STAR Writing 2018

STAR Writing Assessment Indicators

Year 1 Emerging Developing Securing May discuss what their writing is (going to With support can say out loud what they are Can say out loud what they are going to

be) about when prompted by an adult. going to write about. write about. With prompting, orally rehearses sentences Plan before writing. Orally rehearses sentences before writing.

Begins to sequence sentences to form short Writes some recognisable words and Writes meaningful words, phrases and narratives for some different purposes, even phrases about their own experiences. statements about their own experiences. though the form may not always be

maintained.

Begins to sequence sentences into Writing can be read without requiring Writing may require some mediation. narratives, although occasionally mediation

Draft mediation by the child. may be required in some writing. Uses some words, phrases and single-clause Uses mainly single and co-ordinating multi- Composition sentences. clause sentences. May use adjectives to describe the size or

colour of an object. Can identify if writing makes sense when it is Reads their writing back to an adult, with Reads back their writing clearly to an adult reread by an adult, and with support and support and when prompted. or their peers. suggestions may make improvements. Can identify if writing makes sense, although

Evaluate Can identify if writing makes sense and starts they may rely upon an adult to suggest to suggest improvements with prompting. improvements. Adds suffixes to verbs where no change is Uses regular plural noun suffixes –s, e.g. dog, Uses regular plural noun suffixes –s or –es, in needed to the root word (e.g. helping, dogs. some writing, e.g. dog, dogs wish, wishes. helped, helper). Uses regular plural nouns suffixes –s or –es, throughout writing, e.g. dog, dogs wish, wishes. May use simple adjectives for some Words and phrases sometimes are Writes grammatically accurate phrases and description in writing and to build simple grammatically accurate. single-clause sentences. noun phrases, e.g. size or colour. Joins words and clauses using and. May Sometimes joins words and phrases with begin to use some other coordinating and

coordinating conjunctions, e.g. and. subordinating conjunctions, e.g. but and

Grammar because. Sometimes marks the beginning or ending of Leaves spaces between words. writing using story language, e.g. Once upon a time or happily ever after. Uses some of the correct grammatical Uses the correct grammatical terminology terminology for Year 1 (from Appendix 2) for Year 1 (from Appendix 2) e.g. when Uses and recognises some of the correct e.g. when discussing writing: letter, capital discussing writing: letter, capital letter, grammatical terminology, e.g. capital letter, letter, word, singular, plural, sentence, word, singular, plural, sentence, full stop, sentence. punctuation, full stop, question mark, punctuation, full stop, question mark, exclamation mark. exclamation mark. Begins to demonstrate an understanding of

Begins to punctuate sentences using a Punctuates many sentences using a capital how full stops are used, e.g. at the end of a capital letter and a full stop and sometimes letter and a full stop and sometimes uses line of writing. May also use question and uses question marks or exclamation marks. question marks or exclamation marks. exclamation marks. Uses a capital letter for names of people,

Punctuation Begins to use capital letters. places, the days of the week, and the personal pronoun ‘I’. Spells simple CVC words containing some of Segments simple CVC words and simple Spells words containing each of the 40+ the 40+ phonemes and some common common exception words. phonemes and common exception words. exception words. Uses the spelling rules for Year 1 and some Uses the spelling rules for Year 1, (from of the spelling rules for Year 2, (from Appendix 1) accurately, using suffixes where

Spelling Begins to use of the spelling rules for Year 1

Appendix 1) accurately, including adding s no change is needed to the root word (from Appendix 1) with support. and es to words (plural of nouns and the (including adding the endings –ing, –ed and third person singular of verbs). –er to verbs) and the prefix -un). Begins to hold a pencil correctly and forms Sits correctly at a table, holding a pencil

Knows and writes some lower-case letters. some lower-case, capital letters and some comfortably and correctly and forms lower- Transcription

single-digit numbers correctly. case, capitals and digits 0-9 correctly.

i t

i Begins to form lower-case letters in the correct direction, starting and finishing in the Begins to use anti-clockwise movements to Writes letters using anti-clockwise H/wr right place. Understands which letters form lower-case letters. movements. belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways). Deepening Understanding

 Demonstrates application of writing composition, appropriate grammatical devices and accurate spelling within a wide range of writing across different areas of the curriculum that start to include some detail to engage readers' interest.  Shows enjoyment in the writing process and frequently chooses to write.  Reads back own writing and makes changes to grammar, punctuation and spelling that start to improve the overall composition.  Applies grammatical, punctuation and spelling knowledge across some different types of writing, choosing some different tools to vary writing.  Begins to identify new spelling and grammatical rules and starts to apply these to words and sentences, and can sometimes identify when these rules are broken.  Makes some adventurous word choices that make writing interesting for a reader.

Year 2 Emerging Developing Securing Can say out loud what they are going to Says out loud what they are going to write Says out loud what they are going to write

write about. about and may plans ideas on paper. about and plans ideas on paper. Writes down ideas and key words, including Plan May write down some ideas, with support, May write down ideas and key words with new vocabulary and may use a planning e.g. from an adult or planning frame. support, e.g. using a planning frame. frame. **Writes simple, coherent narratives about *Writes sentences that are sequenced to **Writes about real events, recording these personal experiences and those of others form a short narrative (real or fictional). simply and clearly. (real or fictional). ***Writes effectively and coherently for Writes simple non-fiction texts after Writes a growing range of non-fiction, e.g. different purposes, drawing on their discussion with the teacher, e.g. reports. reports and simple explanations. reading to inform the vocabulary and

grammar of their writing.

Attempts to write some different forms of

Draft May write poetry with support. Maintains form when writing poetry. poetry with modelling or support. Uses mainly single and co-ordinating multi- Uses single, co-ordinating and subordinating Uses a wide range of single, co-ordinating clause sentences. multi-clause sentences. and subordinating multi-clause sentences. Starts to use some adventurous and varied Uses adventurous and varied vocabulary, Starts to use some varied vocabulary (e.g. Composition vocabulary (e.g. adjectives and adverbs), e.g. exciting adjectives for colour, size or adjectives for colour or size), although may although may rely upon word banks or simple adverbs for manner like quickly and rely upon word banks or prompts. prompts. quietly. Begins to consider word choice, grammar Evaluates the effective use of word choice, Can talk about the words, grammar and and punctuation in writing and makes simple grammar and punctuation and makes some punctuation they have used in writing. revisions and corrections, with some revisions and corrections.

prompting.

