Level Indicators
Writing
Assessment
Key Stages
1 and 2
Level Indicators – Writing January 2006
General guidelines for using level and sub level indicators for assessment – January 2006
The intention of level, and sub level indicators, is that they are used as a tool to help teacher engage
with others in professional debate and dialogue. They provide points of reference which may support
teachers and schools in making judgements about a child’s level of attainment, strengths,
weaknesses and progress over a period of time.
We would recommend that the following points are taken into consideration.
1. Assessment should be seen as an ongoing process, and not just an activity that takes place at
set times. Level indicators are useful when referred to frequently so that the teacher gradually
builds up a picture of what the child can do, and what their next steps may be.
2. Different pieces of work from the same child may well be assessed at different sub levels. This
will depend upon the context and the amount of support the child was given at the time.
3. When determining a child’s progress over a period of time for the purpose of tracking
progress, assigning a level within which the child is generally working, may be more useful
than recording a level assigned to a single piece of work.
4. Sub levels are not always clear cut. Frequently it is the level of independence, and the degree
to which the child performs a particular task, that determines their position (A, B or C) within a
level.
5. Moderation of pupils work is best done with others and where possible as a whole school
team.
6. Sub levels are usually cumulative, and assume elements of lower sub levels have been
achieved. E.g. attainment at 2A is dependent on elements of 2C and 2B having been
achieved.
Level Indicators – Writing January 2006
Level 1
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.
FOCUS
AF1
Write imaginative,
interesting and
thoughtful texts
EVIDENCE 1C
Dictates and invents own
compositions.
Thinks about what to write ahead
of writing it.
AF2
Produce texts which
are appropriate to
task, reader and
purposes
Understands that writing conveys
meaning.
Labels information appropriately.
Begins to use words appropriate to
different text forms, e.g. story, report or
simple instructions.
AF3
Organise and
present whole texts
effectively,
sequencing and
structuring
information, ideas
and events
AF4
Construct
paragraphs and use
cohesion within and
between paragraphs
AF5
Dictates a simple sentence.
Vary sentences for
Begins to write simple sentences.
clarity, purpose and
effect
Uses structures from reading when
writing.
With support, writes a short recount or
narrative with a logical order and writes
simple instructions in correct order.
AF6
Write with technical
accuracy of syntax
and punctuation in
phrases, clauses
and sentences.
AF7
Select appropriate
and effective
vocabulary
AF8
Use correct spelling
Handwriting
EVIDENCE 1B
Discusses simple ways of
improving the interest level of their
work.
Writes labels and extended
captions.
Writes simple non-chronological
Begins to write simple narratives
reports based on own
and recounts.
experiences.
Writes simple labels, captions and Organises lists, separate pages
sentences.
and charts.
Retells a narrative or recount.
Represents outlines of story plots
using e.g. captions, pictures.
Uses some elements of known
stories to structure own writing.
Dictates a simple sentence.
Begins to write simple sentences.
Writes own name using a capital
letter.
Begins to use capital letters and
full stops to punctuate a sentence.
Distinguishes between a
statement and a question.
Writes questions with some help.
‘Talks’ a simple sentence before
writing it.
Writes simple sentences with
minimal help.
Ends sentences with a full stop.
When reminded, adds capital
letters to sentences.
Talks about the language used in
different text forms and
contributes to a shared writing
using these words.
EVIDENCE 1A
Writes to communicate meaning.
Assembles information and ideas from
own experience as a basis for writing.
Writes questions and statements as
appropriate.
Begins to rehearse sentences before
writing and to re-read during and after
writing.
Writes simple sentences independently.
Uses capital letters and full stops when
punctuating a single simple sentence.
Begins to use question marks.
Begins to use some story
Uses language from reading when
language, such as ‘Once upon a
writing.
time …’
Begins to use words appropriate to
different text forms, e.g. story, report or
simple instructions.
Spells CVC words, e.g. hop, leg, Spells words with initial consonant Spells words with adjacent consonants,
cat.
e.g. drift.
clusters.
Attempts to spell unfamiliar words Spells words with final consonant Attempts to spell unfamiliar words using
using a phonemic strategy
clusters.
a phonemic strategy (including analogy)
(including analogy).
Spells all YR words and some
and graphic knowledge.
Spells words for YR in the NLS
from Y1/2.
Framework.
Writes letters using the correct
Forms letters with the correct
Forms lower case letters correctly in a
sequence of movements.
formation, orientation and
script that will be easy to join later.
proportion.
Level Indicators – Writing January 2006
Level 2
Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary,
and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by
capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the
alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size.
