines

: lev

els 7

and

8N

ame…

……

……

……

.……

……

……

…..…

……

…

7The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

© Crown copyright 2008 00727-2008BKT-EN

AF1

– u

se a

rang

e of

st

rate

gies

,incl

udin

g ac

cura

te d

ecod

ing

ofte

xt, t

o re

ad fo

r m

eani

ng

AF2

– u

nder

stan

d,

desc

ribe

, sel

ect o

r ret

riev

e in

form

atio

n, e

vent

s or

idea

s fro

m te

xts a

nd u

se

quot

atio

n an

d re

fere

nce

to te

xt

AF3

– d

educ

e, in

fer o

r in

terp

ret i

nfor

mat

ion,

ev

ents

or i

deas

from

text

s

AF4

– id

enti

fy a

nd

com

men

t on

the

stru

ctur

e an

d or

gani

sati

on o

f tex

ts,

incl

udin

g gr

amm

atic

al

and

pres

enta

tion

al

feat

ures

at t

ext l

evel

AF5

– e

xpla

in a

nd

com

men

t on

wri

ters

’ use

of

lang

uage

, inc

ludi

ng

gram

mat

ical

and

lite

rary

fe

atur

es a

t wor

d an

d se

nten

ce le

vel

AF6

– id

enti

fy a

nd c

omm

ent

on w

rite

rs’ p

urpo

ses a

nd

view

poin

ts, a

nd th

e ov

eral

l ef

fect

of t

he te

xt o

n th

e re

ader

AF7

– re

late

text

s to

thei

r so

cial

, cul

tura

l and

his

tori

cal

trad

itio

ns

Leve

l 3In

mos

t rea

ding

rang

e of

stra

tegi

es

•us

ed m

ostly

ef

fect

ivel

y to

re

ad w

ith fl

uenc

y,

unde

rsta

ndin

g an

d ex

pres

sion

In m

ost r

eadi

ngsi

mpl

e, m

ost o

bvio

us

•po

ints

iden

tifie

d th

ough

th

ere

may

als

o be

som

e m

isun

ders

tand

ing,

e.g

. ab

out i

nfor

mat

ion

from

di

ffere

nt p

lace

s in

the t

ext

som

e co

mm

ents

incl

ude

•qu

otat

ions

from

or

refe

renc

es to

text

, but

not

al

way

s rel

evan

t, e.

g. o

ften

rete

lling

or p

arap

hras

ing

sect

ions

of t

he te

xt ra

ther

th

an u

sing

it to

supp

ort

com

men

t

In m

ost r

eadi

ngst

raig

htfo

rwar

d in

fere

nce

•ba

sed

on a

sing

le p

oint

of

refe

renc

e in

the

text

, e.g

. ‘h

e was

ups

et b

ecau

se it

sa

ys “h

e was

cryi

ng”’

resp

onse

s to

text

show

•

mea

ning

est

ablis

hed

at a

lit

eral

leve

l e.g

. “w

alki

ng

good

” mea

ns “w

alki

ng

care

fully

” or b

ased

on

pers

onal

spec

ulat

ion

e.g.

a

resp

onse

bas

ed o

n w

hat

they

per

sona

lly w

ould

be

feel

ing

rath

er th

an fe

elin

gs

of ch

arac

ter i

n th

e tex

t

In m

ost r

eadi

nga

few

bas

ic fe

atur

es o

f •

orga

nisa

tion

at te

xt le

vel

iden

tifie

d, w

ith li

ttle

or

no

linke

d co

mm

ent,

e.g.

‘it te

lls a

bout

all t

he

diffe

rent

thin

gs yo

u ca

n do

at

the z

oo’

In m

ost r

eadi

nga

few

bas

ic fe

atur

es o

f •

writ

er’s

use

of la

ngua

ge

iden

tifie

d, b

ut w

ith

little

or n

o co

mm

ent,

e.g.

‘the

re a

re lo

ts o

f ad

ject

ives

In m

ost r

eadi

ngco

mm

ents

iden

tify

mai

n •

purp

ose,

e.g

. ‘the

writ

er

does

n’t l

ike v

iole

nce’

expr

ess p

erso

nal r

espo

nse

•bu

t with

litt

le a

war

enes

s of

writ

er’s

view

poin

t or e

ffec

t on

read

er, e

.g. ‘s

he w

as

just

hor

rible

like

my n

an is

so

met

imes

’

In m

ost r

eadi

ng•

som

e si

mpl

e co

nnec

tions

be

twee

n te

xts i

dent

ified

, e.g

. sim

ilarit

ies i

n pl

ot, t

opic

, or

book

s by s

ame a

utho

r, ab

out

sam

e cha

ract

ers

reco

gniti

on o

f som

e fe

atur

es

•of

the

cont

ext o

f tex

ts, e

.g.

hist

oric

al se

ttin

g, so

cial

or

cultu

ral b

ackg

roun

d

Le

vel 2

In s

ome

read

ing

rang

e of

key

wor

ds

•re

ad o

n si

ght

unfa

mili

ar w

ords

•

deco

ded

usin

g ap

prop

riate

st

rate

gies

, e.g

. bl

endi

ng so

unds

som

e flu

ency

and

•

expr

essi

on, e

.g.

taki

ng a

ccou

nt o

f pu

nctu

atio

n, sp

eech

m

arks

In s

ome

read

ing

•so

me

spec

ific,

st

raig

htfo

rwar

d in

form

atio

n re

calle

d, e

.g.

nam

es o

f cha

ract

ers,

mai

n in

gred

ient

sge

nera

lly c

lear

idea

•

of w

here

to l

ook

for

info

rmat

ion,

e.g

. abo

ut

char

acte

rs, t

opic

s

In s

ome

read

ing

•si

mpl

e, p

laus

ible

in

fere

nce

abou

t eve

nts

and

info

rmat

ion,

usi

ng

evid

ence

from

text

e.g

. ho

w a

char

acte

r is f

eelin

g,

wha

t mak

es a

pla

nt g

row

com

men

ts b

ased

on

•te

xtua

l cue

s, so

met

imes

m

isun

ders

tood

In s

ome

read

ing

som

e aw

aren

ess o

f use

of

•fe

atur

es o

f org

anis

atio

n,

e.g.

beg

inni

ng a

nd

endi

ng o

f sto

ry, t

ypes

of

punc

tuat

ion

In s

ome

read

ing

•so

me

effe

ctiv

e la

ngua

ge

choi

ces n

oted

, e.g

. ‘slim

y’

is a

good

wor

d th

ere

som

e fa

mili

ar p

atte

rns

•of

lang

uage

iden

tifie

d,

e.g.