Can identify if writing makes sense when it is Re-reads own writing clearly to adults and ***Makes simple additions, revisions and reread and can suggest improvements when peers to check that it makes sense, proof-reading corrections to their own

Evaluate prompted, e.g. word choice, grammar, suggesting improvements to word choice, writing. punctuation and spelling. grammar, punctuation and spelling. Begins to edit verbs to indicate time Edits verbs to indicate time mostly correctly, Edit verbs for tense to indicate time, correctly, including progressive tense, e.g. I including progressive tense, e.g. I was including the progressive tense, e.g. I was was walking. walking. walking. Uses –ly to turn adjectives into simple Uses the suffixes –er, –est in adjectives, e.g. Forms nouns using suffixes (from Appendix adverbs, e.g. quick becomes quickly. fast, faster, fastest. 1). Uses the suffixes –ful and –less to create adjectives from nouns, e.g. beautiful, and helpless. Uses some expanded noun phrases to Uses varied, adventurous adjectives, adverbs Uses appropriate adjectives for description, describe and specify, e.g. expanding a noun and expanded noun phrases to describe, e.g. e.g. size, colour or shape. with two adjectives, e.g. the large, furry the dark, dreadful night. bear. Uses co-ordination to join clauses, e.g. and, Uses co-ordination and, but, or and may **Uses co-ordination (e.g. or / and / but) but, or and may begin to use some begin to use some subordination, e.g. and some subordination (e.g. when / if /

subordinating conjunctions, e.g. because. because and when to join clauses. that / because) to join clauses Writes using the correct form of past and **Uses present and past tense mostly present tense, including progressive in some correctly and consistently.

writing, when appropriate. Grammar Writes using statements, questions and Uses sentences with different forms in their Writes mainly using simple statements with commands and may include some writing (statements, questions, exclamations some questions or commands. exclamations. and commands). Marks the beginning or ending of writing, Marks clearly the beginning and ending of Writing usually has a clear beginning, middle e.g. Once upon a time or happily ever after. writing in different ways. and end section. Uses grammatical terminology for Years 1 Uses grammatical terminology for Year 1 and 2 (from Appendix 2) e.g. when rereading (from Appendix 2) e.g. when discussing and Uses grammatical terminology for Year 1 as and discussing writing, including: noun, noun rereading writing, including: letter, capital well as some from Year 2, e.g. when phrase, statement, question, exclamation, letter, word, singular, plural, sentence, rereading and discussing writing. command, compound, suffix, adjective, punctuation, full stop, question mark, adverb, verb, tense (past, present), exclamation mark. apostrophe, comma. ***Uses the punctuation taught at key **Demarcates most sentences in their stage 1 mostly correctly from Appendix 2. *Demarcate some sentences with capital writing with capital letters and full stops, Uses capital letters, full stops, exclamation letters and full stops. and uses question marks correctly when marks and question marks to demarcate required.

sentence boundaries.

May use commas to separate items in a Uses commas to separate items in lists, e.g. Uses commas to separate items in lists, e.g. simple list. in a shopping list: bread, milk, butter. in a noun phrase the dark, grey sky. Uses capital letters for some proper nouns

Punctuation May use capital letters for some proper and for the personal pronoun ‘I’ and uses Uses capital letters for almost all proper nouns. capital letters for some names of people, nouns. places and days of the week Spells some words with contracted forms Spells most words with contracted forms Uses capital letters for own name and some using apostrophes. Starts to use apostrophes and uses apostrophes for some singular other proper nouns, e.g. days of the week. for singular possession. possession in nouns.

*Segment spoken words into phonemes **Segments spoken words into phonemes Segments spoken words into phonemes and and represent these by graphemes, spelling and represent these by graphemes, spelling represents these by graphemes, spelling some words correctly and making many of these words correctly and making most correctly. phonically-plausible attempts at others. phonically-plausible attempts at others. **Spells many common exception words, ***Spells most common exception words, *Spells some common exception words. e.g. from Appendix 1. e.g. from Appendix 1. Checks spelling with support from an adult Starts to use a dictionary to check the Uses a dictionary to check the spelling of

or peer. spelling of words, with support. words, using the first letter of a word. Adds suffixes to spell some words correctly Adds suffixes to spell some plurals by adding in their writing e.g. –ful, –less, –ly, –ing , –ed

Spelling ***Adds suffixes to spell most words –s and –es, e.g. whales and foxes.and –ing, - , –er, and –est and may use –ment, –ness correctly in their writing, e.g. –ment, –ness, ed and –er where there is no change to the where there may be a change to the root –ful, –less, –ly.

root word, e.g. help, helper, help. word, e.g. doubling of the final consonant or changing the y to an i. Uses the spelling rules for Year 1 and some Uses many of the spelling rules for Year 1 Uses most of the spelling rules for Years 1 of the spelling rules for Year 2, (from (from Appendix 1 of the National and 2, (from Appendix 1 of the National Appendix 1), including mostly accurate use

Transcription Curriculum). Curriculum). of the prefix –un. Forms many lower-case letters in the correct *Forms lower-case letters in the correct *** Use the diagonal and horizontal strokes direction, starting and finishing in the right direction, starting and finishing in the right needed to join some letters. place. place. *Forms lower-case letters of the correct size relative to one another in some of the **Form capital letters and digits of the Writes capital letters and digits of the writing. correct size, orientation and relationship to correct size, orientation and relationship to Forms some capital letters and the digits 0 to one another and to lower-case letters. one another and to lower case letters.

H/writing 9 accurately. **Uses spacing between words that reflects Spaces words to reflect the size of the *Uses spacing between words. the size of the letters. letters. Starts to hold a pencil comfortably and Usually holds a pencil comfortably and Holds a pencil comfortably and correctly. correctly. correctly. Deepening Understanding  Demonstrates application of writing composition, appropriate grammatical devices and accurate spelling within an increasing range of writing across different areas of the curriculum that include some detail to engage readers' interest.  Writes willingly and enjoys writing.  Evaluates own writing, including composition, grammar, punctuation and spelling, and makes some changes that start to improve the effect upon the reader.  Applies grammatical, punctuation and spelling knowledge across different types of writing, choosing some different tools to create interesting effects.  Begins to identify new spelling and grammatical rules and starts to apply these to words and sentences and begins to notice when these rules are broken.  Begins to develop a writer’s voice and uses an increasing range of vocabulary starting to select some words for effect.