FOCUS
AF1
Write imaginative,
interesting and
thoughtful texts
EVIDENCE 2C
Some ideas developed beyond
simple statements.
Writes to communicate meaning –
simple recounts, stories that can
be re-read, with basic beginning,
middle and ending.
AF2
Produce texts which
are appropriate to
task, reader and
purposes
Some words used effectively to
add interest.
AF3
Organise and
present whole texts
effectively,
sequencing and
structuring
information, ideas
and events
Appropriate organisational
features evident for instruction,
recounts, stories and lists although may not be carried
throughout the piece.
Appropriate layout conventions
appear in some of the text.
Introductory and/or concluding
sentence.
Short sequences of linked
sentences developed.
Writes a recount or narrative and
begins to break up the series of
events with some connectives
other than and.
AF4
Construct
paragraphs and use
cohesion within and
between paragraphs
AF5
Vary sentences for
clarity, purpose and
effect
Consists partly of speech-like
language patterns.
AF6
Write with technical
accuracy of syntax
and punctuation in
phrases, clauses
and sentences.
Up to half the sentences correctly
demarcated by capital letter and
full stop.
Some use of question mark where
appropriate.
Majority of sentences
grammatically accurate.
Appropriate adjectives and verbs
used to convey ideas in some
detail.
AF7
Select appropriate
and effective
vocabulary
AF8
Use correct spelling
Handwriting
Monosyllabic words usually
correct.
Irregular high frequency words
often correct.
Phonetically plausible attempts at
polysyllabic words.
Upper and lower case letters
usually correctly formed and
appropriately sized.
EVIDENCE 2B
Applies knowledge of genre
elements such as settings,
dialogue, characterisation, story
language and structures, so that
own writing begins to write with
some consistency of genre and
tense.
Variation in language is evident
and word choices are sometimes
made to enhance interest.
Gives sufficient detail to engage
the reader’s interest.
Writing sometimes rambles.
Appropriate organisational
features of the chosen form.
Appropriate layout conventions.
Introductory and concluding
sentences.
Sequences of several linked
sentences developed.
EVIDENCE 2A
“Sounds like a book” of the
appropriate genre.
Writes initial jottings, notes and
ideas before writing.
Growing range of simple
connectives (and, but, so).
Time connectives used in some
places.
Begins to show some consistency
in use of 1st or 3rd person and
tense.
Range of different sentence
starts.
Begins to use conjunctions to
write compound sentences.
Uses sentences from texts as
models for writing.
Most sentences correctly
demarcated by capital letter and
full stop.
Capital letters for names.
Correct use of question mark.
Most sentences grammatically
accurate.
Some adverbs and adverbials
used to add detail, explanation or
move writing on (Suddenly….
Next…… Later that day…).
Monosyllabic words correct.
Irregular high frequency words
usually correct.
Phonetically plausible attempts at
polysyllabic words.
Inflected words usually correct (-s
plurals, regular -ing verb
endings).
Growing range of connectives and
conjunctions (and, but, so, if,
because).
Time connectives used to link
parts of the text.
Correct letter formation lends
itself to joining (flicks or exit
strokes).
Understands that writing is for the
audience and adds detail to do
this.
Length of writing suited to the task.
Engages the reader in a range of
ways.
Appropriate organisational
features.
Appropriate layout conventions.
Introductory and concluding
sentences.
Longer sequences of linked
sentences developed.
Range of different sentence starts.
Rehearses sentences, and adapts
and re-reads during writing to
identify where improvements might
be made and to spot errors.
Sentences correctly demarcated
by capital letter and full stop.
Correct use of question mark,
commas in lists, attempts at
speech marks.
Adverbs and adverbials used more
consistently to add detail or to
move writing on.
Monosyllabic and two syllable
words correct.
Irregular high frequency words
correct.
Long vowel choices usually correct
Phonetically plausible attempts at
polysyllabic words.
Inflected words usually correct
(including regular and common
irregular plurals, common irregular
and regular -ed and -ing verb
endings).
Upper and lower case letters
correctly and consistently formed.
Level Indicators – Writing January 2006
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. Sequences of sentences extend ideas logically and words are 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 joined and legible.
FOCUS
AF1
Write
imaginative,
interesting and
thoughtful texts
EVIDENCE 3C
Varies story openings to create
effects, e.g. building tension and
suspense, creating moods,
establishing character and
setting.
Uses language and structures
from different text types in own
writing.
Generates and collects suitable
words and phrases before
writing.
Makes and uses notes.
AF2
Identifies and considers
Produce texts
audience and how this affects
which are
writing.
