instep english

National Curriculum Indicators forPupils with Special Educational Needs

The Education and School Improvement Service of Bridgend, Caerphilly,Merthyr Tydfil and Rhondda-Cynon-Taff County Borough Councils

In StepEnglishIn StepEnglishEnglishIn StepEnglish

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Copyright

All rights reserved. No reproduction, copy ortransmission of this publication may be madewithout written permission. However, teachersare free to reproduce any part of this resourcefor use within the school only. This permissionto copy does not extend to additional schools orbranches of an institution, who should purchase.


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FOREWORD

This document has been developed by stafffrom Heronsbridge Special School. Their workhas been sponsored and published by the fourCounty Boroughs of Bridgend, Caerphilly,Merthyr Tydfil and Rhondda-Cynon-Taff, workingthrough their advice and support service ESIS.

The document is an English assessment tool foruse with pupils working up to Level 3 of theNational Curriculum. It has been developed,trialed and modified in the classroom. Teachershave contributed to its content and design,ensuring suitability of purpose and ease ofadministration.

The layout of the document follows the NationalCurriculum for English at its earliest levels andshows where those pupils working below thenational average fit into the educationalcontinuum. To this end a Foundation Level isincluded to assess those pupils who have notyet achieved Level One.

Each section commences with the leveldescriptor from the National Curriculumdocument. This is followed by a set ofstatements the achievement of which wouldindicate successful completion of that level.These steps allow teachers to detectimprovement of pupils within a level.

In Step Level Indicators English 1

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During 1998 all schools will be required to setand publish targets. The results from In StepEnglish and the others in the series,(Mathematics, Science, English and PSE) canbe used for this purpose.

We would like to thank the staff atHeronsbridge School, Bridgend for theirpatience and suggestions during the earlydevelopment, trialing and retrialing of the initialdrafts. Thanks are also due to the Headteachersand staff of those schools in South Wales whoparticipated in the trialing.

2 In Step Level Indicators English


ADMINISTERING IN STEP

The In Step package has been designed andtested by teachers for teachers to ensure that itis as user friendly a document as is possible.In Step gives a step by step assessmentprogramme for the three core subjects of theNational Curriculum and PSE. This enablesteachers to determine the current status of thepupils in their class and to plan their futuredevelopment. Generally, only one full assessmentis required, (the first), this will continue to beupdated during the child's school career.

The layout and administration of each sectionof the package follows the same format. It ishoped that this familiar style will aid thoseteachers who are not specialists in the coresubjects to complete the assessment withoutdifficulties.

Each Level commences with the relevant leveldescriptor from the National Curriculumdocument for that subject.

e.g. From the National Curriculum descriptor AT. 1

"They listen to others and usually respond appropriately."

Within each level there are a number ofsections, labelled alphabetically. These startwith another descriptor, which expands thatfrom the National Curriculum. This is to definean area of relevance for the teacher.

e.g. from the section descriptor G."Listen attentively and respond to stories and poems."



The statements that follow are the actual stepson which the assessment is based. Theseshould be interpreted with reference to thesection descriptor preceding them.

e.g. Statements from section G.1 Can identify a wide range of

familiar sounds.2 Can join in appropriately with

simple action rhymes and songs.3 Can tap fingers on objects whilst

naming them.

Obviously only the statements are used forassessing the pupil - the other information isto aid the teacher.

The statements in each section are generallyordered in a hierarchical manner but withSpecial Needs pupils’ the order of completionwill not always follow this pattern. It will benecessary for the teacher to continue for anumber of statements after one has not beenachieved to ensure all responses are recorded.The teacher would be well advised to readthrough the remaining statements just to makesure that there are none that the pupil couldachieve.

When administering the test it is useful to useequipment, materials and pictures to helpprompt responses from the pupil. It isrecommended that the resources used shouldbe as ageless as possible, for instance useactual photographs of people, animals andobjects rather than drawings from children'sbooks. It is also advisable to gather theresources into one box and always use thesame items for testing and re-testing. This



means that the test is always given under thesame conditions and the effect of materials onthe final scores is at least constant. Specialresources are not needed and most of thematerials are already available on schoolpremises. The following resources that may beuseful when assessing In Step English.