Asterisk* refers to the Teacher Assessment Framework standards: Working towards * Working at ** Greater depth***

Year 3 Emerging Developing Securing

Plans extended writing by discussing and Plans longer pieces of writing by discussing Plans extended writing, with some support recording ideas with increasing

and recording ideas, with some support, e.g. (e.g. with a planning frame), by discussing independence, beginning to use models of with planning frame. and recording ideas.

Plan similar writing. Writes down ideas and key words, including Writes down ideas and key words, including Plans ideas and vocabulary with increasing new vocabulary and uses a planning frame. new vocabulary and uses a planning frame. independence, using planning frames. Maintains form when producing a variety of Writes an increasing range of longer and Writes a variety of longer and shorter pieces longer and shorter pieces, narrative, non- shorter pieces, narrative, non-fiction and of narrative, non-fiction and poetry using fiction and poetry, starting to use some poetry, using some features of selected many features of selected forms. features of selected forms. forms. Begins to create settings and characters in Creates settings and characters in narrative, Creates settings and characters in narrative.

narrative, with support. with support.

Uses an increasing range single clause, co- Uses a wide range of single clause, co- Uses a range of single clause, co-ordinating

Draft ordinating and subordinating multi-clause ordinating and subordinating multi-clause and subordinating multi-clause sentences, sentences. sentences. with some variety of conjunctions. Uses some adventurous and varied Uses some adventurous and varied Begins to use some ambitious vocabulary, descriptive vocabulary, e.g. exciting

Composition descriptive vocabulary, e.g. exciting e.g. interesting verbs (tip-toed instead of adjectives for colour, size, shape and texture adjectives or more adventurous adverbs or walked) or interesting adverbials, for or more adventurous adverbs for manner e.g. adverbials for manner, e.g. without warning. example as quick as a flash. instantly and silently. Proof-reads own and others’ writing and Proof-reads own and others’ writing and Proof-reads own writing and evaluates its assesses its effectiveness, editing for assesses its effectiveness, editing for effectiveness, editing for grammar, grammar, vocabulary, spelling and grammar, vocabulary, spelling and vocabulary, spelling and punctuation, punctuation, making/suggesting some punctuation, making/suggesting making/suggesting some improvements. improvements. improvements. Reads aloud own writing, to a group or the Reads aloud own writing, to a group or the Reads aloud their own writing, to a group or

Evaluate whole class and starts to use some intonation whole class and starts to use some intonation the whole class and starts to use appropriate when prompted. to help make the meaning clear. intonation so that the meaning is clear. Edits for correct and consistent verbs to Edits for correct and consistent tense, Edits for correct and consistent tense, indicate time, including the progressive including some use of the present perfect, including some editing for the present tense, e.g. I was walking. e.g. I have had the best day ever! perfect, e.g. I have had the best day ever! Forms nouns using an increasing range of Uses the correct article a or an, depending on Uses and recognises words that come from prefixes, e.g. super–, anti–, auto– (from whether the next word begins with a the same word families in writing, e.g. solve, Appendix 1). consonant or vowel. solution, solver, dissolve, insoluble. Uses a wide range of ambitious, appropriate Uses a range of adventurous adjectives and Uses an increasing range of ambitious, adjectives, adverbs and expanded noun adverbs as well as some appropriate appropriate adjectives, adverbs and phrases to describe and specify. May use expanded noun phrases for description, e.g. expanded noun phrases to describe and verbs as adjectives to specify, e.g. the the lonely, upset boy. specify. sobbing child. Uses present and past tense, including the progressive form to describe actions and Writes consistently using the correct form of events throughout writing, appropriate to the past and present tense, including some Uses present perfect form of verbs, with style of writing. appropriate use of the progressive tense, e.g. support, in contrast to the past tense, e.g. I Uses conjunctions to co-ordinate and We were minding our own business when we have had the best day ever! subordinate, e.g. and, but, or, when, if, that, saw the monster. because. With some support (e.g. the use of word Uses a greater range of conjunctions to co- banks), expresses time, place and cause using Uses some adverbs to sequence time or ordinate and subordinate and adverbs to conjunctions, e.g. when, before, after, while, describe manner of a verb, e.g. quickly, express time, e.g. when, before, after, while, so, because, adverbs, e.g. then, next, soon, suddenly, quietly. Grammar so, because, then, next, soon, therefore. therefore, or prepositions e.g., before, after, during, in. Begins to use adverbs to sequence time, Uses adverbs and may use adverbial phrases identify place or describe manner of a verb, to sequence time, identify place or describe e.g. once, quietly, outside. manner, e.g. once, quietly, outside Sentences about similar topics are generally Writing has a clear beginning, middle and end grouped together in fiction and non-fiction Usually uses simple paragraphs or 'sections' section. e.g. sectioning the beginning, middle and end as a way to group related material. of stories. Uses grammatical terminology for Years 1 Uses grammatical terminology for Years 1, 2 and 2 (from Appendix 2) e.g. when discussing and 3 (from Appendix 2) e.g. when discussing Uses grammatical terminology for Years 1 and rereading writing, including: noun, noun and evaluating writing, including: preposition, and 2 as well as some from Year 3 (from phrase, statement, question, exclamation, conjunction word family, prefix ,clause, Appendix 2) e.g. when discussing and command, compound, suffix, adjective, subordinate clause, direct speech, consonant, evaluating writing. adverb, verb, tense (past, present), consonant letter, vowel, vowel letter, inverted apostrophe, comma. commas (or speech marks).

capital letters for proper nouns; capital letters for proper nouns; capital letters for proper nouns; exclamation and question marks; exclamation and question marks; exclamation and question marks; commas in lists. commas in lists. commas in lists.

Uses inverted commas to demarcate direct Uses inverted commas to demarcate direct Uses inverted commas to punctuate direct Punctuation speech, with support, in some writing. speech in some writing. speech. Uses apostrophes for contractions and Uses apostrophes for contractions and Uses apostrophes for contractions and singular possession in nouns mostly singular possession in nouns mostly singular possession in many nouns. accurately. accurately, including some irregular words.

Applies phonological knowledge from Years 1 Applies phonological knowledge from Years 1 Applies phonological knowledge to spell most and 2 to spell many regular words accurately. and 2 to spell many regular words. regular words accurately.

