Level 5
Level 4
AO1: Apply appropriate methods of language analysis,
using associated terminology and coherent written
expression.
Students will…
Students at this level
might be writing about…
9–10
•
apply a range of
•
clause types (e.g.
linguistic methods
conditional clauses)
and terminology
•
clause ordering
with precision and
(e.g. syntactic
detail and with few
parallelism)
– if any – errors
•
guide the reader
•
write in Standard
English with few –
if any – errors
7–8
•
•
•
apply linguistic
methods and
terminology with
precision and detail
develop a line of
argument
write in Standard
English with the
occasional error
•
•
detailed word
classes (e.g.
abstract nouns)
sentence types
(e.g. simple,
compound,
complex)
AO3: Analyse and evaluate how contextual factors and
language features are associated with the construction
of meaning.
Students will…
Students at this level
might be…
13-15

evaluate use of

engaging
language and
perceptively and
representations
tentatively with the
according to
nuances of texts
context

examining the ways

explore analysis
in which the writers
within wider social
use language to
and cultural
represent
contexts
themselves/their
craft

evaluating
thoughtfully the
impact of the
channel of
communication on
the language being
used and its links
with other channels
10-12

analyse how

analysing the ways
language choices
in which the writers
create meanings
use language to
and representations
instruct

analyse how

exploring the
aspects of context
variety of ways in
work together to
which the writers
affect language use
represent
themselves and
position the
audience

analysing the
impact of the
channel of
communication on
the language being
used
AO4: Explore connections across texts, informed by
linguistic concepts and methods.
Students will…
9–10

evaluate the
significance of
connections found
across texts
7–8

explore connections
between texts by
linking language
and context
Students at this level
might be…

evaluating effects
of contemporary/
historical contexts
on language use,
representations and
meanings

evaluating effects
of technological
contexts on
language use,
representations and
meanings

evaluating effects
of social contexts
on language use,
representations and
meanings




exploring
intertextuality and
the synergy
between modes
exploring historical
contexts and
language use
exploring
technological
contexts and
language use
exploring social
contexts and
language use
Level 3
5–6
•
•
•
apply linguistic
methods and
terminology
consistently and
appropriately
label features with
more accuracy than
inaccuracy
communicate with
clear topics and
paragraphs
•
•
•
word classes (e.g.
nouns)
sentence functions
(e.g. declaratives)
graphological
features (e.g.
emoticons)
7-9


interpret
significance of
specific choices of
language according
to context
link specific
language choices
with an aspect of
context


discussing some of
the language
choices of the
writers in relation
to their purpose(s)
and audience
considering the
choice of channel
without reference
to specific language
choices
5–6

make connections
across texts by
identifying similar
or different uses of
language/content/c
ontext





Level 2
3–4



Level 1
1–2


use linguistic
methods and
terminology
inconsistency and
sometimes without
value
generalise about
language use with
limited/unclear
evidence
express ideas with
organisation
emerging
quote or identify
features of
language without
linguistic
description
present material
with limited
organisation



general terms (e.g.
‘sentence’ and
‘word’)
formality and
complexity at a
very general level
4-6
quotations without
any linguistic
description
1–3



identify distinctive
features of
language and
significant aspects
of context
paraphrase or
describe content of
texts
misunderstand text
or context



discussing the
topic(s) of cookery
in a broad way
engaging with the
writers’ purpose(s)
but with limited
reference to
language use
3–4
describing the
recipes without
focusing on how
and why the writers
are using language
to achieve
purpose(s)
1–2

make connections
at a literal level





discuss relevant
aspects of texts
without making
connections
explicitly


contrasting use of
direct address
contrasting use of
sentence types and
functions
comparing and
contrasting
vocabulary used to
describe cookery
comparing and
contrasting use of
standard and nonstandard English
comparing and
contrasting other
uses of language
comparing topics
comparing
purposes to
instruct/interact
contrasting
audiences/users
contrasting
writers/producers
making one/two
explicit connections
making implicit
connections