Begins to address reader, e.g. by
appropriate to
task, reader and using questions in non-fiction.
purposes
Uses terminology appropriate to
text.
Is able to improve own writing
and correct errors.
AF3
In non-fiction, begins using basic
structure, e.g. introductory and
Organise and
concluding statements in nonpresent whole
texts effectively, chronological reports.-,
sequencing and appropriate to the text and type.
structuring
Sequences sentences to extend
information,
ideas logically.
ideas and
Uses different planning formats,
e.g. charting, mapping, flow
events
charts, simple storyboards.
AF4
Uses a range of time
Construct
connectives.
paragraphs and Uses 1st or 3rd person and tense
use cohesion
consistently.
within and
Writes narrative with a build-up
between
and with complication that leads
paragraphs
towards a defined ending, using
a paragraph for each (a three
part story).
AF5
Mentally rehearses writing.
Vary sentences Writes simple and compound
for clarity,
sentences.
purpose and
Varies openings of sentences to
effect
avoid repetition.
AF6
Write with
technical
accuracy of
syntax and
punctuation in
phrases,
clauses and
sentences.
AF7
EVIDENCE 3B
Uses settings and characterisation to
engage reader’s interest.
Shows imagination through use of
detail (e.g. to describe setting, build
tension or show characters’ feelings
or motives), creating interest, humour
or suspense.
In non-fiction, attempts to interest,
persuade or amuse the reader.
EVIDENCE 3A
Suggests insights into character
development through describing how
characters look, react, talk or behave,
rather than by telling the reader.
Uses setting to create and reflect changes
in mood.
Uses language precisely and
selectively in relation to text type, e.g.
to persuade or convey information.
Edits in relation to audience and
purpose, enhancing or deleting,
justifying choices.
Uses appropriate grammatical features for
different text types.
Reviews and edits writing to produce final
form, matched to the needs of an identified
reader.
Uses main features of story structure
to organise events, varying opening,
build-ups, conflicts and endings.
In non-fiction, uses basic features of
text types.
Uses different ways to plan writing,
e.g. notes, diagrams, etc.
Draws writing, both narrative and nonfiction forms, towards a defined
conclusion.
Applies features of non-fiction types for
use in other curriculum subjects.
Maintains consistent person and
tense.
Uses paragraphs to structure
narrative, e.g. isolating an initiating
event or introduction. Uses
appropriate layout conventions for
non- fiction.
Uses a repertoire of causal and logical
connectives as well as those that signal
time, e.g. however, therefore, meanwhile.
Mentally rehearses writing and reread as a matter of habit.
Writes simple and compound
sentences and begins to use relative
clauses.
Varies sentences using
characteristics of chosen form.
Cumulatively re-reads, making
Demarcates at least half of a written
adaptations and corrections.
composition correctly, using question
Begins to use some
marks, exclamation marks, commas
subordinators, e.g. if, so, while,
for lists and speech marks.
though, since.
Begins to use the apostrophe for
Uses full stops, capital letters,
possession.
question and exclamation marks, Uses punctuation effectively in a
usually accurately.
range of text types.
Begins to use speech marks and Reviews and corrects punctuation.
capital letters for a range of
purposes. Uses commas in lists.
Uses language and terminology Selects adjectives and adverbs to
Secures grammatical agreement and
coherence to avoid ambiguities and
contradiction.
Structures an argument using a range of
connectives e.g. adverbs, adverbial
phrases, conjunctions.
Writes complex sentences, selecting and
using a range of subordinators.
Uses commas to mark grammatical
boundaries in sentences.
Recognises how commas, connectives
and full stops work together to make
writing more effective.
Begins to use semi-colons, dashes and
hyphens as appropriate for different text
types.
Begins to set out dialogue correctly.
Uses language precisely and selectively in
Level Indicators – Writing January 2006
Select
appropriate and
effective
vocabulary
AF8
Use correct
spelling
Handwriting
from different text types in own
writing.
Generates and collects suitable
words and phrases before
writing.
Uses interesting vocabulary;
varies adjectives and verbs for
impact.
Selects nouns to be specific e.g.
poodle for dog.
Attempts to spell unfamiliar
words using known conventions
and rules and using phonemic,
morphemic and etymological
strategies.
Spells words containing common
prefixes and suffixes.
Uses apostrophe for omission.
Spells inflected forms of words
containing short vowels, doubling
the final consonant where
necessary, e.g. win – winning.
Writes legibly with a joined hand,
maintaining consistency in size
and spacing.
create variety and add interest.
Uses powerful verbs to show
character or add impact.
relation to text type, e.g. to persuade,
convey information.