Spells common exception words accurately, Spells words using the spelling rules for Years Spells words using the spelling rules for Years

including common homophones and near- 1, 2 and starts to use some of the rules from 1, 2 and some of the rules from Years 3 and 4 homophones from Years 1 and 2. Years 3 and 4 (from Appendix 1). (from Appendix 1).

Spelling Spells using the spelling rules from Years 1 Starts to spell some words from the Year 3 Spells some of the words from the Year 3 and and 2 (from Appendix 1). and 4 word list (from Appendix 1). 4 word list (from Appendix 1).

Uses a dictionary to check the spelling of Uses a dictionary to check the spelling of Uses a dictionary to check the spelling of words, starting to use the first two letters of words, using the first letter of the word. words, using the first letter of a word. a word. Forms most lower case letters accurately and Writes using legible handwriting, forming

Transcription orientates them appropriately, starting and almost all lower case letters, capital letters finishing in the correct place. Orientates Maintains consistency in spacing and size of and digits accurately and consistently and of capital letters and digits 0 to 9 mostly words in throughout almost all writing.

the correct size, orientation and relationship accurately. Holds a pencil comfortably and to one another. correctly. Maintains some consistency in the size and Appropriately and consistently spaces words H/writing spacing of digits and letters throughout the in relation to the size of the letters. writing. Diagonal and horizontal strokes are used Uses the diagonal and horizontal strokes Starts to use diagonal and horizontal strokes consistently to join letters where needed to join letters in most of their writing. to join letters. appropriate.

Deepening Understanding

 Demonstrates application of writing composition, appropriate grammatical devices and accurate spelling within an increasingly wide range of writing across different areas of the curriculum that include some detail to engage readers' interest.  Writes willingly and enjoys writing.  Evaluates own writing, including composition, grammar, punctuation and spelling, and makes changes that improve the effect upon the reader.  Applies grammatical, punctuation and spelling knowledge across different types of writing, choosing some different tools for a chosen effect.  Begins independently to identify new spelling and grammatical rules, including when these rules are broken and starts to apply these to words and sentences.  Begins to develop a writer’s voice and uses an increasing range of vocabulary, starting to select some words for effect.

Year 4 Emerging Developing Securing Plans extended writing by using new Plans extended writing by using vocabulary Plans extended written pieces using vocabulary drawn from reading and and grammar that is beginning to be vocabulary and grammar influenced by other

discussion when discussing or recording influenced by other writers when discussing writers when discussing and recording ideas. ideas. or recording ideas. Plan Uses planning frames, especially when Uses planning frames and models and plans Uses planning frames and models planning unfamiliar forms of writing and dialogue by orally rehearsing sentences. independently including dialogue. begins to orally rehearse dialogue. Writes a variety of longer and shorter pieces Writes a variety of longer and shorter pieces Writes a variety of longer and shorter pieces of narrative, non-fiction and poetry for a of narrative, non-fiction and poetry for a of narrative, non-fiction and poetry using range of purposes and audiences, range of purposes and audiences, appropriate features of genre or text type. demonstrating some appropriate features of demonstrating many appropriate features of

the genre or text type. the genre or text type.

Creates settings, characters in narrative and Creates settings, characters and plots in Creates varied settings, characters and plots

Draft may develop own plots. narrative. in narrative. Uses a range of single clause, co-ordinating Uses a range of sentence structures and Uses a wide range of sentence structures and and subordinating multi-clause sentences, conjunctions. conjunctions. with some varied conjunctions.

Uses some ambitious vocabulary, e.g. Varies vocabulary, making ambitious choices Starts to make some deliberate as well as Composition interesting verbs or adverbials. of most word-classes. ambitious choices of vocabulary. Proof-reads own and others’ writing and Proof-reads own and others’ writing and Proof-reads own and others’ writing and evaluates its effectiveness, editing for evaluates its effectiveness, editing for evaluates its effectiveness, editing for grammar, vocabulary, spelling and grammar, vocabulary, spelling and grammar, vocabulary, spelling and punctuation, making appropriate changes to punctuation, making appropriate punctuation, making appropriate changes to improve cohesion, including using pronouns improvements. improve consistency. to avoid repetition. Reads aloud their own writing, to a group or Reads aloud their own writing, to a group or Reads aloud their own writing, to a group or

Evaluate the whole class, using varied intonation and the whole class, using appropriate intonation the whole class, using some varied starts to vary the tone and volume so that and controlling the tone and volume so that intonation and starts to vary the volume. the meaning is clear. the meaning is clear. Edits for correct and consistent tense, and Edits for correct and consistent tense, Edits for correct and consistent tense, may edit the present perfect, e.g. I have had including some editing of the present including editing of the present perfect, e.g. I the best day ever! perfect, e.g. I have had the best day ever! have had the best day ever! Starts to use the standard English forms for Uses the standard English forms for verb Starts to use the standard English forms for verb inflections instead of local spoken forms inflections instead of local spoken forms e.g. verb inflections, when prompted or e.g. we were instead of we was, or I did we were instead of we was, or I did instead modelled. instead of I done. of I done. Creates noun phrases in a variety of ways, Starts to create noun phrases using Creates noun phrases using prepositional e.g. using prepositional phrases or joining prepositional phrases with support, e.g. with phrases, e.g. the stranger with brown, curly pairs of nouns with prepositions, e.g. the brown, curly hair. hair. doves of peace. Uses the correct form of past and present Uses the correct form of past and present Writes using a variety of verb tenses tense and sometimes uses progressive or tense, including progressive and some appropriate to form, e.g. progressive, present perfect tense. present perfect in most writing. present perfect, simple past and present. Expresses time, place and cause using Expresses time, place and cause using an Expresses time, place and cause by using a conjunctions, e.g. when, so, because, increasing variety of conjunctions, e.g. wide variety of conjunctions, adverbs and adverbs, e.g. then, next, or prepositions, e.g. before, after, while, adverbs, e.g. soon, prepositions. before, after, in. therefore and prepositions, e.g. during.