onc

e upo

n a

time;

fir

st, n

ext,

last

In s

ome

read

ing

som

e aw

aren

ess t

hat

•w

riter

s hav

e vi

ewpo

ints

an

d pu

rpos

es, e

.g. ‘i

t tel

ls yo

u ho

w to

do

som

ethi

ng’,

‘she

thin

ks it

’s no

t fai

r’si

mpl

e st

atem

ents

abo

ut

•lik

es a

nd d

islik

es in

re

adin

g, s

omet

imes

with

re

ason

s

In s

ome

read

ing

gene

ral f

eatu

res o

f a fe

w

•te

xt ty

pes i

dent

ified

, e.g

. in

form

atio

n bo

oks,

stor

ies,

prin

t med

iaso

me

awar

enes

s tha

t boo

ks

•ar

e se

t in

diff

eren

t tim

es a

nd

plac

es

BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

icie

nt E

vide

nce

Ove

rall

asse

ssm

ent (

tick

one

box

only

)H

igh

3

S

ecur

e 3

Low

3

Hig

h 2

Sec

ure

2

Low

2

Read

ing

asse

ssm

ent g

uide

lines

: lev

els 2

and

3N

ame…

……

……

……

.……

……

……

…..…

……

…

8 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

00727-2008BKT-EN © Crown copyright 2008

Read

ing

asse

ssm

ent g

uide

lines

: lev

els 3

and

4N

ame…

……

……

……

.……

……

……

…..…

……

…

AF1

– u

se a

rang

e of

st

rate

gies

,incl

udin

g ac

cura

te d

ecod

ing

ofte

xt, t

o re

ad fo

r m

eani

ng

AF2

– u

nder

stan

d,

desc

ribe

, sel

ect o

r ret

riev

e in

form

atio

n, e

vent

s or

idea

s fro

m te

xts a

nd u

se

quot

atio

n an

d re

fere

nce

to te

xt

AF3

– d

educ

e, in

fer o

r in

terp

ret i

nfor

mat

ion,

ev

ents

or i

deas

from

text

s

AF4

– id

enti

fy a

nd

com

men

t on

the

stru

ctur

e an

d or

gani

sati

on o

f tex

ts,

incl

udin

g gr

amm

atic

al

and

pres

enta

tion

al

feat

ures

at t

ext l

evel

AF5

– e

xpla

in a

nd

com

men

t on

wri

ters

’ use

of

lang

uage

, inc

ludi

ng

gram

mat

ical

and

lite

rary

fe

atur

es a

t wor

d an

d se

nten

ce le

vel

AF6

– id

enti

fy a

nd c

omm

ent

on w

rite

rs’ p

urpo

ses a

nd

view

poin

ts, a

nd th

e ov

eral

l ef

fect

of t

he te

xt o

n th

e re

ader

AF7

– re

late

text

s to

thei

r so

cial

, cul

tura

l and

his

tori

cal

trad

itio

ns

Leve

l 4A

cros

s a ra

nge

of re

adin

gso

me

rele

vant

poi

nts

•id

entif

ied

com

men

ts su

ppor

ted

by

•so

me

gene

rally

rele

vant

te

xtua

l ref

eren

ce o

r qu

otat

ion,

e.g

. ref

eren

ce

is m

ade t

o ap

prop

riate

se

ctio

n of

text

but

is

unse

lect

ive a

nd la

cks f

ocus

Acr

oss a

rang

e of

read

ing

com

men

ts m

ake

•in

fere

nces

bas

ed o

n ev

iden

ce fr

om d

iffer

ent

poin

ts in

the

text

, e.g

. in

terp

retin

g a

char

acte

r’s

mot

ive f

rom

thei

r act

ions

at

diffe

rent

poi

nts

infe

renc

es o

ften

cor

rect

, •

but c

omm

ents

are

not

al

way

s roo

ted

secu

rely

in

the

text

or r

epea

t nar

rativ

e or

con

tent

Acr

oss a

rang

e of

read

ing

som

e st

ruct

ural

cho

ices

•

iden

tifie

d w

ith si

mpl

e co

mm

ent,

e.g.

‘he

desc

ribes

the a

ccid

ent f

irst

and

then

goe

s bac

k to

tell

you

why

the c

hild

was

in

the r

oad’

som

e ba

sic

feat

ures

of

•or

gani

satio

n at

text

leve

l id

entif

ied,

e.g

. ‘the

writ

er

uses

bul

let p

oint

s for

the

mai

n re

ason

s’

Acr

oss a

rang

e of

read

ing

som

e ba

sic

feat

ures

of

•w

riter

’s us

e of

lang

uage

id

entif

ied,

e.g

. ‘all t

he

ques

tions

mak

e you

wan

t to

find

out

wha

t hap

pens

ne

xt’

sim

ple

com

men

ts o

n •

writ

er’s

choi

ces,

e.g.

‘“d

isgra

cefu

l” is

a go

od

wor

d to

use

to sh

ow h

e is

upse

t’

Acr

oss a

rang

e of

read

ing

mai

n pu

rpos

e id

entif

ied,

•

e.g.

‘it’s

all a

bout

why

goi

ng

to th

e den

tist i

s im

port

ant

and

how

you

shou

ld lo

ok

afte

r you

r tee

th’

sim

ple

com

men

ts sh

ow

•so

me

awar

enes

s of w

riter

’s vi

ewpo

int,

e.g.

‘he o

nly t

ells

you

good

thin

gs a

bout

the

farm

and

mak

es th

e sho

p so

und

borin

g’si

mpl

e co

mm

ent o

n ov

eral

l •

effe

ct o

n re

ader

, e.g

. ‘the

w

ay sh

e des

crib

es h

im a

s “r

atlik

e” a

nd “s

hift

y” m

akes

yo

u th

ink h

e’s d

isgus

ting’

Acr

oss a

rang

e of

read

ing

•fe

atur

es c

omm

on to

di

ffer

ent t

exts

or v

ersi

ons

of th

e sa

me

text

iden

tifie

d,

with

sim

ple

com

men

t, e.

g. ch

arac

ters

, set

tings

, pr

esen

tatio

nal f

eatu

res

sim

ple

com

men

t on

the

•ef

fect

that

the

read

er’s

or w

riter

’s co

ntex

t has

on

the

mea

ning

of t

exts

e.g

. hi

stor

ical

cont

ext,

plac

e,

soci

al re

latio

nshi

ps

Leve

l 3In

mos

t rea

ding

rang

e of

stra

tegi

es

•us

ed m

ostly

ef

fect

ivel

y to

re

ad w

ith fl

uenc

y,

unde

rsta

ndin

g an

d ex

pres

sion

In m

ost r

eadi

ng•

sim

ple,

mos

t obv

ious

po

ints

iden

tifie

d th

ough

th

ere

may

als

o be

som

e m

isun

ders

tand

ing,

e.g

. ab

out i

nfor

mat

ion

from

di

ffere

nt p

lace

s in

the t

ext

som

e co

mm

ents

incl

ude

•qu

otat

ions

from

or

refe

renc

es to

text

, but

not

al

way

s rel

evan

t, e.

g. o

ften

rete

lling

or p

arap

hras

ing

sect

ions

of t

he te

xt ra

ther

th

an u

sing

it to

supp

ort

In m

ost r

eadi

ng•

stra

ight

forw

ard

infe

renc

e ba

sed

on a

sing

le p

oint

of

refe

renc

e in

the

text

, e.g

. ‘h

e was

ups

et b

ecau

se it

sa

ys “h

e was

cryi

ng”’

resp

onse

s to

text

show

•

mea

ning

est

ablis

hed

at a

lit

eral

leve

l e.g

. “w

alki

ng

good

” mea

ns “w

alki

ng

care

fully

” or b

ased

on

pers

onal

spec

ulat

ion

e.g.

a

resp

onse

bas

ed o

n w

hat

they

per

sona

lly w

ould

be

feel

ing

rath

er th

an fe

elin

gs

of ch

arac

ter i

n th

e tex

t

In m

ost r

eadi

nga

few

bas

ic fe

atur

es o

f •

orga

nisa

tion

at te

xt le

vel

iden

tifie

d, w

ith li

ttle

or

no

linke

d co

mm

ent,

e.g.