Attempts to spell unfamiliar words
using known conventions and rules,
and a range of strategies including
phonemic, morphemic and
etymological.
Spells the words for Y4 in NLS List 2
Distinguishes the spelling of common
homophones, e.g. hear and here.
Uses the dictionary to check the
spelling of words.
Uses apostrophe for omission.
Spells the words for Y5 in NLS Appendix
List 2.
Spells words containing more complex
prefixes and suffixes, e.g. im-, ir-, -tion, cian.
Has strategies for spelling unstressed
vowels in polysyllabic words.
Uses fluent joined handwriting for all
writing except where other special
forms are required.
Uses a range of presentational skills e.g.
print script for captions, capitals for
posters, computer fonts and sizes.
Level Indicators – Writing January 2006
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 of the reader. Vocabulary choices are
often adventurous and words are used for effect. Pupils are beginning to use grammatically complex
sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular
patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and
pupils are beginning to use punctuation within the sentence. Handwriting style is fluent, joined and
legible.
FOCUS
AF1
Write imaginative,
interesting and
thoughtful texts
EVIDENCE 4C
Adds clarity and interest
through well placed detail
and some development
of ideas.
AF2
Produce texts which
are appropriate to
task, reader and
purposes
Sustains chosen style of
address to the audience,
whether formal, friendly
or conversational.
Structures work showing
the conventions
appropriate to the genre.
AF3
Organise and
present whole texts
effectively,
sequencing and
structuring
information, ideas
and events
Structures texts to
include an opening and a
closing. Presents and
develops sections that
give further detail,
explanation or
justification.
Uses a layout and
presentation in the
convention of the genre
and makes the content
clear.
AF4
Divides writing into
Construct
paragraphs to signal a
paragraphs and use change of idea, passing
cohesion within and of time…
between paragraphs
AF5
Shows some variation in
Vary sentences for
the subjects of sentences
clarity, purpose and including use of
effect
pronouns.
Helps to expand or justify
main points of the writing
by use of subordination
of clauses – though not
always with control.
AF6
Write with technical
accuracy of syntax
and punctuation in
phrases, clauses
and sentences.
AF7
Select appropriate
and effective
vocabulary
AF8
EVIDENCE 4B
EVIDENCE 4A
Makes stylistic choices that consistently
Makes consistent efforts to engage the
support the presentation of interesting texts. reader, selecting from a full range of
Provides reasonable content coverage in
taught techniques.
non-fiction genres.
In narrative writing, engages the reader e.g.
by creating a climax / suspense; by an
unexpected ending…
Adopts a personal or impersonal tone as required by genre.
Where relevant, writes so that: coverage of information is well balanced; different
perspectives on a subject are recognized. Attempts are made, but may not always be
sustained, to convey objectivity, e.g. by use of impersonal constructions; viewpoint is
established and maintained.
Establishes and maintains connections
between ideas, e.g. by reference to a
previous part of the text.
Consistently indicates key signposts in text
(Firstly… Secondly… or Some
advantages… Other advantages). If
conventional phrases are used they are
integrated into the text (e.g. Our first
decision, our second decision, last of all).
Consistently indicates new sections /
paragraphs as required by the genre, e.g.
introductory phrases, subheadings.
Divides work into paragraphs in ways
appropriate to the text type – although
transitions between paragraphs may be
abrupt.
In narrative, uses shifts in time and
place to help shape the story and guide
the reader through the text.
Uses taught devices to add to the
impact of a text e.g. deliberate
repetition to create unity.
Structures paragraphs to show a
development of ideas through the text.
Uses adverbials, noun phrases to vary
Writes dialogue that may include
sentence construction. Uses prepositions for fragmented sentences and different
sentence types (“Arrrr!!”; Good race.”;
spatial description.
Uses subordinating connectives to develop what is your name? See ya later. Look
ideas or clarify details in sentences if,
at that!)
because, when… Shows some variety in
Structures sentences for precision and
use of subordinating connectives in complex impact.
sentences (because, which, where, who).
Where appropriate, uses modal verbs
(could, might).
Demonstrates a controlled use of first and /
or third person subjects to develop the
narration.
Writes sentences that are Chooses the tense of sentences according
Shows mainly correct use of
punctuation within sentences,
mostly grammatically
to the requirements of genre.
sound.
Demonstrates some correct use of
including commas to mark phrases or
punctuation within sentences, including
Sets out dialogue
clauses.
correctly.
commas to mark phrases or clauses
Tense changes may be used for effect
Uses a range of
Punctuates direct speech correctly.
in narratives.
punctuation as required
by text type.