Uses adverbials (phrases and clauses) to Starts to create cohesion by using a wide Creates cohesion by using a wide range of sequence time, identify place or describe range of adverbials (phrases and clauses) to adverbials (phrases and clauses) to sequence manner, e.g. later on, in the garden, without sequence time, identify place or describe time, identify place or describe manner.

warning. manner. Grammar Starts to use pronouns to avoid repetition of Uses pronouns to avoid repetition of nouns. nouns. Usually organises paragraphs around a Organises paragraphs around a theme in Mostly groups sentences about similar topics theme in both fiction and non fiction written both fiction and non-fiction written together in simple paragraphs in fiction and outcomes using planning frames. outcomes. non-fiction. Starts to use simple organisational devices in Uses some organisational devices in non- non-narrative material, e.g. headings and narrative writing, e.g. headings, subheadings subheadings. and diagrams with captions. Uses the correct grammatical terminology for Years 1, 2 and 3 (from Appendix 2) e.g. Uses the correct grammatical terminology when discussing and evaluating writing, Uses the correct grammatical terminology for Years 1, 2, 3 and 4 (from appendix 2) e.g. including: preposition, conjunction word for Years 1, 2 and 3 as well as some from when discussing and evaluating writing, family, prefix, clause, subordinate clause, Year 4 (from Appendix 2) e.g. when including: determiner, pronoun, possessive direct speech, consonant, consonant letter, discussing and evaluating writing. pronoun, adverbial. vowel, vowel letter, inverted commas (or speech marks).

Uses the full range of punctuation taught to Uses the full range of punctuation taught to Uses the full range of punctuation taught to the end of year 3 usually correctly: the end of year 3 mostly correctly: the end of year 3 almost always correctly: full stops; full stops; full stops; capital letters for proper nouns; capital letters for proper nouns; capital letters for proper nouns; exclamation and question marks; exclamation and question marks; exclamation and question marks; commas in lists; commas in lists; commas in lists; apostrophes for contractions and singular apostrophes for contractions and singular apostrophes for contractions and singular

and plural possession in regular and irregular and plural possession in regular and irregular and plural possession in regular and irregular nouns. nouns. nouns. May follow a fronted adverbial with a Sometimes follows a fronted adverbial with a Almost always follows a fronted adverbial comma, with support. comma. with a comma.

Punctuation Uses inverted commas mostly accurately and Uses inverted commas to punctuate direct Uses inverted commas and places places a comma after a reporting clause speech and includes other punctuation, punctuation within them appropriately. (where appropriate) to punctuate direct mostly accurately. speech. Uses the possessive apostrophe in words Uses the possessive apostrophe in singular Uses the possessive apostrophe in words with regular plurals e.g., girls', boys' and and plural nouns, including nouns with with regular plurals e.g., girls,' boys'. starts to place the apostrophe correctly in irregular plurals, e.g. children’s. nouns with irregular plurals, e.g. children’s. Spells words using the spelling rules for Years Spells words using the spelling rules for Years Spells words using the spelling rules for Years 1, 2 and many of the rules from Years 3 and 1, 2 and most of the rules from Years 3 and 4 1, 2 and almost all of the rules from Years 3 4 (from Appendix 1). (from Appendix 1). and 4 (from Appendix 1). Spells many words from the Year 3 and 4 Spells most words from the Year 3 and 4 Spells almost all words from the Year 3 and 4 word list (from Appendix 1). word list (from Appendix 1). word list (from Appendix 1). Uses a dictionary to check the spelling of

Uses a dictionary to check the spelling of Uses a dictionary to check the spelling of

Spelling words, starting to use the first three letters words, using the first two letters of a word. words, using the first three letters of a word. of a word. Uses understanding of word families and Begins to identify root words to help Identifies root words to help understand a root words to spell correctly words related in understand a word's meaning. word's meaning and to support spelling.

form and meaning. Transcription Almost always appropriately and consistently Writes legibly, consistently and with Always appropriately and consistently spaces

spaces words in relation to the size of the increasing quality (e.g. ascenders and words in relation to the size of the letters. letters. descenders do not cross). Uses diagonal and horizontal strokes Uses diagonal and horizontal strokes Uses diagonal and horizontal strokes

consistently to join letters with an consistently to join letters with an consistently to join letters with an H/writing understanding that some adjacent letters understanding that some adjacent letters understanding that some adjacent letters may be best left un-joined. may be best left un-joined. may be best left un-joined. Deepening Understanding  Demonstrates application of writing composition, grammatical devices and accurate spelling within a wide range of sustained writing across all areas of the curriculum that include sufficient detail to engage readers' interest throughout.  Writes avidly, willingly and enjoys writing.  Evaluates and reflects upon own writing, including composition, grammar, punctuation and spelling, and makes changes that improve the effect upon the chosen audience.  Starts to make deliberate choices about text form with an increasing understanding of audience and purpose.  Applies grammatical, punctuation and spelling knowledge with increasing confidence across most writing, choosing appropriate tools to build and manipulate considered and controlled effects.  Identifies independently new spelling and grammatical rules and can apply these to new words and sentences, including identification of rule- breakers.  Demonstrates an increasing command of vocabulary and uses a controlled range of appropriate language that show a ‘writer’s voice’.

Year 5 Emerging Developing Securing Begins to draw ideas for characters or Sometimes draws ideas for characters or Draws ideas for characters or settings in settings in narrative from what has been settings in narrative from what has been narrative from what has been read, listened read, listened to or seen performed. read, listened to or seen performed. to or seen performed.

With prompting, researches ideas when May research ideas when writing non- Researches ideas when writing non-fiction. writing non-fiction. fiction. Plan Begins to develop an awareness of the Has an awareness of the audience and May identify the audience and purpose for audience and purpose of writing. purpose of writing. writing with support. Uses planning models independently and Uses planning models independently and Uses appropriate planning models effectively. effectively. independent effectively. Uses the drafting process to make choices of Starts to use the drafting process to rehearse Uses the drafting process to rehearse ideas, grammar and vocabulary to clarify and ideas, making increasingly apt choices of making increasingly apt choices of grammar enhance meaning, including use of a grammar and vocabulary. and vocabulary. thesaurus. Writes a variety of longer and shorter pieces Writes a variety of longer and shorter pieces Writes a variety of longer and shorter pieces of narrative, non-fiction and poetry for a of narrative, non-fiction and poetry for a of narrative, non-fiction and poetry for a range of purposes and audiences, range of purposes and audiences, using range of purposes and audiences, using most

demonstrating many features of the genre many appropriate features of the genre or features of the genre or text type

or text type. text type. appropriately.