‘it te

lls a

bout

all t

he

diffe

rent

thin

gs yo

u ca

n do

at

the z

oo’

In m

ost r

eadi

nga

few

bas

ic fe

atur

es o

f •

writ

er’s

use

of la

ngua

ge

iden

tifie

d, b

ut w

ith

little

or n

o co

mm

ent,

e.g.

‘the

re a

re lo

ts o

f ad

ject

ives

’

In m

ost r

eadi

ngco

mm

ents

iden

tify

mai

n •

purp

ose,

e.g

. ‘the

writ

er

does

n’t l

ike

viol

ence

’ex

pres

s per

sona

l res

pons

e •

but w

ith li

ttle

aw

aren

ess o

f w

riter

’s vi

ewpo

int o

r eff

ect

on re

ader

, e.g

. ‘she

was

ju

st h

orrib

le li

ke m

y na

n is

som

etim

es’

In m

ost r

eadi

ngso

me

sim

ple

conn

ectio

ns

•be

twee

n te

xts i

dent

ified

, e.

g. si

mila

ritie

s in

plot

, top

ic,

or b

ooks

by s

ame a

utho

r, ab

out s

ame c

hara

cter

sre

cogn

ition

of s

ome

•fe

atur

es o

f the

con

text

of

text

s, e.

g. h

istor

ical

sett

ing,

so

cial

or c

ultu

ral b

ackg

roun

d

BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

icie

nt E

vide

nce

Ove

rall

asse

ssm

ent (

tick

one

box

only

)H

igh

4

S

ecur

e 4

Low

4

Hig

h 3

Sec

ure

3

Low

3

9The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

© Crown copyright 2008 00727-2008BKT-EN

AF2

– u

nder

stan

d,

desc

ribe

, sel

ect o

r ret

riev

e in

form

atio

n, e

vent

s or i

deas

fr

om te

xts a

nd u

se q

uota

tion

an

d re

fere

nce

to te

xt

AF3

– d

educ

e, in

fer o

r in

terp

ret i

nfor

mat

ion,

ev

ents

or i

deas

from

text

s

AF4

– id

enti

fy a

nd c

omm

ent

on th

e st

ruct

ure

and

orga

nisa

tion

of t

exts

, in

clud

ing

gram

mat

ical

and

pr

esen

tati

onal

feat

ures

at

text

leve

l

AF5

– e

xpla

in a

nd c

omm

ent

on w

rite

rs’ u

se o

f lan

guag

e,

incl

udin

g gr

amm

atic

al a

nd

liter

ary

feat

ures

at w

ord

and

sent

ence

leve

l

AF6

– id

enti

fy a

nd c

omm

ent o

n w

rite

rs’ p

urpo

ses a

nd v

iew

poin

ts,

and

the

over

all e

ffec

t of t

he te

xt o

n th

e re

ader

AF7

– re

late

text

s to

thei

r so

cial

, cul

tura

l and

his

tori

cal

trad

itio

ns

Leve

l 5A

cros

s a ra

nge

of re

adin

gm

ost r

elev

ant p

oint

s cle

arly

•

iden

tifie

d, in

clud

ing

thos

e se

lect

ed fr

om d

iffer

ent

plac

es in

the

text

com

men

ts g

ener

ally

•

supp

orte

d by

rele

vant

te

xtua

l ref

eren

ce o

r qu

otat

ion,

eve

n w

hen

poin

ts m

ade

are

not a

lway

s ac

cura

te

Acr

oss a

rang

e of

read

ing

com

men

ts d

evel

op

•ex

plan

atio

n of

infe

rred

m

eani

ngs d

raw

ing

on

evid

ence

acr

oss t

he te

xt,

e.g.

‘you

kno

w h

er d

ad w

as

lyin

g be

caus

e ear

lier s

he

saw

him

take

the l

ette

r’co

mm

ents

mak

e •

infe

renc

es a

nd d

educ

tions

ba

sed

on te

xtua

l evi

denc

e,

e.g.

in d

raw

ing

conc

lusio

ns

abou

t a ch

arac

ter’s

feel

ings

on

the b

asis

of th

eir s

peec

h an

d ac

tions

Acr

oss a

rang

e of

read

ing

com

men

ts o

n st

ruct

ural

•

choi

ces s

how

som

e ge

nera

l aw

aren

ess o

f writ

er’s

craf

t, e.

g.

‘it te

lls yo

u al

l thi

ngs b

urgl

ars

can

do to

your

hou

se a

nd th

en

the l

ast s

ectio

n ex

plai

ns h

ow

the a

larm

pro

tect

s you

’va

rious

feat

ures

rela

ting

to

•or

gani

satio

n at

text

leve

l, in

clud

ing

form

, are

cle

arly

id

entif

ied,

with

som

e ex

plan

atio

n, e

.g. ‘e

ach

sect

ion

star

ts w

ith a

que

stio

n as

if h

e’s

answ

erin

g th

e cro

wd’

Acr

oss a

rang

e of

read

ing

vario

us fe

atur

es o

f writ

er’s

•us

e of

lang

uage

iden

tifie

d,

with

som

e ex

plan

atio

n, e

.g.

‘whe

n it

gets

to th

e clim

ax

they

spea

k in

shor

t sen

tenc

es

and

quic

kly w

hich

mak

es it

m

ore

tens

e’co

mm

ents

show

som

e •

awar

enes

s of t

he e

ffec

t of

writ

er’s

lang

uage

cho

ices

, e.

g. ‘“

inke

d up

” is a

goo

d w

ay o

f des

crib

ing

how

the

blac

kber

ries g

o a

blue

y bla

ck

colo

ur a

s the

y rip

en’

Acr

oss a

rang

e of

read

ing

mai

n pu

rpos

e cl

early

iden

tifie

d, o

ften

•

thro

ugh

gene

ral o

verv

iew

, e.g

. ‘the

w

riter

is st

rong

ly a

gain

st w

ar a

nd w

ants

to

per

suad

e the

read

er to

agr

ee’

view

poin

t in

text

s cle

arly

iden

tifie

d,

•w

ith so

me,

oft

en li

mite

d, e

xpla

natio

n,

e.g.

