NATIONAL
CURRICULUM
LEVEL
Level 1
COMMUNICATING
MEANING
Level 2
Pupils’ writing communicates
meaning in both narrative and
non-narrative forms.
Level 3
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.
Level 4
Pupils’ writing in a range of
forms is lively and thoughtful.
Ideas are often sustained and
developed in interesting ways
and organised appropriately for
the purpose and the reader.
Pupils’ writing is varied and
interesting, conveying meaning
clearly in a range of forms for
different readers, using a more
formal style where appropriate.
Pupils’ writing often engages
and sustains the reader’s
interest,
showing
some
adaptation of style and register
to different forms, including
using an impersonal style where
appropriate.
Level 5
Level 6
VOCABULARY
Pupils’ writing communicates
meaning through
simple words and phrases
Pupils use appropriate
and
interesting
vocabulary, showing
some awareness of the
reader.
Words are chosen for
variety and interest.
Vocabulary choices
are often adventurous
and words are used
for effect.
Vocabulary choices
are imaginative and
words
are
used
precisely.
Pupils use varied
vocabulary to create
effects.
WRITING
PUNCTUATION
In their reading or their
writing, pupils begin to
show awareness of how
full stops are used.
Sentences
are
sometimes demarcated
by capital letters and
full stops.
GRAMMAR
SPELLING
HANDWRITING
Letters are usually
clearly shaped and
correctly orientated.
Ideas are developed in a
sequence of sentences
Simple, monosyllabic words are
usually spelt correctly, and
where there are inaccuracies the
alternative
is
phonetically
plausible.
Spelling is usually accurate,
including that of common,
polysyllabic words.
In handwriting, letters
are accurately formed
and consistent in size.
Punctuation to mark
sentences - full stops,
capital
letters
and
question marks - is used
correctly.
Sequences of sentences
extend ideas logically.
The basic grammatical
structure of sentences is
usually correct.
Handwriting is joined
and legible.
Full stops, capital letters
and question marks are
used correctly, and
pupils are beginning to
use punctuation within
the sentence.
A range of punctuation,
including
commas,
apostrophes
and
inverted commas, is
used accurately.
A range of punctuation
is usually used correctly
to clarify meaning.
Pupils are beginning to
use
grammatically
complex
sentences,
extending meanings.
Spelling, including that of
polysyllabic words that conform
to regular patterns, is generally
accurate.
Handwriting style is
fluent, joined and
legible.
Simple and complex
sentences are organised
into paragraphs.
Words with complex regular
patterns are usually spelt
correctly.
Pupils use a range of
sentence structures to
create effects.
Ideas are organised into
paragraphs.
Spelling is generally accurate,
including that of irregular
words.
Handwriting is joined,
clear and fluent and,
where appropriate, is
adapted to a range of
tasks.
Handwriting is neat
and legible.
NATIONAL
CURRICULUM
LEVEL
Level 1
Level 2c
Level 2b
Level 2a
Level 3
Level 4
Level 5
Level 6
COMMUNICATING MEANING
Pupils’ writing communicates meaning
through
simple words and phrases
Pupils’ writing communicates meaning
beyond a simple statement in both
narrative and non-narrative forms.
Individual ideas are developed in short
sections.
Pupils’ writing communicates meaning
using narrative or non-narrative with
some consistency. Sufficient detail is
given to engage the reader. The
organisation reflects the purpose of the
writing.
Pupils’ writing communicates meaning
in a variety of ways, and holds the
readers’ interest. Some characteristic
forms of narrative and non-narrative are
beginning to be developed. Links
between ideas or events are mainly clear
and the use of some descriptive phrases
add detail or interest.
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.
Pupils’ writing in a range of forms is
lively and thoughtful. Ideas are often
sustained and developed in interesting
ways and organised appropriately for the
purpose and the reader.
Pupils’ writing is varied and interesting,
conveying meaning clearly in a range of
forms for different readers, using a more
formal style where appropriate.
Pupils’ writing often engages and
sustains the reader’s interest, showing
some adaptation of style and register to
different forms, including using an
impersonal style where appropriate.
VOCABULARY
Pupils use vocabulary
appropriate
to
the
subject matter with
some
words
used
effectively
Variation is used in
word
choices.
Sentences are linked
through
connectives
other than ‘and’.
WRITING
PUNCTUATION
GRAMMAR
In their reading or their writing,
pupils begin to show awareness of
how full stops are used.
There is some evidence of
punctuation conventions being used
to demarcate units of meaning.
Continuing evidence
punctuation.
of
some
SPELLING
HANDWRITING
Overall, the writing draws more
on the characteristic of spoken
language rather than written
language.
Some common words are spelt correctly.
Alternatives show reliance on phonic
strategies. With some recall of visual
patterns.
Letters are usually clearly
shaped
and
correctly
orientated.
Handwriting is
legible,
despite inconsistencies in
size, orientation and use of
upper and lower case letters.
Variation is evident in sentence
structure. Some sentences are
extended.
Phonetically plausible attempts reflect a
growing knowledge of whole word
structure, together with an awareness of
visual patterns and recall of letter strings.
Handwriting is clear, with
ascenders and descenders
distinguished.
Generally,
upper and lower case letters
are not mixed in a word.
Use of descriptive
phrases is evident
Growing understanding of the use
of punctuation is shown in the use
of capital letters and full stops to
mark correctly structured sentences.
Sentences
structured.
are
correctly
Spelling of many monosyllabic words is
accurate, with phonetically plausible
attempts at longer, polysyllabic words.
Accurate and
letter formation.
consistent
Words are chosen for
variety and interest.
Punctuation to mark sentences - full
stops, capital letters and question
marks - is used correctly.
Sequences of sentences extend
ideas logically.
The basic grammatical structure
of sentences is usually correct.
Spelling is usually accurate, including
that of common, polysyllabic words.
Handwriting is joined and
legible.
Vocabulary choices are
often adventurous and
words are used for
effect.
Full stops, capital letters and
question marks are used correctly,
and pupils are beginning to use
punctuation within the sentence.
Pupils are beginning to use
grammatically
complex
sentences, extending meanings.
Spelling, including that of polysyllabic
words that conform to regular patterns, is
generally accurate.
Handwriting style is fluent,
joined and legible.
Vocabulary choices are
imaginative and words
are used precisely.
A range of punctuation, including
commas, apostrophes and inverted
commas, is used accurately.
Simple and complex sentences
are organised into paragraphs.
Words with complex regular patterns are
usually spelt correctly.
Pupils
use
varied
vocabulary to create
effects.
A range of punctuation is usually
used correctly to clarify meaning.
Pupils use a range of sentence
structures to create effects.
Ideas
are
organised
into
paragraphs.
Spelling is generally accurate, including
that of irregular words.
Handwriting is joined, clear
and fluent and, where
appropriate, is adapted to a
range of tasks.
Handwriting is neat and
legible.