Draft Varies sentence structures and begins to Varies sentence structures and makes some Uses a wide range of sentence structures make some deliberate decisions about deliberate decisions about sentence lengths, and subordinating and co-ordinating sentence lengths, e.g. using varied e.g. using varied subordinating and co- conjunctions. subordinating and co-ordinating Composition ordinating conjunctions. conjunctions. Uses some deliberate, varied and ambitious Makes deliberate, varied and ambitious Makes deliberate and appropriate vocabulary. vocabulary choices. vocabulary choices. Starts to use dialogue in writing with Uses some dialogue with independence to Uses dialogue independently to begin to increasing independence. give more information about characters. provide more information about characters. Proof-reads own and others’ writing and Assesses effectiveness and edits writing, Assesses effectiveness, evaluates and edits evaluates its effectiveness, editing for proposing changes to grammar and writing, proposing changes to vocabulary, grammar, vocabulary, spelling and vocabulary, in own and others’ writing to grammar and punctuation, to enhance punctuation errors, making appropriate improve consistency and cohesion, including effects and clarify meaning within own and changes to improve cohesion, e.g. using the accurate use of pronouns. others' writing. pronouns to avoid repetition. Reads aloud their own writing, to a group or Begins to edit for correct subject-verb Edits for correct subject-verb agreement the whole class, using appropriate Evaluate agreement when using singular and plural. when using singular and plural. intonation, tone and volume. Edits for correct and consistent verbs to Edits for the correct, consistent and Edits for the correct, consistent and indicate time, including accurate and appropriate tense in writing, including the appropriate tense in writing, including the appropriate editing of the present perfect, present, past, progressive and perfect present, past, progressive and perfect e.g. I have had the best day ever! tenses. tenses. Consistently uses the standard English forms Begins to convert nouns or adjectives into Converts nouns or adjectives into verbs for verb inflections instead of local spoken verbs using suffixes e.g. –ate; –ise; –ify and using suffixes e.g. –ate; –ise; –ify and uses forms, e.g. we were instead of we was, or I uses within writing, e.g. solidify. within writing, e.g. solidify. did instead of I done. Begins to use relative clauses using some Uses relative clauses using some relative Uses relative clauses, using veried relative relative pronouns to clarify and explain pronouns (or an implied relative pronouns) pronouns (or an implied relative pronoun) to relationships between ideas, e.g. the to clarify and explain relationships between clarify and explain relationships between stranger, who had dark, curly hair, entered ideas, e.g. Covent Garden, (which is) in ideas, e.g. I was born in the hospital where the room. London, is a popular tourist attraction. my father works. Begins to modify and specify noun phrases, Sometimes modifies and specifies noun Modifies and specifies noun phrases, for for example by using adverbs to clarify phrases using adverbs, e.g. the extremely tall example by using adverbs to clarify meaning, meaning, e.g. the very tall teacher. teacher. e.g. the extremely tall teacher. Uses a variety of verb tenses appropriately Uses a variety of appropriate verb tenses

Writes consistently using a variety of verb and sometimes uses the present perfect and sometimes uses the perfect form of tenses, e.g. progressive, present perfect, form of verbs independently e.g. Today has verbs, e.g. He had already left the building simple past and present. been the best day ever! when the woman arrived.

Grammar Accurately uses modal verbs in the correct Uses modal verbs to indicate degrees of tense to indicate degrees of possibility, Uses modal verbs with support, e.g. would, possibility, probability and certainty probability and certainty, e.g. He would have should, could. (including increasing accuracy of tense), e.g. left the building, if only he could have found would, could, should, will, shall, can, might. the key to the mysterious door. Groups sentences about similar topics Organises writing within paragraphs around together in simple paragraphs in fiction and Organises paragraphs to develop and expand a theme in both fiction and non-fiction non-fiction, linking narratives by choices of some ideas, descriptions, themes or events. writing. characters, settings and plotlines. Uses a range of organisational devices Uses some organisational devices in non- Uses simple organisational devices in non- consistently in non-narrative writing, e.g. narrative writing, e.g. headings, subheadings narrative writing, e.g. headings, subheadings headings, subheadings and diagrams with and diagrams with captions. and diagrams with captions or flow-charts. captions and may use columns, bullet points and tables.

Creates cohesion by using pronouns to avoid Uses some cohesive devices to link ideas Uses cohesive devices to link ideas across repetition and using a wide range of within and across paragraphs, including paragraphs, such as pronouns, tense and adverbials of time, place or manner e.g. at pronouns, repetition of a word or phrase, adverbials, e.g. As the sun began to set. the beginning of a paragraph. tense and adverbials. Uses the correct grammatical terminology Uses the correct grammatical terminology Uses the correct grammatical terminology for Years 1, 2, 3, 4 and 5 (from Appendix 2) for Years 1, 2, 3 and 4 (from Appendix 2) e.g. for Years 1, 2, 3 and 4 as well as some from e.g. when evaluating and editing writing, when evaluating and editing writing, Year 5 (from Appendix 2) e.g. when including: modal verb, relative pronoun, including: determiner, pronoun, possessive evaluating and editing writing. relative clause, parenthesis, bracket, dash, pronoun, adverbial. cohesion, ambiguity. Uses the full range of punctuation taught to Uses the full range of punctuation taught to Uses the full range of punctuation taught to the end of year 4 usually correctly: the end of year 4 mostly correctly: the end of year 4 almost always correctly: full stops; full stops; full stops; capital letters for proper nouns; capital letters for proper nouns; capital letters for proper nouns; exclamation and question marks; exclamation and question marks; exclamation and question marks;

commas in lists and after fronted adverbials; commas in lists and after fronted adverbials; commas in lists and after fronted adverbials;

apostrophes for contractions and singular apostrophes for contractions and singular apostrophes for contractions and singular and plural possession in regular and irregular and plural possession in regular and irregular and plural possession in regular and irregular nouns. nouns. nouns.

Begins to use commas clarify meaning and Begins to use commas to clarify meaning and Uses commas to clarify meaning and avoid Punctuation avoid ambiguity, with some support. avoid ambiguity in most writing. ambiguity within writing. May use commas to mark a relative clause Begins to use brackets, dashes and comas Uses brackets, dashes and comas for that sits within or at the end of a sentence. for parenthesis. parenthesis. Uses inverted commas mostly accurately and Uses punctuation for direct speech Uses the full range of punctuation for direct places a comma after a reporting clause to increasingly accurately, including commas speech accurately and may also use inverted punctuate direct speech. after a reporting clause. commas for quotations, where appropriate. Uses the spelling rules for Year 1, 2, 3 and 4 Uses the spelling rules for Year 1, 2, 3 and 4 Uses the spelling rules for Years 1, 2, 3, 4 and as well as some of the spelling rules for Year (from Appendix 1). 5 (from Appendix 1) accurately. 5, (from Appendix 1). Spells words using the spelling rules for Spells words using the spelling rules for Spells words using the spelling rules for Years 1, 2, 3 and 4 and starts to use some of Years 1, 2, 3 and 4 and some of the rules Years 1, 2 and 4 (from Appendix 1). the rules from Years 5 and 6 (from Appendix

from Years 5 and 6 (from Appendix 1). 1).