‘at t

he e

nd h

e kno

ws h

e’s d

one

wro

ng a

nd m

akes

the s

nake

soun

d at

tract

ive a

nd m

yste

rious

’ge

nera

l aw

aren

ess o

f eff

ect o

n th

e •

read

er, w

ith so

me,

oft

en li

mite

d,

expl

anat

ion,

e.g

. ‘you

’d b

e per

suad

ed

to si

gn u

p be

caus

e 25p

a w

eek d

oesn

’t se

em th

at m

uch

to h

elp

som

eone

see’

Acro

ss a

rang

e of

read

ing

•co

mm

ents

iden

tify

sim

ilarit

ies

and

diff

eren

ces b

etw

een

text

s, or

ver

sion

s, w

ith so

me

expl

anat

ion,

e.g

. nar

rativ

e co

nven

tions

in tr

aditi

onal

tale

s or

stor

ies f

rom

diff

eren

t cul

ture

s, ba

llads

, new

spap

er re

port

sso

me

expl

anat

ion

of h

ow th

e •

cont

exts

in w

hich

text

s are

w

ritte

n an

d re

ad c

ontr

ibut

e to

mea

ning

, e.g

. how

hist

oric

al

cont

ext i

nflu

ence

d ad

vert

s or

war

repo

rts f

rom

diff

eren

t tim

es/

plac

es; o

r how

a n

ovel

rela

tes t

o w

hen/

whe

re it

was

writ

ten

Leve

l 4A

cros

s a ra

nge

of re

adin

g•

som

e re

leva

nt p

oint

s id

entif

ied

com

men

ts su

ppor

ted

by

•so

me

gene

rally

rele

vant

te

xtua

l ref

eren

ce o

r qu

otat

ion,

e.g

. ref

eren

ce is

m

ade t

o ap

prop

riate

sect

ion

of te

xt b

ut is

uns

elec

tive a

nd

lack

s foc

us

Acr

oss a

rang

e of

read

ing

•co

mm

ents

mak

e in

fere

nces

bas

ed o

n ev

iden

ce fr

om d

iffer

ent

poin

ts in

the

text

, e.g

. in

terp

retin

g a

char

acte

r’s

mot

ive f

rom

thei

r act

ions

at

diffe

rent

poi

nts

infe

renc

es o

ften

cor

rect

, •

but c

omm

ents

are

not

al

way

s roo

ted

secu

rely

in

the

text

or r

epea

t nar

rativ

e or

con

tent

Acr

oss a

rang

e of

read

ing

som

e st

ruct

ural

cho

ices

•

iden

tifie

d w

ith si

mpl

e co

mm

ent,

e.g.

‘he d

escr

ibes

th

e acc

iden

t firs

t and

then

goe

s ba

ck to

tell y

ou w

hy th

e chi

ld

was

in th

e roa

d’so

me

basi

c fe

atur

es o

f •

orga

nisa

tion

at te

xt le

vel

iden

tifie

d, e

.g. ‘t

he w

riter

us

es b

ulle

t poi

nts f

or th

e mai

n re

ason

s’

Acr

oss a

rang

e of

read

ing

•so

me

basi

c fe

atur

es o

f w

riter

’s us

e of

lang

uage

id

entif

ied,

e.g

. ‘all t

he

ques

tions

mak

e you

wan

t to

find

out w

hat h

appe

ns n

ext’

sim

ple

com

men

ts o

n •

writ

er’s

choi

ces,

e.g.

‘“d

isgra

cefu

l” is

a go

od w

ord

to u

se to

show

he i

s ups

et’

Acr

oss a

rang

e of

read

ing

mai

n pu

rpos

e id

entif

ied,

•

e.g.

‘it’s

all a

bout

why

goi

ng to

the

dent

ist is

im

port

ant a

nd h

ow y

ou sh

ould

look

af

ter y

our t

eeth

’si

mpl

e co

mm

ents

show

som

e •

awar

enes

s of w

riter

’s vi

ewpo

int,

e.g.

‘h

e on

ly te

lls y

ou g

ood

thin

gs a

bout

th

e fa

rm a

nd m

akes

the

shop

soun

d bo

ring’

sim

ple

com

men

t on

over

all e

ffec

t •

on re

ader

, e.g

. ‘the

way

she

desc

ribes

hi

m a

s “ra

tlike

” and

“shi

fty”

mak

es y

ou

thin

k he

’s di

sgus

ting’

Acr

oss a

rang

e of

read

ing

feat

ures

com

mon

to d

iffer

ent

•te

xts o

r ver

sion

s of t

he sa

me

text

iden

tifie

d, w

ith si

mpl

e co

mm

ent,

e.g.

char

acte

rs,

sett

ings

, pre

sent

atio

nal f

eatu

res

sim

ple

com

men

t on

the

effe

ct

•th

at th

e re

ader

’s or

writ

er’s

cont

ext h

as o

n th

e m

eani

ng

of te

xts,

e.g.