• Writing patterns

• Uncompleted pictures / shapes

• Sequence cards

• Shapes - circle, square, etc.

• Musical instruments – drum, triangle, etc.

• Inset jigsaw

• Books - selection of reading books, dictionary

• Language games

• Sound lotto

• Language cards - verbs, nouns

• Symbols

• Signs / labels

• Picture - food, animals, people, etc.

• Objects - banana, packet of crisps

The Foundation Level was included to coverpupils with Profound and Multiple LearningDifficulties and those with Severe LearningDifficulties who may never satisfactorilycomplete higher levels. However, it is intendedas a development scale and MUST always becompleted for all students. This is because gapshere can indicate either physical problems or afailure in basic skills that need to be addressed.



It is not intended that the assessment be carriedout in very formal conditions. In many cases theclass teacher will be able to complete largesections of the test by direct knowledge of thepupil and classroom observation. If any doubtexists, the statement should be tested formally.With certain types of pupil who are highlydistractible or have behaviour control problems,it is probably a fairer assessment of theirabilities if the test is administered in a one toone setting.



ASSESSING PUPILS

For In Step to be an effective assessment tool,accuracy in carrying out initial assessments is ofparamount importance.

Pupils who are achieving beyond theFoundation level should still have a fullassessment completed to ensure that there areno gaps in development that could impede orblock progress at higher levels. Failure toassess every pupil from the Foundation levelupwards can result in the setting ofinappropriate or unachievable targets forthe individual.

Once a full initial assessment has beencompleted it is usually only necessary to assessthe uncompleted statements in future testing. Inpractice for most cases the subsequent testingwill commence a few statements prior to thepoint the last test ended. If serious regressionor deterioration is suspected, however, it will benecessary to carry out a complete newassessment to determine the areas lost.

The completion of any statement is an all ornothing affair. If the pupil can complete thestatement, preferably repeatable on demand,then the point is scored. Nearly, maybe orsometimes are not scored. It is of no long-termadvantage to be overly generous, as an inflatedscore at one point will result in an apparentslowing of development at a later stage. In thecase of pupils with specific physical disabilities,(for instance, visually impaired, no speech), theteacher is expected to interpret statements suchas “Can read...” “Can write...” or “Can repeat...”as using ANY acceptable method of



communication that enables the answer to bedetermined. Communicators, sign language,pointers, keyboards, symbols or any othermethods are acceptable. What the teacher islooking for is an indication that the conceptcontained within the statement has beenachieved and this can be repeated and, mostimportantly, an independent assessor can obtainthe same result.

The In Step package is only intended to coverup to Level Three in the core subjects. Studentsachieving beyond this level are unlikely torequire this type of approach and other testsshould be used.



SCORING THE RESULT

Each item completed is scored as one point. Tomake the scores more easily understandableand to enable direct comparison with others theeasiest route is to convert to a percentagescore. The calculation block on the assessmentsheet has the steps for producing a percentagescore at each level. This is the total scored ateach level divided by the maximum obtainable atthat level times 100 to produce the percentage.

The class teacher will probably only use thepercentage scores at the Foundation and Levels1 to 3. The Total percentage score is a measureof how far the pupil has gone in attaining the fullscore, i.e. completing the entire document orattaining full Level 3 status. This is of more useto school managers who may wish to comparegroups of students.



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A. T. 1 SPEAKING & LISTENING

“Pupils show ability to listen and respond tosounds. They begin to develop theproduction of speech sounds and the use ofthese sounds for specific communication.”

A. Can listen and respond to sounds

1 Will respond to sudden sounds.

2 Can demonstrate awareness of sounds.

3 Will respond to comforting sounds e.g. music.

4 Can turn to locate a sound close by.

5 Can turn to locate a sound in the distance.

6 Can make sounds with a variety of toys e.g.shakes, bangs etc.

7 Can locate a hidden sound.

8 Can discriminate between two familiar sounds.

9 Can identify familiar voices when unseen.

10 Can discriminate between a number of familiarsounds.

11 Can match two strongly contrasting familiarsounds to pictures.

12 Can identify animal noises.

13 Can participate in a 'sound lotto' game.


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14 Can discriminate between two similarfamiliar sounds.