Spelling Uses the first three letters of a word to Uses the first three letters of a word to Uses the first three (plus) letters of a word to check its spelling and meaning in a check its spelling and meaning in a check its spelling and meaning in a dictionary. dictionary. dictionary.

Transcription Distinguishes between homophones and Spells some words with ‘silent’ letters [for Spells words with ‘silent’ letters [for other words that are often confused and example, knight, psalm, solemn]. example, knight, psalm, solemn]. spells words with silent letters. Writes with mostly legible and consistent Writes with increasingly legible and Maintains legible, fluent handwriting when

handwriting, including diagonal and consistent, handwriting, including diagonal writing at efficient speed. This includes ng horizontal strokes used to join letters, when and horizontal strokes used to join letters, appropriate choice of letter shape; whether H/writi appropriate. when appropriate. or not to join letters; and writing implement. Deepening Understanding  Demonstrates increasingly cohesive application of writing composition, grammatical devices and accurate spelling within a wide range of sustained writing across all areas of the curriculum that include sufficient detail to engage readers' interest throughout.  Writes avidly, willingly and enjoys writing and can demonstrate writing preferences.  Evaluates and reflects upon own writing, including composition, grammar, punctuation and spelling, and makes deliberate changes that improve the effect upon the chosen audience.  Makes deliberate choices about text forms with an understanding of the effect their choice will have, including organisation of materials or decisions about text-types or viewpoint.  Fluently applies grammatical, punctuation and spelling knowledge confidently and consistently across all writing, choosing appropriate tools to create effects that are considered and controlled.  Identifies independently spelling and grammatical rules and can apply these to new language structures and words, including identification of rule- breakers.  Has a clear writer’s voice and demonstrates a strong command of vocabulary and uses a range of appropriate and controlled language, selected for specific effect.

Copyright © 2018 by Southwark Council STAR Writing Assessment Indicators Year 6 Emerging Developing Securing Independently draws ideas for both Begins to draw ideas for both characters and Draws ideas for both characters and settings characters and settings in narrative from settings in narrative from what has been in narrative from what has been read, what has been read, listened to or seen read, listened to or seen performed. listened to or seen performed. performed.

Identifies audience and purpose for writing Understands the audience and purpose for Independently identifies audience and

with support. writing. purpose for writing. Plan Researches ideas with support, especially in Researches ideas with support, especially in Researches ideas, especially in non-fiction. non-fiction. non-fiction. Starts to use a wider range of planning Uses a wide range of planning models, Uses a wide range of planning models, models, selecting the most effective and appropriate to form, selecting the most appropriate to form, selecting the most appropriate. effective. effective. **Writes effectively for a range of purposes ***Writes effectively for a range of *Writes for a range of purposes, and audiences, selecting language that purposes and audiences, selecting the independently using the features of the shows good awareness of the reader (e.g. appropriate form and drawing genre or text type in longer and shorter the use of the first person in a diary; direct independently on what they have read as pieces. address in instructions and persuasive models for their own writing (e.g. literary writing) language, characterisation, structure) Starts to add detail, qualification and Sometimes adds detail, qualification and Effectively adds detail, qualification and precision by using adverbs, preposition precision by using adverbs, preposition precision by using adverbs, preposition phrases and expanded noun phrases. phrases and expanded noun phrases. phrases and expanded noun phrases. Begins to précises longer passages with Précises longer passages with some support. Précises longer passages appropriately.

some support.

Uses a wide range of clause structures, Makes deliberate choices to use a wide Uses co-ordinating and subordinating sometimes varying their position within the range of clause structures and sentence

Draft conjunctions to vary sentence structure and sentence and makes deliberate decisions lengths and varies their position within the makes deliberate decisions about sentence about sentence lengths, types and sentence understanding the effect this has Composition lengths, as well as varying sentence types structures, e.g. passive voice, relative and on the audience, e.g. placing the emotion and structures. subordinate clauses. before the action. Makes deliberate and appropriate Makes deliberate and appropriate Makes deliberate and informed vocabulary vocabulary choices, beginning to use a vocabulary choices (sometimes using a choices (using a thesaurus when thesaurus when prompted. thesaurus). appropriate). *Uses simple devices to structure the *Describes settings and characters in **Describes settings, characters and writing and support the reader in non- narratives. atmosphere in narratives. narrative (e.g. headings, sub-headings, Uses dialogue independently to begin to **Integrate dialogue in narratives to convey bullet points) provide more information about characters. character and advance the action Begins to use dialogue independently. Assesses effectiveness, evaluates and edits Assesses effectiveness, evaluates and edits Assesses effectiveness, evaluates and edits writing, proposing changes to vocabulary, writing, proposing changes to vocabulary, writing, proposing changes to vocabulary, grammar and punctuation, to enhance grammar and punctuation, to enhance grammar and punctuation, to enhance effects and clarify meaning within own and effects and clarify meaning within own and effects and clarify meaning within own and

others' writing. others' writing. others' writing. Edits for correct subject-verb agreement Edits for correct subject-verb agreement Edits for correct subject-verb agreement when using singular and plural and chooses when using singular and plural and chooses