hist

oric

al co

ntex

t, pl

ace,

soci

al re

latio

nshi

ps

BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

icie

nt E

vide

nce

Ove

rall

asse

ssm

ent (

tick

one

box

only

)H

igh

5

S

ecur

e 5

Low

5

Hig

h 4

Sec

ure

4

Low

4

Read

ing

asse

ssm

ent g

uide

lines

: lev

els 4

and

5N

ame…

……

……

……

.……

……

……

…..…

……

…

10 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

00727-2008BKT-EN © Crown copyright 2008

AF2

– u

nder

stan

d,

desc

ribe

, sel

ect o

r ret

riev

e in

form

atio

n, e

vent

s or i

deas

fr

om te

xts a

nd u

se q

uota

tion

an

d re

fere

nce

to te

xt

AF3

– d

educ

e, in

fer o

r in

terp

ret i

nfor

mat

ion,

ev

ents

or i

deas

from

text

s

AF4

– id

enti

fy a

nd c

omm

ent

on th

e st

ruct

ure

and

orga

nisa

tion

of t

exts

, in

clud

ing

gram

mat

ical

and

pr

esen

tati

onal

feat

ures

at

text

leve

l

AF5

– e

xpla

in a

nd c

omm

ent

on w

rite

rs’ u

se o

f lan

guag

e,

incl

udin

g gr

amm

atic

al a

nd

liter

ary

feat

ures

at w

ord

and

sent

ence

leve

l

AF6

– id

enti

fy a

nd c

omm

ent o

n w

rite

rs’ p

urpo

ses a

nd v

iew

poin

ts,

and

the

over

all e

ffec

t of t

he te

xt o

n th

e re

ader

AF7

– re

late

text

s to

thei

r so

cial

, cul

tura

l and

his

tori

cal

trad

itio

ns

Leve

l 6A

cros

s a ra

nge

of re

adin

gre

leva

nt p

oint

s cle

arly

•

iden

tifie

d, in

clud

ing

sum

mar

y an

d sy

nthe

sis o

f in

form

atio

n fr

om d

iffer

ent

sour

ces o

r diff

eren

t pla

ces i

n th

e sa

me

text

•co

mm

enta

ry in

corp

orat

es

apt t

extu

al re

fere

nce

and

quot

atio

n to

supp

ort m

ain

idea

s or a

rgum

ent

Acr

oss a

rang

e of

read

ing

com

men

ts se

cure

ly b

ased

•

in te

xtua

l evi

denc

e an

d id

entif

y di

ffer

ent l

ayer

s of

mea

ning

, with

som

e at

tem

pt a

t det

aile

d ex

plor

atio

n of

them

, e.g

. ex

plai

ning

the a

ssoc

iatio

n of

diff

eren

t wor

ds in

an

imag

e, o

r exp

lorin

g co

nnot

atio

ns in

a p

oliti

cal

spee

ch o

r adv

ertis

emen

t•

com

men

ts c

onsi

der

wid

er im

plic

atio

ns

or si

gnifi

canc

e of

in

form

atio

n, e

vent

s or

idea

s in

the

text

, e.

g. tr

acin

g ho

w d

etai

ls co

ntrib

ute t

o ov

eral

l m

eani

ng

Acr

oss a

rang

e of

read

ing

som

e de

taile

d ex

plor

atio

n •

of h

ow st

ruct

ural

cho

ices

su

ppor

t the

writ

ers’

them

e or

pu

rpos

e, e

.g. t

raci

ng h

ow m

ain

idea

s/ch

arac

ters

dev

elop

ove

r th

e tex

t as a

who

leco

mm

ent o

n ho

w a

rang

e •

of fe

atur

es re

latin

g to

or

gani

satio

n at

text

leve

l co

ntrib

ute

to th

e ef

fect

s ac

hiev

ed, e

.g. h

ow th

e writ

er

build

s up

to a

n un

expe

cted

en

ding

, juxt

apos

es id

eas,

chan

ges p

ersp

ectiv

es o

r use

s ev

eryd

ay e

xam

ples

to il

lust

rate

co

mpl

ex id

eas

Acr

oss a

rang

e of

read

ing

som

e de

taile

d ex

plan

atio

n,

•w

ith a

ppro

pria

te

term

inol

ogy,

of h

ow

lang

uage

is u

sed,

e.g

. tra

cing

an

imag

e; id

entif

ying

an

d co

mm

entin

g on

pat

tern

s or

stru

ctur

e in

the u

se o

f la

ngua

ge; o

r rec

ogni

sing

chan

ges i

n la

ngua

ge u

se a

t di

ffere

nt p

oint

s in

a te

xt•

som

e dr

awin

g to

geth

er

of c

omm

ents

on

how

the

writ

er’s

lang

uage

cho

ices

co

ntrib

ute

to th

e ov

eral

l ef

fect

on

the

read

er, e

.g. ‘a

ll th

e im

ages

of f

low

ers m

ake

the e

vent

s see

m le

ss h

orrif

ic

and

mak

es it

eve

n sa

dder

’

Acr

oss a

rang

e of

read

ing

evid

ence

for i

dent

ifyin

g m

ain

•pu

rpos

e pr

ecis

ely

loca

ted

at w

ord/

sent

ence

leve

l or t

race

d th

roug

h a

text

, e.g

. com

men

ting

on re

petit

ion

of

‘Bru

tus w

as a

n ho

nour

able

man

’.•

view

poin

t cle

arly

iden

tifie

d an

d ex

plan

atio

n of

it d

evel

oped

thro

ugh

clos

e re

fere

nce

to th

e te

xt, e

.g. ‘y

ou

know

it’s

told

from

Eric

’s po

int o

f vie

w

even

thou

gh h

e doe

sn’t

use t

he fi

rst

pers

on’

•th

e ef

fect

on

the

read

er c

lear

ly

iden

tifie

d, w

ith so

me

expl

icit

expl

anat

ion

as to

how

that

eff

ect

has b

een

crea

ted,

e.g

. ‘whe

n M

acdu

ff ju

st sa

ys h

e has

no

child

ren

you

hate

M

acbe

th b

ecau

se yo

u re

mem

ber t

he

scen

e in

the c

astle

. You

real

ise M

acdu

ff’s

reve

nge c

an n

ever

be c

ompl

ete’

Acro

ss a

rang

e of

read

ing

•so

me

expl

orat

ion

of te

xtua

l co

nven

tions

or f

eatu

res a

s us

ed b

y w

riter

s fro

m d

iffer

ent

perio

ds, e

.g. c

ompa

ring

exam

ples

of s

onne

t for

m,

dram

atic

mon

olog

ue, o

r bi

ogra

phy o

r tra

vel w

ritin

gso

me

deta

iled

disc

ussi

on o

f •

how

the

cont

exts

in w

hich

text

s ar

e w

ritte

n an

d re

ad a

ffec

t m

eani

ng, e

.g. h

ow a

n id

ea/t

opic

is

trea

ted

diffe

rent

ly in

text

s fro

m

diffe

rent

tim

es a

nd p

lace

s or

how

the m

eani

ng o

f a te

xt h

as

chan

ged

over

tim

e

Leve

l 5A

cros

s a ra

nge

of re

adin

g•

mos

t rel

evan

t poi

nts c

lear

ly

iden

tifie

d, in

clud

ing

thos

e se

lect

ed fr

om d

iffer

ent

plac

es in

the

text

com

men

ts g

ener

ally

•

supp

orte

d by

rele

vant

te

xtua

l ref

eren

ce o

r qu

otat

ion,

eve

n w

hen

poin

ts m

ade

are

not a

lway

s ac

cura

te

Acr

oss a

rang

e of

read

ing

•co

mm

ents

dev

elop

ex

plan

atio

n of

infe

rred

m

eani

ngs d

raw

ing

on

evid

ence

acr

oss t

he te

xt,

e.g.

‘you

kno

w h

er d

ad w

as

lyin

g be

caus

e ear

lier s

he

saw

him

take

the l

ette

r’•

com

men

ts m

ake

infe

renc

es a

nd d

educ

tions

ba

sed

on te

xtua

l evi

denc

e,

e.g.

in d

raw

ing

conc

lusio

ns

abou

t a ch

arac

ter’s

feel

ings

on

the b

asis

of th

eir s

peec

h an

d ac

tions

Acr

oss a

rang

e of

read

ing

com

men

ts o

n st

ruct

ural

•

choi

ces s

how

som

e ge

nera

l aw

aren

ess o

f writ

er’s

craf

t, e.

g.

