Writing Skills Ladder
SKILLS
LADDERS Writing
Outcomes/
Level
Descriptors
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Level 1
Outcome 5
Level 2
Outcome 6
Level 3
Level 4
Level 5
Children begin to
‘draw’ using their
preferred hand and
experiment with mark
making.
Children try out a variety
of instruments to make
marks and shapes on
paper or other
appropriate material.
Children begin to recognise
the alphabetic nature of
reading and writing and
understand that written
symbols have sounds and
meaning. They hold writing
instruments appropriately,
discriminate between letters
and begin to write in a
conventional way.
Children’s writing
communicates meaning
through simple words and
phrases. In their reading or
writing, they begin to
demonstrate an
understanding of how
sentences work. Children
form letters which are
usually clearly shaped and
correctly orientated. They
begin to understand the
different purposes and
function of written language
Children’s writing
communicates meaning. They
use appropriate and interesting
vocabulary showing some
awareness of the reader. Ideas
are often developed in a
sequence of connected sentences,
and capital letters and full stops
are used with some degree of
consistency. Simple words are
usually spelled correctly, and
where there are inaccuracies, the
alternative is phonically
plausible. In handwriting letters
are accurately formed and
consistent in size.
Pupils’ writing communicates
meaning in both creative and
factual forms, using appropriate
and interesting vocabulary, and
showing some awareness of form
and the reader. Ideas are developed
in a sequence of sentences,
sometimes demarcated by capital
letters and full stops. Simple,
monosyllabic words are usually
spelled correctly, and where there
are inaccuracies the alternative is
phonetically plausible. In
handwriting, letters are accurately
formed and consistent in size.
Children’s writing is often
organised, imaginative and clear.
The main features of different
forms of writing are used
appropriately. Words are chosen
for variety, interest and effect. The
basic grammatical structure of
sentences is usually correct.
Punctuation is generally accurate.
Spelling is usually accurate.
Children produce legible writing.
Pupils’ writing is often organised,
imaginative and clear. The main
features of different forms of writing
are used appropriately, beginning to
be adapted to different readers.
Sequences of sentences are used to
develop ideas and words are
sometimes chosen for variety and
interest. The basic grammatical
structure of sentences is usually
correct. Spelling is usually accurate,
including that of common,
polysyllabic words. Punctuation to
mark sentences – full stops, capital
letters and question marks – is used
accurately. Handwriting is legible
and work is appropriately presented.
Pupils’ writing in a range of forms is
lively. Ideas are often sustained and
developed in interesting ways and
organised appropriately for the
purpose and reader. Opinions are
stated and supported with some
reasons given. Vocabulary choices
are often adventurous and words are
sometimes used for effect. Pupils are
beginning to extend meaning and use
different sentence structures. They
organise their writing into
paragraphs. Spelling conforms to
regular patterns and is generally
accurate. Full stops, capital letters
and question marks are used
accurately and pupils are beginning
to use punctuation within the
sentence, including inverted commas
for speech. Handwriting is clear
and legible and, where appropriate,
presentation is adapted according to
the task.
Pupils’ writing is varied and interesting,
conveying meaning clearly in a range of
forms for different readers, using a
more formal style where appropriate.
They express opinions, supported by
reasons.
Vocabulary choices are imaginative and
words are often used precisely. Simple
and complex sentences are organised
into paragraphs. Words with complex
regular patterns are usually spelled
correctly. A range of punctuation is
generally used accurately. Work is
legible and well presented.
Communicate meaning in a
lively way, showing an
awareness of the readers.
Select form appropriate for their
purposes (narrative and nonnarrative).
Link Ideas and/or events.
Reflect the purpose of the
writing in the organisation.
Make ambitious word choices
although may include
inaccuracies with some words
used for effect.
Use vocabulary that is
appropriate to the subject
matter, eg use of technical
words.
Show awareness of a wide range
of stimuli, e.g. visual and audio.
Plan and review their writing
and present it clearly in order to
communicate their meaning
effectively
Write with clear organisation and
structure.
Use text forms appropriately and
consistently.
Extend ideas logically in
sequences using connectives like
also, as well, because, but.
Show awareness of appropriate
layout conventions, eg use of main
heading, introduction and
conclusion.
Show the beginnings of a
conscious written style.