15 Can discriminate between a number of similarfamiliar sounds.

16 Can match a number of strongly contrastingfamiliar sounds to pictures.

17 Can match 2 similar familiar sounds to pictures.

18 Can identify musical instruments when playedout of sight.

B. Develops the physical skills needed forverbalisation

1 Makes soft, throaty noises.

2 Makes tongue movements in and out.

3 Makes sucking lip smacking sounds.

4 Makes tongue movements downwards.

5 Makes vocal signs of pleasure e.g. coos /squeals, gurgles.

6 Makes tongue movements upward (inside).

7 Has begun to make differentiated cries.e.g. hunger / pain.

8 Chuckles, just short of a true laugh.


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9 Makes tongue movements lateral right and left.

10 Makes tongue movements upward (outside).

11 Has begun production of poorly differentiatedvowel sound.

12 Spontaneously smiles to initiate vocalisedlaughter.

13 Makes fake cry as bid for attention.

14 Makes definite differentiation in cries ...attention, hunger, cross.

15 Makes vocal sign of pleasure when played with.

16 Produces velar noises, (e.g. the /k/sound in cot,/g/ in gun, /ng/ in sing.

17 Produces sounds similar to 'ah'.

18 Vocalises two or more different syllables.

19 Makes tongue movements around lips.

20 Produces sounds similar to 'uh'.

21 Takes turns in vocalising between self andcaregiver.

22 Sometimes purses lips, breathes fast etc., inexcitement on seeing toy.

23 Occasionally repeats a syllable while cooing inimitation.

24 Has begun babbling.


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25 Produces sounds similar to 'ee'.

26 Produces sounds similar to 'oo'.

27 Vocalises back in face to face vocal interaction.

28 Vocalises 'm'.

29 Makes clicking sounds.

30 Produces sounds similar to 'oo-ee' andmoving 'o'.

31 Produces more vowels than consonants (lowfront and mid centrals).

32 Makes excited breathy noises in response tosound related feeding.

33 Vocalises 'p'.

34 Vocalises with 4 or more different consonant /vowel combinations.

35 Has begun to imitate sounds, mouth openingtongue protrusion.

36 Vocalises 'b'.

37 Vocalises 'n'.

38 Make raspberries (fricative-blowing sounds).


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C. Develops use of vocalisation as a responseand communication

1 Makes protest sounds when a desired objectis taken away.

2 Makes angry sounds when displeased.

3 Uses vocalisations to call attention to himself.

4 Vocalises to objects that move.

5 Laughs when own noises are imitated invocal games.

6 Vocally initiates interaction.

7 Uses gesture; e.g. shakes head for 'no'.

8 Has begun to imitate own noises.

9 Vocalises when his name is called at least halfof the time.

10 Expresses desires by 'want' sounds;e.g. nasal whines.

11 Sometimes spontaneously or imitatively engagesin meaningful gestures.

12 Reacts to music by cooing.

13 Holds out arms to indicate desire to be picked up.

14 Sometimes repeats same sound for several days.

15 Plays exchange games (hands objects back andforth with different sounds).


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16 Attempts to copy intonation.

17 Vocalises a distinct 'ah-goo'.

18 Makes representation sounds.

19 Uses a clear and frequent 'mama' and 'dada'in babbling.

20 Attempts simple words.

21 Uses two syllables when babbling.

22 Vocalises emotional states by purposefulbabbling.

23 Uses 'jargon' (Long strings of babbling,mimicking sounds using number of syllables).

24 Demonstrates a continuous acquisition ofconsonants.

25 Attempts to imitate noises of others.

26 Vocalises interjection and recognition (e.g. "Hi!"or "Hey").

27 Makes simple words.

28 Child Talks in jargon with one or twoclear words.

29 Initiates conversations with toys.

30 Babbles twelve different phonemes.

31 Shows spontaneous use of two or more words incorrect context.


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A. T. 2 READING

“Pupils show visual skills necessary tofollow and match items preparatory forearly reading.”

D. Demonstrates visual acuity necessary forearly reading

1 Can give visual attention in response to amoving object.

2 Can give visual attention in response to'look at’....

3 Can give visual attention in response to anyfamiliar object on request.

4 Can match pairs of familiar objects with help.

5 Can match one object to picture of that object.

6 Can sort familiar objects into 2 trays with help.

7 Can match pairs of familiar objectswithout help.

8 Can sort familiar objects into 2 trayswithout help.


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A. T. 3 WRITING

“Pupils develop the physical skills necessaryto manipulate the tools necessary for earlywriting.”