‘it te

lls yo

u al

l thi

ngs b

urgl

ars

can

do to

your

hou

se a

nd th

en

the l

ast s

ectio

n ex

plai

ns h

ow

the a

larm

pro

tect

s you

’va

rious

feat

ures

rela

ting

to

•or

gani

satio

n at

text

leve

l, in

clud

ing

form

, are

cle

arly

id

entif

ied,

with

som

e ex

plan

atio

n, e

.g. ‘e

ach

sect

ion

star

ts w

ith a

que

stio

n as

if h

e’s

answ

erin

g th

e cro

wd’

Acr

oss a

rang

e of

read

ing

•va

rious

feat

ures

of w

riter

’s us

e of

lang

uage

iden

tifie

d,

with

som

e ex

plan

atio

n, e

.g.

‘whe

n it

gets

to th

e clim

ax

they

spea

k in

shor

t sen

tenc

es

and

quic

kly w

hich

mak

es it

m

ore t

ense

’•

com

men

ts sh

ow so

me

awar

enes

s of t

he e

ffec

t of

writ

er’s

lang

uage

cho

ices

, e.

g. ‘“

inke

d up

” is a

goo

d w

ay o

f des

crib

ing

how

the

blac

kber

ries g

o a

blue

y bla

ck

colo

ur a

s the

y rip

en’

Acr

oss a

rang

e of

read

ing

•m

ain

purp

ose

clea

rly id

entif

ied,

oft

en

thro

ugh

gene

ral o

verv

iew

, e.g

. ‘the

w

riter

is st

rong

ly a

gain

st w

ar a

nd w

ants

to

per

suad

e the

read

er to

agr

ee’

•vi

ewpo

int i

n te

xts c

lear

ly id

entif

ied,

w

ith so

me,

oft

en li

mite

d, e

xpla

natio

n,

e.g.

‘at t

he e

nd h

e kno

ws h

e’s d

one

wro

ng a

nd m

akes

the s

nake

soun

d at

tract

ive a

nd m

yste

rious

’•

gene

ral a

war

enes

s of e

ffec

t on

the

read

er, w

ith s

ome,

oft

en li

mite

d,

expl

anat

ion,

e.g

. ‘you

’d b

e pe

rsua

ded

to si

gn u

p be

caus

e 25

p a

wee

k do

esn’

t se

em th

at m

uch

to h

elp

som

eone

see’

Acr

oss a

rang

e of

read

ing

com

men

ts id

entif

y si

mila

ritie

s •

and

diff

eren

ces b

etw

een

text

s, or

ver

sion

s, w

ith so

me

expl

anat

ion,

e.g

. nar

rativ

e co

nven

tions

in tr

aditi

onal

tale

s or

stor

ies f

rom

diff

eren

t cul

ture

s, ba

llads

, new

spap

er re

port

s•

som

e ex

plan

atio

n of

how

the

cont

exts

in w

hich

text

s are

w

ritte

n an

d re

ad c

ontr

ibut

e to

mea

ning

, e.g

. how

hist

oric

al

cont

ext i

nflu

ence

d ad

vert

s or

war

repo

rts f

rom

diff

eren

t tim

es/

plac

es; o

r how

a n

ovel

rela

tes t

o w

hen/

whe

re it

was

writ

ten

BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

icie

nt E

vide

nce

Ove

rall

asse

ssm

ent (

tick

one

box

only

)H

igh

6

S

ecur

e 6

Low

6

Hig

h 5

Sec

ure

5

Low

5

Read

ing

asse

ssm

ent g

uide

lines

: lev

els 5

and

6N

ame…

……

……

……

.……

……

……

…..…

……

…

11The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

© Crown copyright 2008 00727-2008BKT-EN

Read

ing

asse

ssm

ent g

uide

lines

: lev

els 6

and

7

Nam

e……

……

……

….…

……

……

……

..……

……

AF2

– u

nder

stan

d,

desc

ribe

, sel

ect o

r ret

riev

e in

form

atio

n, e

vent

s or

idea

s fro

m te

xts a

nd u

se

quot

atio

n an

d re

fere

nce

to te

xt

AF3

– d

educ

e, in

fer o

r in

terp

ret i

nfor

mat

ion,

ev

ents

or i

deas

from

text

s

AF4

– id

enti

fy a

nd c

omm

ent

on th

e st

ruct

ure

and

orga

nisa

tion

of t

exts

, in

clud

ing

gram

mat

ical

and

pr

esen

tati

onal

feat

ures

at

text

leve

l

AF5

– e

xpla

in a

nd c

omm

ent

on w

rite

rs’ u

se o

f lan

guag

e,

incl

udin

g gr

amm

atic

al a

nd

liter

ary

feat

ures

at w

ord

and

sent

ence

leve

l

AF6

– id

enti

fy a

nd c

omm

ent o

n w

rite

rs’ p

urpo

ses a

nd v

iew

poin

ts, a

nd

the

over

all e

ffec

t of t

he te

xt o

n th

e re

ader

AF7

– re

late

text

s to

thei

r soc

ial,

cult

ural

and

hi

stor

ical

trad

itio

ns

Leve

l 7A

cros

s a ra

nge

of re

adin

gin

crea

sing

pre

cisi

on in

• se

lect

ion

and

appl

icat

ion

of te

xtua

l ref

eren

ce to

the

poin

t bei

ng m

ade,

e.g

. cl

ose r

efer

ence

at w

ord

leve

l to

refu

te a

n ar

gum

ent i

n a

shor

t str

etch

of t

ext,

or, d

eft

sele

ctio

n ac

ross

a lo

nger

te

xtua

l str

etch

to e

valu

ate a

w

riter

’s vi

ewpo

int

incr

easi

ng a

bilit

y to

dra

w

• on k

now

ledg

e of

oth

er

sour

ces t

o de

velo

p or

cl

inch

an

argu

men

t, e.

g.

refe

rrin

g to

sour

ces b

eyon

d th

e tex

t to

com

pare

the

effe

ctiv

enes

s of i

mag

ery

used

Acr

oss a

rang

e of

read

ing

com

men

ts b

egin

to

• deve

lop

an in

terp

reta

tion

of th

e te

xt(s

), m

akin

g co

nnec

tions

bet

wee

n in

sigh

ts, t

easi

ng o

ut

mea

ning

s or w

eigh

ing

up

evid

ence

, e.g

. con

sider

ing

the r

elat

ive i

mpo

rtan

ce

of d

iffer

ent p

iece

s of

evid

ence

whe

n ev

alua

ting

a ch

arac

ter’s

act

ions

; re

ject

ing

an a

rgum

ent

afte

r exp

lorin

g w

hat i

s lef

t un

said

by i

ts p

ropo

nent

; de

velo

ping

a cr

itiqu

e of

a w

riter

’s vi

ewpo

int b

y ad

duci

ng e

vide

nce f

rom

a

rang

e of i

nsig

hts

Acr

oss a

rang

e of

read

ing

som

e ev

alua

tion

of th

e ex

tent

• to

whi

ch st

ruct

ural

cho

ices

su

ppor

t the

writ

er’s

them

e or

pur

pose

, e.g

. exp

lora

tion

of th

e way

a p

lay’

