Writing (AT4): Current, new and language ladder descriptors

Writing (AT4) Level Current level description(as on NC online website) Modified level description(as on QCA website) Language Ladder(as in their literature) 1 Pupils copy single familiar words correctly. They label items and select appropriate words to complete short phrases or sentences Pupils write or copy simple words or symbols correctly. They label items and select appropriate words to complete short phrases or sentences. I can write or copy simple words or symbols correctly. 2 Pupils copy familiar short phrases correctly. They write or word process items [for example, simple signs and instructions] and set phrases used regularly in class. When they write familiar words from memory their spelling may be approximate. Pupils write one or two short sentences, following a model, and fill in the words on a simple form. They label items and write familiar short phrases correctly. When they write familiar words from memory, their spelling may be approximate. I can write one or two short sentences to a model and fill in the words on a simple form. 3 Pupils write two or three short sentences on familiar topics, using aids [for example, textbooks, wall charts and their own written work]. They express personal responses [for example, likes, dislikes and feelings]. They write short phrases from memory and their spelling is readily understandable. Pupils write a few short sentences, with support, using expressions that they have already learnt. They express personal responses. They write short phrases from memory and their spelling is readily understandable. I can write a few short sentences with support, using expressions which I have already learnt. BREAKTHROUGH   On completing this stage you should be able to use a basic range of everyday expressions relating to personal details and needs.  Your spelling may not always be completely accurate but your meaning will be clear.  You should be able to understand and use a few simple grammatical structures and sentence patterns.  You should be familiar with the writing system of the language.  You should be aware of how to address people both formally and informally as appropriate.   4 Pupils write individual paragraphs of about three or four simple sentences, drawing largely on memorised language. They are beginning to use their knowledge of grammar to adapt and substitute individual words and set phrases. They are beginning to use dictionaries or glossaries to check words they have learnt. Pupils write short texts on familiar topics, adapting language that they have already learnt. They draw largely on memorised language. They begin to use their knowledge of grammar to adapt and substitute individual words and set phrases. They begin to use dictionaries or glossaries to check words they have learnt.  I can write a short text on familiar topic, adapting language. 5 Pupils produce short pieces of writing, in simple sentences, that seek and convey information and opinions. They refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. They use dictionaries or glossaries to check words they have learnt and to look up unknown words. Pupils write short texts on a range of familiar topics, using simple sentences. They refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. They use dictionaries or glossaries to check words they have learnt and to look up unknown words. I can write a short text on a range of familiar topics, using simple sentences. 6 Pupils write in paragraphs, using simple descriptive language, and refer to past, present and future actions and events. They apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear. Pupils write texts giving and seeking information and opinions. They use descriptive language and a variety of structures. They apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear. I can write a text, giving and seeking information and opinions, using a variety of structures. PRELIMINARY On completing this stage, you should be able to use and adapt language relating to a range of predictable everyday matters.  You should be able to write simple texts using descriptive language, with spelling that is generally accurate.  You should be able to recognise the difference between past, present and future events and  be familiar with simple forms of the verb tenses.   7 Pupils produce pieces of writing of varying lengths on real and imaginary subjects, using an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear. Pupils write articles or stories of varying lengths, conveying opinions and points of view. They write about real and imaginary subjects and use an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear. I can write a text eg a report, article or story, conveying opinions and points of view. 8 Pupils express and justify ideas, opinions or personal points of view, and seek the views of others. They develop the content of what they have read, seen or heard. Their spelling and grammar are generally accurate, and the style is appropriate to the content. They use reference materials to extend their range of language and improve their accuracy. Pupils write articles or stories of varying lengths, conveying opinions and points of view. They write about real and imaginary subjects and use an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear. I can produce formal and informal texts in an appropriate style on familiar topics. EP Pupils write coherently and accurately about a wide range of factual and imaginative topics. They choose the appropriate form of writing for a particular task, and use resources to help them vary the style and scope of their writing Pupils communicate ideas accurately and in an appropriate style over a range of familiar topics, both factual and imaginative. They write coherently and accurately. They use resources to help them vary the style and scope of their writing. I can communicate ideas accurately and in an appropriate style over a range of familiar topics. INTERMEDIATE On completing this stage you should now be comfortable with a range of tenses, and should be able to use language relating to a range of familiar matters.  You should be generally accurate.  You should be able to write on familiar matters or in predictable situations using a range of language and structures

 

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