E. Develops the physical control necessary forwriting skills

1 Can hold pencil.

2 Can hold pencil as if to mark paper.

3 Grasps pencil, (with whole hand), attempts toimitate scribble.

4 Spontaneously scribbles using preferred hand.

5 Spontaneously scribbles, (in generally straightlines), using preferred hand.

6 Draws perpendicular line in imitation.

7 Imitates circular scribble.

8 Scribbles using correct hand hold.

9 Draws horizontal line in imitation.


Level On

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“Pupils talk about matters of immediateinterest. They listen to others and usuallyrespond appropriately. They convey simplemeanings to a range of listeners, speakingaudibly, and begin to extend their ideas oraccounts by providing some detail.”

F. Participates as speaker and listener ingroup activity including imaginative play

1 Communicates words to make wants known.

2 Asks for familiar things by their name.

3 Refers to self by name.

4 Attempts one or two rhymes.

5 Uses between 10 and 20 words spontaneouslyand in correct context.

6 Communicates two word utterances...cargone etc.

7 Completes rhymes when required by giving thelast words of suitable phrases.

8 Imitates 2 and 3 word utterances.

9 Communicates a few action words.

10 Communicates full name.

11 Communicates one or two descriptive words. e.g.big, little, hot.


Level On

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12 Communicates three word utterancesoccasionally.

13 Attempts very simple conversation about eventsrecently experienced.

14 Communicates plurals, but not alwayscorrectly...e.g. mans for men.

G. Listens attentively and responds to storiesand poems

1 Can identify a wide range of familiar sounds.

2 Can join in appropriately with simple actionrhymes and songs.

3 Can tap fingers on objects whilst naming them.

4 Can clap to a steady beat.

5 Can move whole body to a steady beat.

6 Can remember simple rhymes and songs.

7 Listens attentively to stories and poems.

8 Can clap to a familiar tune.

9 Can speed up or slow down movements accordingto directions.

10 Can clap rhythms of a name.


Level On

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11 Can repeat a very simple rhythm.

12 Can clap rhythm of 2/3 syllable words.

13 Can recall 2 events in order of sequence.

14 Can repeat a sequence of 2/3 sounds.

15 Can recall three main facts from a simple story.

16 Can recall 3 main events from a recentoccurrence in order.

17 Listens attentively in group activity, includingimaginative play.

H. Responds appropriately to simpleinstructions given by a teacher

1 Follows two consecutive instructions.

2 Can respond correctly to 2 related commands.

3 Follows three consecutive instructions.

4 Can respond correctly to 2 unrelated commands.

5 Can respond correctly to at least 5 one stepinstructions.


Level On

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A T. 2 READING

“Pupils recognise familiar words in simpletexts. They use their knowledge of lettersand sound-symbol relationships in order toread words and to establish meaning whenreading aloud. In these activities theysometimes require support. They expresstheir response to poems, stories and non-fiction by identifying aspects they like.”