s plo

t and

su

bplo

t ref

lect

on

them

e, o

r an

alys

is of

how

the u

se o

f so

me i

napp

ropr

iate

exa

mpl

es

unde

rmin

e the

writ

er’s

argu

men

t aga

inst

viv

isect

ion

som

e ap

prec

iatio

n of

the

skill

• w

ith w

hich

a ra

nge

of fe

atur

es

rela

ting

to o

rgan

isat

ion

at te

xt

leve

l are

use

d, e

.g. e

valu

atin

g or

com

parin

g th

e effe

ctiv

enes

s of

tim

e sw

itche

s, se

ctio

n/ch

apte

r bre

aks o

r ver

se fo

rms

or u

se o

f dire

ct sp

eech

in n

on

narra

tive

Acro

ss a

rang

e of

read

ing

com

men

ts b

egin

to d

evel

op

• prec

ise,

per

cept

ive

anal

ysis

of

how

lang

uage

is u

sed,

e.g

. sh

owin

g ho

w la

ngua

ge u

se

refle

cts M

acbe

th’s

chan

ging

em

otio

nal s

tate

or e

xpla

inin

g ho

w e

uphe

mism

s con

ceal

br

utal

ity in

a p

oliti

cal s

tate

men

tso

me

appr

ecia

tion

of h

ow

• the

writ

er’s

lang

uage

cho

ices

co

ntrib

ute

to th

e ov

eral

l ef

fect

on

the

read

er, e

.g.

dem

onst

ratin

g th

e gre

ater

ef

fect

iven

ess o

f im

ager

y in

poem

A th

an p

oem

B, o

r arg

uing

th

at th

e use

of h

ighl

y em

otiv

e la

ngua

ge in

a ca

mpa

ign

leaf

let

is/is

not c

ount

erpr

oduc

tive i

n au

dien

ce e

ffect

Acr

oss a

rang

e of

read

ing

resp

onse

s beg

in to

dev

elop

som

e • an

alyt

ic o

r eva

luat

ive

com

men

t on

writ

er’s

purp

ose,

e.g

. sho

win

g ho

w th

e ab

senc

e of f

emal

es in

Lor

d of

the

Flie

s af

fect

s aut

hor’s

pur

pose

resp

onse

s beg

in to

dev

elop

som

e • an

alyt

ic o

r eva

luat

ive

com

men

t on

how

vie

wpo

int i

s est

ablis

hed

or

man

aged

acr

oss a

text

, e.g

. tra

cing

ho

w a

per

sona

is e

stab

lishe

d in

a

wee

kly n

ewsp

aper

colu

mn

or d

ram

atic

m

onol

ogue

, or h

ow a

nov

elist

est

ablis

hes

a fir

st p

erso

n na

rrato

rre

spon

ses b

egin

to d

evel

op a

n • ap

prec

iatio

n of

how

par

ticul

ar

tech

niqu

es a

nd d

evic

es a

chie

ve th

e ef

fect

s the

y do

, e.g

. how

the d

ram

atic

m

onol

ogue

s ser

ve to

reta

in sy

mpa

thy f

or

Mac

beth

des

pite

wha

t he h

as d

one

Acr

oss a

rang

e of

read

ing

resp

onse

s beg

in to

show

• so

me

anal

ysis

of h

ow

a te

xt is

influ

ence

d by

ea

rlier

text

s writ

ten

with

in

the

sam

e tr

aditi

on, e

.g.

how

som

e fea

ture

s of a

co

ntem

pora

ry te

xt sh

ow

influ

ence

of e

arlie

r exa

mpl

es

of th

at g

enre

som

e an

alys

is of

how

• di

ffer

ent m

eani

ngs a

nd

inte

rpre

tatio

ns o

f a te

xt

rela

te to

the

cont

exts

in

whi

ch it

was

writ

ten

or

read

, e.g

. how

a p

artic

ular

co

ntex

t inf

luen

ces w

riter

s in

diffe

rent

way

s; or

how

the

mea

ning

or i

nter

pret

atio

n of

a te

xt ch

ange

s acc

ordi

ng

to th

e con

text

in w

hich

it

is re

ad

Le

vel 6

Acr

oss a

rang

e of

read

ing

rele

vant

poi

nts c

lear

ly

•id

entif

ied,

incl

udin

g su

mm

ary

and

synt

hesi

s of

info

rmat

ion

from

diff

eren

t so

urce

s or d

iffer

ent p

lace

s in

the

sam

e te

xt•

com

men

tary

inco

rpor

ates

ap

t tex

tual

refe

renc

e an

d qu

otat

ion

to su

ppor

t mai

n id

eas o

r arg

umen

t

Acr

oss a

rang

e of

read

ing

com

men

ts se

cure

ly b

ased

•

in te

xtua

l evi

denc

e an

d id

entif

y di

ffer

ent l

ayer

s of

mea

ning

, with

som

e at

tem

pt a

t det

aile

d ex

plor

atio

n of

them

, e.g

. ex

plai

ning

the a

ssoc

iatio

n of

diff

eren

t wor

ds in

an

imag

e, o

r exp

lorin

g co

nnot

atio

ns in

a p

oliti

cal

spee

ch o

r adv

ertis

emen

t•

com

men

ts c

onsi

der

wid

er im

plic

atio

ns

or si

gnifi

canc

e of

in

form

atio

n, e

vent

s or

idea

s in

the

text

, e.

g. tr

acin

g ho

w d

etai

ls co

ntrib

ute t

o ov

eral

l m

eani

ng

Acr

oss a

rang

e of

read

ing

som

e de

taile

d ex

plor

atio

n •

of h

ow st

ruct

ural

cho

ices

su

ppor

t the

writ

ers’

them

e or

pu

rpos

e, e

.g. t

raci

ng h

ow m

ain

idea

s/ch

arac

ters

dev

elop

ove

r th

e tex

t as a

who

leco

mm

ent o

n ho

w a

rang

e •

of fe

atur

es re

latin

g to

or

gani

satio

n at

text

leve

l co

ntrib

ute

to th

e ef

fect

s ac

hiev

ed, e

.g. h

ow th

e writ

er

build

s up

to a

n un

expe

cted

en

ding

, juxt

apos

es id

eas,

chan

ges p

ersp

ectiv

es o

r use

s ev

eryd

ay e

xam

ples

to il

lust

rate

co

mpl

ex id

eas

Acr

oss a

rang

e of

read

ing

som

e de

taile

d ex

plan

atio

n,

•w

ith a

ppro

pria

te te

rmin

olog

y,

of h

ow la

ngua

ge is

use

d, e

.g.

traci

ng a

n im

age;

iden

tifyi

ng

and

com

men

ting

on p

atte

rns o

r st

ruct

ure i

n th

e use

of l

angu

age;

or

reco

gnisi

ng ch

ange

s in

lang

uage

use

at d

iffer

ent p

oint

s in

a te

xt•

som

e dr

awin

g to

geth

er o

f co

mm

ents

on

how

the

writ

er’s

lang

uage

cho

ices

con

trib

ute

to th

e ov

eral

l eff

ect o

n th

e re

ader

, e.g

. ‘all t

he im

ages

of

flow

ers m

ake t

he e

vent

s see

m

less

hor

rific

and

mak

es it

eve

n sa

dder

’

Acr

oss a

rang

e of

read

ing

evid

ence

for i

dent

ifyin

g m

ain

purp

ose

•pr

ecis

ely

loca

ted

at w

ord/

sent

ence

le

vel o

r tra

ced

thro

ugh

a te

xt, e

.g.

com

men

ting

on re

petit

ion

of ‘B

rutu

s was

an

hon

oura

ble m

an’.