Choose vocabulary that adds
interest, clarity or variety.
Respond to a wide range of stimuli
e.g. visual and audio
Use the structure and linguistic
features of a text type accurately.
Use the layout of the text
appropriately in ways the support
the purposes of the writing, eg use
of subheadings and diagrams.
Organise ideas appropriately for
both purpose and reader and
develop them in interesting ways.
Produce thoughtful and coherent
writing with the main points
sustained and developed in a
logical way.
Present information clearly.
Write in response to a wide range
of stimuli e.g visual and audio
Organise their writing into
paragraphs
State opinions with some reasons
Write in a lively, interesting way
in a range of forms
Use layout to support the coherent
organisation of ideas into paragraphs
and/or other layout features.
Produce text that is well written in
respect of all structural and linguistic
characteristics of the chosen text
type.
Show sustained awareness of the
reader, both through the way the text
is structured and presented and
through the convincing use of
language chosen to entertain,
persuade, interest, etc.
Use a varied vocabulary confidently
to create effects, appropriate to the
form and purpose of the writing.
Choose an appropriate formality and
style that is sustained throughout.
Choose an appropriate tone and
demonstrate control over the
language.
Engage in extended writing in
response to a wide range of stimuli
e.g. visual and audio
Express opinions supported by
reasons
Pupils’ writing communicates
meaning through simple words
and phrases. In their reading or
their writing, pupils begin to
show awareness of how full
stops are used. Letters are
usually clearly shaped and
correctly orientated.
Writing
(Text Level)
Are the
children able
to…?
Draw marks or symbols
to represent familiar
people and ideas.
Adv/MH/misc/Skills Ladder – Writing February 2011
Communicate meaning
through marks, shapes and
pictures.
Understand that marks and
symbols convey meaning.
Discriminate between print
and pictures.
Explain simply what they
are ‘writing’ about when
making marks in response
to their interests.
‘Play’ with writing in
familiar contexts.
Write some distinguishable
letters and simple familiar
words.
Produce meaningful print or
marks linked to their own
interests.
‘Play’ with writing in different
contexts as a means of
developing their language and
communication skills.
Show a growing awareness of
the different purposes of
writing.
Use phrases and longer
statements which convey
ideas to the reader.
Order their writing from left
to right and from top to
bottom.
Show a growing awareness of
the different purposes of
writing.
Writing Skills Ladder
Grammar
(Sentence
level)
Are the
children able
to …?
Spelling
(Word level)
Are the
children able
to…?
Handwriting
and
Presentation
Draw using their
preferred hand and
experiment with mark
making.
Are the
children able
to …?
Adv/MH/misc/Skills Ladder – Writing February 2011
Make sequences of marks
that represent short
sentences or phrases e.g.
wavy lines to show a list of
items on a shopping list.
Write their own names.
Write familiar short words for
captions and labels.
Begin to use simple words and
phrases to convey meaning.
Show some evidence of word
order being consistent with
Standard English.
Show how full stops and
capital letters are used in
writing for demarcating
sentences.
Link ideas using ‘and’.
Vary sentence structure, eg by
using a variety of sentence
beginnings.
Use connectives other than
‘and’.
Use some descriptive phrases
for detail and emphasis.
Punctuate most simple
sentences correctly (capital
letters to demarcate sentences
and identify proper nouns and
full stops).
Use commas to separate items
in a list
Recognise nouns in sentences
and discuss their function
Differentiate between common
and proper nouns
Recognise and use collective nouns.
Recognise verbs in sentences.
Discuss the function of verbs.
Understand difference between verbs
in the first and third person
Compose sentences where the
subjects and verbs generally agree.
Compose sentences using past and
present tense consistently.
Recognise adjectives in sentences
and define their function.
Recognise adverbs in sentences and
define their function.
Use simple adjectives and adverbs to
add interest and enhance the meaning
of the writing.
Use punctuation to mark sentences –
full stops, capital letters, question
marks and exclamation marks –
accurately.
Construct simple and complex
sentences accurately
Show time, reason and cause through
correct subordination and
connectives.
Compose sentences using adjectives,
verbs and nouns for precision, clarity
and impact.
Clarify meaning through the correct
use of speech marks.
Identify and use prepositions to
clarify description.