I. Recognises that print is used to conveymeaning, in books and in other forms inthe everyday world

1 Can complete insert type jigsaws up tosix pieces.

2 Can sort pictures into groups by relevantcriteria e.g. colour.

3 Can match object to selection of pictures.

4 Can match one familiar picture to another.

5 Can match objects to pictures.

6 Can match more than one picture to picturesof same.

7 Can match shapes when orientation is different.

8 Can find the odd one out from a set offour pictures.

9 Can complete complex inset puzzles.

10 Can trace lines using string / plasticine / pencil.


Level On

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A T. 2 READING

11 Recognises that symbols convey meaning.

12 Recognises that print conveys meaning.

13 Can find the odd one out from a series ofletters e.g. AATAA.

14 Can trace four basic shapes using string /plasticine / pencil.

15 Can find the odd one out from a set of morethan four pictures.

16 Can trace repeating patterns using string /plasticine / pencil.

17 Can complete simple incomplete pictures.

18 Can copy four basic shapes using string /plasticine / pencil.

19 Can identify difference between twosimilar pictures.

20 Can copy repeating patterns using string /plasticine / pencil.

21 Can complete incomplete shape drawingse.g. incomplete circle.

22 Can sequence three pictures to tell a story.

23 Can reproduce a pattern of two shapesfrom memory.

24 Can copy complex patterns.


Level On

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A T. 2 READING

25 Can identify missing objects from a smallselection.

26 Can reproduce a simple drawing from memory.

27 Can recall a pattern of two shapesfrom memory.

28 Can reproduce a pattern of more than twoshapes from memory.

29 Can identify a selection of missing objectsfrom 6+.

J. Expresses a response to poems, stories andnon-fiction by identifying aspects they like.

1 Enjoys looking at or talking about books.

2 Enjoys listening to stories.

3 Recognises own Christian name.

4 Can point to text while a story is read.

5 Chooses favourite stories and poems.

6 Recognises a few individual words or lettersin familiar contexts.

7 Displays interest in the information contentof fiction.

8 Displays interest in the information contentof non-fiction.


Level On

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A. T. 3 WRITING

“Pupils' writing communicates meaningthrough simple words and phrases. In theirreading or their writing, pupils begin toshow awareness of how full stops are used.Letters are usually clearly shaped andcorrectly orientated.”

K. Uses pictures, symbols or isolated letters orphrases to communicate meaning

1 Can select own name for labelling.

2 Can copy first name (using writing and / orinput device).

3 Can overwrite words / sentences from ownvocabulary (using writing and / or input device).

4 Can use pictures to communicate meaning.

5 Can copy simple words / sentences from ownvocabulary (using writing and / or input device).

6 Can free write own name (using writing and / orinput device).

7 Can copy full name and address (using writingand / or input device).

8 Can use symbols to communicate meaning.

9 Can copy simple sentences.


Level On

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A. T. 3 WRITING

10 Can use isolated letters to communicatemeaning.

11 Can use phrases to communicate meaning.


Level Two



“Pupils begin to show confidence in talkingand listening, particularly where the topicsinterest them. On occasions, they showawareness of the needs of the listener byincluding relevant detail. In developing andexplaining their ideas they speak clearly anduse a growing vocabulary. They usuallylisten carefully and respond with increasingappropriateness to what others say. Theyare beginning to be aware that in somesituations a more formal vocabulary andtone of voice are used.”

L. Participates as speaker and listener in agroup engaged in a given task

1 Answers yes / no questions with affirmativeor negative.

2 Attempts to say several nursery rhymesby himself.

3 Communicates short sentences occasionally(more than three words).

4 Communicates no and not in speech / signing.

5 Communicates 'I', 'Me', 'Mine', rather thanown name.

6 Communicates a number of descriptive words inspeech, e.g. colour, size and shape.

7 Communicates 'ing' form of action word....running.


Level Two



8 Communicates a lot of action words in speech.

9 Communicates 'is' in statements.

10 Continually asks questions, when, how, why etc.

11 Communicates several rhymes intelligibly.

12 Knows full name and address.

13 Communicates articles 'the' and 'a' in speech /signing.

14 Communicates common irregular pluralse.g. men, feet.

15 Describes briefly, but in a coherent way,present and past experiences.

16 Communicates this and that in speech / signing.

17 Participates as a listener in a group engagedin a given task.

18 Communicates past tense consistently :e.g. jumped, kicked.

19 Participates as a speaker in a group engagedin a given task.

20 Communicates personal pronouns and pluralscorrectly and most prepositions.

21 Communicates irregular past tense formsconsistently: e.g. went / did, was.


Level Two



22 Expresses future occurrences with “going to”,“have to”, “want to” etc.

23 Communicates could and would in speech.

24 Participates as a speaker in group activities,including imaginative play.

25 Communicates full name / home address, ageand birthday.

26 Responds to stories and poems.

27 Communicates compound sentences.... "I threwthe ball and it knocked the vase off the table".

28 Communicates complex sentences.. "I want to doX because of Y".

M. Talks with teacher or other about stories,events or poems, - listen, ask and answerquestions

1 Listens attentively to stories and poems.

2 Describes an event, real or imagined, to theteacher or another pupil.

3 Talks with the teacher, listen, and ask andanswer questions.

4 Gives simple instructions.


Level Two



5 Talks about stories and poems.

6 Can understand and follow simple instructions.

7 Responds appropriately to a range of morecomplex instructions given by a teacher.


Level Two


A. T. 2 READING

“Pupils’ reading of simple texts showsunderstanding and is generally accurate.They express opinions about major eventsor ideas in stories, poems and non-fiction.They use more than one strategy, such asphonic, graphic, syntactic and contextual, inreading unfamiliar words and establishingmeaning.”