•vi

ewpo

int c

lear

ly id

entif

ied

and

expl

anat

ion

of it

dev

elop

ed th

roug

h cl

ose

refe

renc

e to

the

text

, e.g

. ‘you

kn

ow it

’s to

ld fr

om E

ric’s

poin

t of v

iew

ev

en th

ough

he d

oesn

’t us

e the

firs

t pe

rson

’•

the

effe

ct o

n th

e re

ader

cle

arly

id

entif

ied,

with

som

e ex

plic

it ex

plan

atio

n as

to h

ow th

at e

ffec

t has

be

en c

reat

ed, e

.g. ‘w

hen

Mac

duff

just

sa

ys h

e has

no

child

ren

you

hate

Mac

beth

be

caus

e you

rem

embe

r the

scen

e in

the

cast

le. Y

ou re

alise

Mac

duff

’s re

veng

e can

ne

ver b

e com

plet

e’

Acro

ss a

rang

e of

read

ing

•so

me

expl

orat

ion

of

text

ual c

onve

ntio

ns o

r fe

atur

es a

s use

d by

writ

ers

from

diff

eren

t per

iods

, e.

g. co

mpa

ring

exam

ples

of

sonn

et fo

rm, d

ram

atic

m

onol

ogue

, or b

iogr

aphy

or

trave

l writ

ing

som

e de

taile

d di

scus

sion

•

of h

ow th

e co

ntex

ts in

w

hich

text

s are

writ

ten

and

read

aff

ect m

eani

ng, e

.g.

how

an

idea

/top

ic is

trea

ted

diffe

rent

ly in

text

s fro

m

diffe

rent

tim

es a

nd p

lace

s or

how

the m

eani

ng o

f a te

xt

has c

hang

ed o

ver t

ime

BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

icie

nt E

vide

nce

Ove

rall

asse

ssm

ent (

tick

one

box

only

)H

igh

7

S

ecur

e 7

Low

7

Hig

h 6

Sec

ure

6

Low

6

12 The National Strategies | Secondary Assessing pupils’ progress in English at Key Stage 3: Assessment guidelines

00727-2008BKT-EN © Crown copyright 2008

Read

ing

asse

ssm

ent g

uide

lines

: lev

els 7

and

8

Nam

e……

……

……

….…

……

……

……

..……

……

AF2

– u

nder

stan

d,

desc

ribe

, sel

ect o

r ret

riev

e in

form

atio

n, e

vent

s or

idea

s fro

m te

xts a

nd u

se

quot

atio

n an

d re

fere

nce

to te

xt

AF3

– d

educ

e, in

fer o

r in

terp

ret i

nfor

mat

ion,

ev

ents

or i

deas

from

text

s

AF4

– id

enti

fy a

nd c

omm

ent

on th

e st

ruct

ure

and

orga

nisa

tion

of t

exts

, in

clud

ing

gram

mat

ical

and

pr

esen

tati

onal

feat

ures

at

text

leve

l

AF5

– e

xpla

in a

nd c

omm

ent

on w

rite

rs’ u

se o

f lan

guag

e,

incl

udin

g gr

amm

atic

al a

nd

liter

ary

feat

ures

at w

ord

and

sent

ence

leve

l

AF6

– id

enti

fy a

nd c

omm

ent o

n w

rite

rs’ p

urpo

ses a

nd v

iew

poin

ts, a

nd

the

over

all e

ffec

t of t

he te

xt o

n th

e re

ader

AF7

– re

late

text

s to

thei

r soc

ial,

cult

ural

and

hi

stor

ical

trad

itio

ns

Leve

l 8A

cros

s a ra

nge

of re

adin

gcl

ear c

ritic

al st

ance

dev

elop

s a c

oher

ent i

nter

pret

atio

n of

• te

xt(s

), dr

awin

g on

imag

inat

ive

insi

ghts

and

wel

l sup

port

ed

by re

fere

nce

and

wid

er te

xtua

l kno

wle

dge

Acr

oss a

rang

e of

read

ing

clea

r app

reci

atio

n an

d un

ders

tand

ing

of h

ow th

e te

xt st

ruct

ure

• and

lang

uage

use

supp

ort t

he w

riter

’s pu

rpos

e an

d co

ntrib

ute

to

mea

ning

Acr

oss a

rang

e of

read

ing

resp

onse

to o

vera

ll ef

fect

of t

he

• text

show

s cle

ar u

nder

stan

ding

and

cr

itica

l eva

luat

ion

of w

riter

’s pu

rpos

es

and

view

poin

ts a

nd h

ow th

ese

are

artic

ulat

ed th

roug

hout

the

text

Acr

oss a

rang

e of

read

ing

sust

aine

d cr

itica

l ana

lysi

s/• ev

alua

tion

of th

e te

xt(s

) sh

ows a

ppre

ciat

ion

of h

ow

it re

late

s to

cont

ext(s

) and

tr

aditi

on(s

) and

exp

lore

s th

e m

eani

ngs p

rodu

ced

from

it

Le

vel 7

Acr

oss a

rang

e of

read

ing

incr

easi

ng p

reci

sion

in

•se

lect

ion

and

appl

icat

ion

of te

xtua

l ref

eren

ce to

the

poin

t bei

ng m

ade,

e.g

. cl

ose r

efer

ence

at w

ord

leve

l to

refu

te a

n ar

gum

ent i

n a

shor

t str

etch

of t

ext,

or, d

eft

sele

ctio

n ac

ross

a lo

nger

te

xtua

l str

etch

to e

valu

ate a

w

riter

’s vi

ewpo

int

incr

easi

ng a

bilit

y to

dra

w

•on

kno

wle

dge

of o

ther

so

urce

s to

deve

lop

or c

linch

an

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port

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plor

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a cr

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writ

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evid

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efle

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or

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e use

of

som

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ppro

pria

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xam

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un

derm

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riter

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gum

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tim

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ctio

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se fo

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se o

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on

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som

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writ

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cho

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co

ntrib

ute

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eral

l ef

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on

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read

er, e

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dem

onst

ratin

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e gre

ater

ef

fect

iven

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ager

y in

poem

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an p

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r arg

uing

th

at th

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leaf

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in

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BL

IE

Key:

BL-B

elow

Lev

el

IE-In

suff

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vide

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Ove

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tick

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Low

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Hig

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Sec

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