Identify pronouns and write
appropriate pronouns for a previously
named subject or object.
Vary sentence structures including
longer compound sentences.
Use a range of complex sentence
types including sentences with
adverbial and adjectival clauses
with some awareness of how these
can affect the reader.
Adapt sentence structures so that
they are appropriate for text types,
purpose and audience.
Use connectives confidently to
impose order and give emphasis.
Choose words and phrases
carefully and confidently to add
shades of meaning and provide
interest for the reader.
Use adventurous vocabulary and,
where it is used, its use is
appropriate to the task, audience
and purpose.
Use punctuation within sentences
usually accurately (commas, and
slightly less securely apostrophes,
speech marks, colons and semicolons).
Punctuate almost all sentences
correctly.
Use a range of punctuation correctly
to vary pace and clarify meaning in
narration and direct speech.
Use commas within sentences, to
avoid ambiguity in relating elements
or to show division between clauses.
Occasionally use colons, dashes or
brackets to structure long sentences.
Use a range of sentence lengths and
structures confidently to create
effects appropriate to the form and
purpose of the writing.
Vary sentence lengths to enliven the
writing, eg word order may be
altered to develop themes and
sustain the interest of the reader.
Make vocabulary choices that are
appropriate for the task.
Use minor sentences for effect e.g.
Fire! Goal! War!
Hear and imitate sounds of
different lengths and
pitches (sound
discrimination).
Group marks or symbols
together showing a growing
awareness of words
Link sounds to letters, naming
and sounding the letters of the
alphabet.
Hear and say sounds in words in
the order in which they come.
Produce recognisable letters
often linked to their own name.
Group letters together showing
an awareness of how words are
made up. Write a few familiar
words in a conventional way.
Spell some h/f words
correctly.
Spell CVC words correctly
consistently.
Spell words with consonant
clusters correctly sometimes.
Recognise common digraphs
Attempt to spell unfamiliar
words using a phonic
strategy.
Make collections of new
words linked to personal
interest or particular topics.
Spell common polysyllabic words
accurately.
Spell less common graphemes
including trigraphs.
Recognise a range of prefixes and
suffixes
Locate apostrophes in words and
discuss their function to show
possession.
Distinguish the meaning and
spelling of common homophones.
Recognise compound words and
discuss the use of the hyphen to
join the parts.
Develop a range of personal
strategies for learning new and
irregular words
Spell polysyllabic words usually
accurately following simple rules.
Spell words containing unstressed
vowels
Know and use less common
prefixes and suffixes as aids to
word building and spelling
Spell with increasing accuracy and
confidence, drawing on word
recognition and knowledge of
word structure and spelling
patterns.
Usually spell words with complex
regular patterns correctly.
Reflect on what they have learned
about correct vowel choices,
pluralisation, prefixes, word endings
and h/f words
Use a range of appropriate strategies
to spell difficult and unfamiliar
words
Record and learn from personal
errors, corrections, investigations,
conventions and new vocabulaty
Make marks, shapes and
lines in response to sounds
of differing length, volume
and pitch.
Make marks using a variety
of tools on paper and other
materials.
Trace, overwrite then copy
lines and shapes.
Hold a writing implement in a
conventional way.
Trace, overwrite and form
letters.
Form some letters with a clear
shape independently.
Form letters with left to right
orientation.
Write upper and lower case
letters appropriately.
Attempt the majority of letter
shapes though there may be
inconsistencies in size and
orientation.
Space most words regularly.
Discuss word structures.
Locate apostrophes in words
and discuss their function to
show omission.
Use plausible phonic or pattern
strategies.
Show some recall of visual
patterns.
Spell some common
monosyllabic accurately.
Spell longer polysyllabic words
in a way that is phonically
plausible.
Make collections of new words
linked to personal interest or
particular topics and try out
strategies to spell them
correctly.
Produce clear handwriting –
with ascenders and descenders
that are distinguishable.
Differentiate between upper and
lower case letters.
Produce letters that are
accurately formed and
consistent in size
Write with consistency in the size
and proportion of letters, and
spacing within and between
words.
Write consistently with neat,
legible, fluent writing.
Produce handwriting that is clear and
fluent and, where appropriate, is
adapted to a range of tasks.
Present their work appropriately
for the task e.g. using printing or
italics.