Uses some technical terms where appropriate.
Sustains style of address to reader (formal, friendly) throughout by careful word choice.
In narrative, demonstrates vocabulary choice that adds to the mood of the writing.
Spells all words in NLS Appendices
Level Indicators – Writing January 2006
Use correct spelling
Handwriting
Spells accurately, including polysyllabic words that conform to regular patterns, but occasional errors may come
from some confusion of more complex homophones e.g. course / coarse, breaking / braking; phoneme omission
(eg rem [em] ber), errors in using suffixes and prefixes.
Uses fluent joined handwriting for all writing except where other special forms are required. May show personal
style within this, but legibility and neatness maintained.
Uses a range of presentational skills e.g. print script for captions, capitals for posters, computer fonts and sizes.
Level Indicators – Writing January 2006
Level 5
Pupils' writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal
style where appropriate. Vocabulary choices are imaginative and words are used precisely. Simple and complex sentences are
organised into paragraphs. Words with complex regular patterns are usually spelt correctly. A range of punctuation, including
commas, apostrophes and inverted commas, is usually used accurately. Handwriting is joined, clear and fluent and, where
appropriate, is adapted to a range of tasks.
FOCUS
AF1
Write imaginative,
interesting and
thoughtful texts
AF2
Produce texts which are
appropriate to task,
reader and purposes
AF3
Organise and present
whole texts effectively,
sequencing and
structuring information,
ideas and events
AF4
Construct paragraphs
and use cohesion within
and between
paragraphs
AF5
Vary sentences for
clarity, purpose and
effect
AF6
Write with technical
accuracy of syntax and
punctuation in phrases,
clauses and sentences.
AF7
Select appropriate and
effective vocabulary
AF8
Use correct spelling
Handwriting
EVIDENCE Level 5
Produces writing that is controlled and coherent overall, with material selected appropriately and organised
adequately.
Adapts and shapes content for effect, e.g. description for emphasis.
Manipulates stylistic devices to fully support the purpose and interest/entertain the audience, e.g. figurative
language, colloquial / emotive style of individual comments.
Produces writing that is well structured and convincing.
Shows a secure grasp of genre.
Shows evidence of awareness of the reader and makes sustained attempts to engage interest.
Shows a clear sense of how to match style and expression to a particular audience, occasion or specific
readership.
Uses structural features, such as the opening and resolution of a story, to contribute to the shape and
meaning of the whole text.
Produces work in which the voice of the writer is well-controlled and convincing.
Shows a well-controlled viewpoint – there may be clear presentation of different perspectives on the subject.
Distinguishes between the views of others and that of the writer.
Uses paragraphs confidently to group ideas.
Within paragraphs, develops main ideas by relevant detail, argument or example.
Makes some attempt to establish effective cohesion, e.g. through connectives, pronouns and adverbials.
Uses design and layout imaginatively where relevant.
Adopts different approaches within writing, for example introductory paragraph with full sentences followed
by bullet points.
Orders and sequences paragraphs logically. Makes some attempt to link paragraphs e.g. by adverbials, or
use of textual connectives.
Develops paragraphs to support the development of ideas or subject matter e.g. by backward or forward
reference through text, or by use of textual connectives.
In narrative, varies the length and structure of paragraphs.
Chooses sentence structure to fulfil the writer's purpose.
Uses simple, compound and complex sentence structures effectively with some variety in construction and
connectives, e.g. passives to alter the focus of attention, short sentences or placing of adverbial phrases for
emphasis/impact, expanded phrases and clauses to express ideas economically, reduced phrases and
clauses to suggest formal tone; embedded subordinated clauses, sometimes for economy of expression;
varied word order.
Uses devices to focus the reader’s attention e.g. connectives or passives.
Ellipsis may be used, e.g. to describe a sequence of activities.
Refers to the same thing or person in varied ways to avoid repetition, e.g. by omission of words (ellipsis).
Correctly demarcates almost all sentences with range of punctuation e.g. brackets, dashes, colons,
parenthesis and the full punctuation of direct speech.
Varies verbs e.g. to express a range of time reference and focus, to indicate degrees of possibility,
necessity, or consequences.
Uses passive constructions and some modals where appropriate.
Uses vocabulary choice to convey both precision and formality.
Establishes shades of meaning through careful vocabulary choice and use of qualifying words and phrases.
Usually correctly spells words with complex regular patterns.
Uses fluent joined handwriting for all writing except where other special forms are required. Uses a
consistent personal style.
Uses a range of presentational skills e.g. print script for captions, capitals for posters, computer fonts and
sizes.