N. Reads accurately and understandsstraightforward signs, labels and notices

1 Can read and understand simple signs in afamiliar context.

2 Can read and understand simple labels in afamiliar context.

3 Is aware of a written word in the environment.

4 Can read and understand simple notices in afamiliar context.

5 Can read and understand simple signs in anunfamiliar context.

6 Can read and understand simple labels in anunfamiliar context.

7 Can read and understand simple notices in anunfamiliar context.

8 Reads accurately simple signs, labelsand notices.


Level Two


A. T. 2 READING

O. Demonstrates knowledge of the alphabetin using word books and simple dictionariesand uses pictures and context cues, wordsrecognised on sight and phonic cuesin reading.

1 Repeats individual letter sounds.

2 Repeats individual letter names.

3 Repeats most letters and says their sounds.

4 Recognises words on sight.

5 Repeats a group of words and pronounces theircommon vowel sound.

6 Uses picture cues when reading.

7 Repeats a sounded out word (e.g. three letters)and repeats at normal rate.

8 Can read certain irregular words e.g. I, was, to,do, said, of, you, what.

9 Uses context cues when reading.

10 Reads orally a word at normal rate withoutsounding it out.

11 Uses a word book.

12 Uses phonic cues when reading.


Level Two


A. T. 2 READING

13 Repeats a group of similar sounding words andidentifies each word's meaning, (e.g. bow,bough, boy, buoy, etc.).

14 Learns sounds made by letter combinations th,sh, ing, ck, wh, er, or, ch, qu.

15 Determines if a word has a long or short e or osound, (e.g. got, so, bed, even, etc.).

16 Uses a variety of cueing strategies.

P. Describes what has happened in a story andpredicts what may happen next. Listens andresponds to stories, poems and othermaterial read aloud, expressing opinionsinformed by what has been read

1 Can detect deliberate departures frompreviously told stories.

2 Can re-tell stories.

3 Recalls details from stories.

4 Asks questions about information in books.

5 Answers questions about information in books.

6 Shows developing understanding of the themeof a story.

7 Discusses stories.

8 Can predict what may happen in a story.

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Level Two


A. T. 2 READING

9 Has the ability to read, understand and respondto a variety of writing.

10 Can express an opinion on what has been read.

Q. Reads a range of material with someindependence, fluency, accuracy andunderstanding

1 Reads familiar material aloud with reasonablefluency.

2 Reads familiar material aloud with reasonableaccuracy.

3 Reads familiar material aloud with reasonableunderstanding.

4 Reads familiar material aloud with expression.

5 Reads familiar material aloud with fluency.

6 Selects relevant information from pre-selectedtext to respond to questions.

7 Understands some non-literal meanings.

8 Selects from printed information to answerquestions in own words.

9 Selects library books to pursue simple lineof enquiry.

10 Uses reference books.

11 Uses a dictionary.

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Level Two


A. T. 3 WRITING

“Pupils’ writing communicates meaning inboth narrative and non-narrative forms,using appropriate and interestingvocabulary, and showing some awarenessof the reader. Ideas are developed in asequence of sentences, sometimesdemarcated by capital letters and full stops.Simple, monosyllabic words are usuallyspelt correctly, and where there areinaccuracies the alternative is phoneticallyplausible. In handwriting, letters areaccurately formed and consistent in size.”