Evaluate when using singular and plural. the appropriate register. and varies the register appropriately. Edits for consistent, correct and appropriate Ensures the consistent and correct use of Ensures the correct and appropriate use of use of tense throughout a piece of writing, tense throughout a piece of writing where tense throughout a piece of writing, especially when varying tense within a piece the tense remains the same. including where the tense may vary. of writing, e.g. flashbacks. Understands and uses formal and informal Begins to understand synonyms and Understands synonyms and antonyms and vocabulary depending on context e.g. antonyms and starts to apply these to applies these to writing, e.g. to make choices replacing find out with discover. Uses writing, e.g. to begin to make choices about about formal vocabulary. knowledge of synonyms to support formal vocabulary. vocabulary choices. Uses passive mostly appropriately, e.g. to Uses the passive voice, with some support, Begins to use the passive voice to affect the change perspective in journalistic writing, to affect the presentation of information, presentation of information, e.g. to change the window was smashed as opposed to the e.g. to change perspective in journalistic perspective in journalistic writing, the man smashed the window or to create

writing, the window was smashed as window was smashed as opposed to the suspense in stories, e.g. the handle was opposed to the man smashed the window. man smashed the window. slowly turned. Uses different verb forms mostly accurately, Selects verb forms for meaning and effect, Grammar including the perfect form to create multi- **Uses verb tenses consistently and e.g. to clarify tense, or vary levels of clause sentence structures, e.g. She had left correctly throughout their writing formality. the cinema before the film finished. ** Selects vocabulary and grammatical structures that reflect what the writing *** Distinguishes between the language of Starts to use formal and informal structures, requires, doing this mostly appropriately speech and writing and chooses the e.g. choice of precise verbs choice or (e.g. using contracted forms in dialogues in appropriate register contractions within speech. narrative; using passive verbs to affect how

information is presented; using modal verbs to suggest degrees of possibility)

*Uses paragraphs to organise ideas and to Uses paragraphs to organise ideas and Uses paragraphs to organise ideas and to expand ideas, descriptions, themes or expand ideas, descriptions, themes or expand ideas, descriptions, themes or events. events, varying the length of paragraphs to events, varying the length of paragraphs. suit purpose, e.g. to build tension. Uses some layout devices such as headings, Uses an increasing range of layout devices Uses varied layout devices e.g. headings, sub-headings, columns, bullet points and e.g. headings, sub-headings, columns, bullet sub-headings, columns, bullet points or tables. points and tables. tables. Links ideas confidently and consistently Uses some cohesive devices within and **Uses a range of devices to build cohesion across and within paragraphs, using a wide across sentences and paragraphs, e.g. (e.g. conjunctions, adverbials of time and range of cohesive devices e.g. tense choice, repetition of a word or phrase and place, pronouns, synonyms) within and verb forms and reference chains and adverbials. across paragraphs adverbials. Uses the correct grammatical terminology Uses the correct grammatical terminology for Years 1-6 (from Appendix 2) e.g. when Uses the correct grammatical terminology for Years 1-5 as well as some from Year 6 evaluating and editing writing: subject, for Years 1-5 (from Appendix 2) e.g. when (from Appendix 2) e.g. when evaluating and object, active, passive, synonym, antonym, evaluating and editing writing. editing writing. ellipsis, hyphen, colon, semi- colon, bullet points. ***Uses the range of punctuation taught at **Uses the range of punctuation taught at key stage 2 *Uses capital letters, full stops, question key stage 2 mostly correctly (e.g. inverted correctly (e.g. semi-colons, dashes, colons, marks, commas for lists and apostrophes commas and other punctuation to indicate hyphens) and, when necessary, uses such for contraction mostly correctly. direct speech) as identified in Appendix 2. punctuation precisely to enhance meaning and avoid ambiguity. Begins to use a wider range of punctuation, Uses a wider range of punctuation, including including: inverted commas (and punctuation for direct Consistently, correctly and appropriately brackets, dashes or commas (for speech), brackets, dashes or commas (for uses: brackets, dashes or commas (for parenthesis); parenthesis); commas (to clarify meaning or parenthesis); commas (to clarify meaning or commas (to clarify meaning or avoid avoid ambiguity); commas after fronted avoid ambiguity); colons and semi-colons (in

Punctuation ambiguity); adverbials; possessive apostrophes for lists); hyphens (to avoid ambiguity); and hyphens (to avoid ambiguity); singular and plural nouns; and other bullet points. and bullet points. punctuation to indicate direct speech. Makes some use of colons and semi-colons Uses colons and semi-colons to mark the Begins to use semi-colons (e.g. to join two (in lists) boundary between independent clauses and independent clauses) and begins to use semi-colons, colons and dashes (to mark may also use dashes in less formal writing colons to introduce lists and semi-colons to clauses) e.g It’s raining; I’m fed up or “It’s raining – separate items within them. and hyphens (to avoid ambiguity). I’m fed up.” Spells words using the spelling rules for Spells words using the spelling rules for Spells words using the spelling rules for Years 1, 2, 3 and 4 and many of the rules Years 1, 2, 3 and 4 and most of the rules Years 1, 2, 3 and 4 and almost all of the rules from Years 5 and 6 (from Appendix 1). from Years 5 and 6 (from Appendix 1). from Years 5 and 6 (from Appendix 1).

*Spells correctly most words from the Year **Spells correctly most words from the year Spells almost all words from the Year 5 and 6 3 and 4 word list and some from the Year 5 5 / year 6 spelling list. word list correctly (from Appendix 1). and 6 word list correctly (from Appendix 1). Uses the first three letters of a word to **Uses a dictionary to check the spelling of Uses a dictionary to check the spelling of check its spelling and meaning in a uncommon or more ambitious vocabulary. uncommon or more ambitious vocabulary.

dictionary. Transcription Writes legible, fluent handwriting that is H/writing & Spelling & H/writing usually maintained when writing at efficient **Maintains legibility in joined handwriting *Writes legibly speed including letter shape, whether or not when writing at speed. to join letters and choice of writing implement. Deepening Understanding  Demonstrates cohesive application of writing composition, grammatical devices and accurate spelling within a wide range of sustained writing across all areas of the curriculum that include sufficient detail to engage readers' interest throughout.  Writes avidly, willingly and enjoys writing and can demonstrate and justify writing preferences.  Evaluates and reflects upon own writing, including composition, grammar, punctuation & spelling, and makes carefully-considered changes that improve the effect upon the chosen audience.  ***Exercises an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this.  Makes deliberate choices about how to adapt and manipulate selected forms for specific effect, e.g. makes decisions about appropriate text forms, perspective and viewpoint (including bias), layouts and organisation of materials or creates specific points of humour, suspense or action.  Fluently applies grammatical, punctuation and spelling knowledge confidently and consistently with precision and clarity across all writing, choosing appropriate tools to build and manipulate multiple effects that are considered and controlled.  Identifies spelling and grammatical rules independently, including an awareness of and interest in etymology, and can apply these to new language structures and words, including identification of rule-breakers.  Has a clear writer’s voice and demonstrates a sophisticated command of vocabulary and uses a range of appropriate and controlled language, selected for specific effect, which may include extended figurative imagery or use of idioms.

Asterisk* refers to the Teacher Assessment Framework standards: Working towards * Working at ** Greater depth ***