R. Structures sequences of real or imaginedevents coherently in chronological accounts

1 Can sequence two pictures of a real event inchronological order.

2 Can sequence three pictures of a real event inchronological order.

3 Can sequence two pictures of an imaginary eventin chronological order.

4 Can sequence three pictures of an imaginaryevent in chronological order.

5 Can sequence three or more pictures of animaginary event in chronological order.


Level Two


A. T. 3 WRITING

S. Produces independently, pieces of writingusing complete sentences. Begin to showan understanding of story structure andproduce simple, coherent non-chronologicalwriting

1 Can sometimes use capital letters.

2 Can free write simple sentences of3 to 5 words.

3 Can write simple passage of 3 to 4 sentences.

4 Can sometimes use full stops or question marks.

5 Can construct a simple passage of 3 to 4sentences.

6 Can produce a simple passage of 3 to 4 simplesentences of a factual nature.

7 Writes stories showing an understanding of therudiments of story structure by establishing anopening, characters and one or more events.


Level Three



“Pupils talk and listen confidentlyin different contexts, exploring andcommunicating ideas. In discussion, theyshow understanding of the main points.Through relevant comments and questions,they show they have listened carefully. Theybegin to adapt what they say to the needsof the listener, varying the use of vocabularyand the level of detail. They are beginning tobe aware of standard English and when itis used.”

T. Conveys accurately a simple message.Relates real or imaginary events in aconnected narrative, which conveys meaningto a group of pupils, the teacher or anotherknown adult. Listens with increasedconcentration to other children and adults,asking and responding to questions andcommenting on what has been said. Gives,receives and follows precise instructionswhen pursuing a task individually or as amember of a group.

1 Conveys accurately a simple message

2 Relates real or imaginary events in a connectednarrative which conveys meaning to a group ofpupils, the teacher or another known adult

3 Listens with increased concentration to otherchildren and adults, asking and responding toquestions and commenting on what has been said


Level Three



4 Gives precise instructions when pursuing a taskindividually or as a member of a group

5 Receives and follows accurately instructionswhen pursuing a task individually or as a memberof a group.


Level Three


A. T. 2 READING

“Pupils read a range of texts fluently andaccurately. They read independently, usingstrategies appropriately to establishmeaning. In responding to fiction and non-fiction they show understanding of the mainpoints and express preferences. They usetheir knowledge of the alphabet to locatebooks and find information.”

U. Reads aloud from familiar stories andpoems fluently and with appropriateexpression. Reads silently and withsustained concentration. Listens to stories,talks about the setting, story line andcharacters, recalling significant details andshowing early use of inference, deductionand previous experience to find meaningsbeyond the literal. Devises a clear set ofquestions that will help them to select anduse appropriate information sources andreference books.

1 Listens to stories, talk about the setting, storyline and characters, recalling significant details.

2 Reads aloud from familiar stories and poemsfluently and with appropriate expression.

3 Sustains silent reading of stories.

4 Shows in discussing stories and poems early useof inference, deduction and previous experienceto find meanings beyond the literal.


Level Three


A. T. 2 READING

5 Brings to their writing and discussion aboutstories some understanding of how stories arestructured.

6 Devises a clear set of questions that will helpthem to select and use appropriate informationsources and reference books.


Level Three


A. T. 3 WRITING

“Pupils' writing is often organised,imaginative and clear. The main featuresof different forms of writing are usedappropriately, beginning to be adapted todifferent readers. Sequences of sentencesextend ideas logically and words are chosenfor variety and interest. The basicgrammatical structure of sentences isusually correct. Spelling is usually accurate,including that of common, polysyllabicwords. Punctuation to mark sentences - fullstops, capital letters and question marks - isused accurately. Handwriting is joinedand legible.”

V. Produces independently, pieces of writingusing complete sentences, somedemarcated with capital letters, full stopsand question marks. Produces morecomplex stories with detail beyond simpleevents and with a defined ending. Beginsto redraft in discussion with teacher, otheradults or children paying attention tomeaning, clarity and use of tenses andpronouns.

1 Can construct a simple passage of 3 to 4 simplesentences of an imaginative nature.

2 Can write a list.

3 Can construct a simple passage of 3 to 4 simplesentences of an empathic nature e.g. I feel like.Makes me feel.


Level Three


A. T. 3 WRITING

4 Produces independently, pieces of writing usingcomplete sentences, some demarcated withcapital letters, full stops and question marks.

5 Shapes chronological writing, beginning to use awider range of sentence connectives.

6 Writes more complex stories with detail beyondsimple events and with a defined ending.

7 Can use drafting skills, i.e. check and correctown work.


National Curriculum Indicators forPupils with Special Educational Needs


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give visual

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