The National Strategies | Primary | Primary Framework for literacy and mathematics
Assessment guidelines for writing L2, L3
Writing assessment guidelines: levels 2 and 3
Pupil name
Class/Group
AF5 – vary sentences
for clarity, purpose
and effect
Date
AF6 – write with
technical accuracy of
syntax and
punctuation in
phrases, clauses and
sentences
AF3 – organise and
present whole texts
effectively,
sequencing and
structuring
information, ideas
and events
AF4 – construct
paragraphs and use
cohesion within and
between paragraphs
AF1 – write imaginative, AF2 – produce texts
interesting and
which are
appropriate to task,
thoughtful texts
reader and purpose
AF7 – select
appropriate and
effective
vocabulary
AF8 – use correct spelling Handwriting and
presentation
Level In most writing
3
· reliance mainly on
simply structured
sentences, variation
with support, e.g.
some complex
sentences
· and, but, so are the
most common
connectives,
subordination
occasionally
· some limited
variation in use of
tense and verb
forms, not always
secure
In most writing
In most writing
In most writing
In most writing
In most writing
In most writing
In most writing
· straightforward
sentences usually
demarcated
accurately with full
stops, capital letters,
question and
exclamation marks
· some attempt to
· some internal structure
organise ideas with
within sections of text
e.g. one-sentence
related points
paragraphs or ideas
placed next to
loosely organised
each other
· openings and
· within
closings usually
paragraphs/sections,
some links between
signalled
sentences, e.g. use of
· some attempt to
pronouns or of
sequence ideas or
adverbials
material logically
· some appropriate
ideas and content
included
· some attempt to
elaborate on basic
information or events,
e.g. nouns expanded
by simple adjectives
· purpose
established at a
general level
· main features of
selected form
sometimes
signalled to the
reader
· simple, generally
appropriate
vocabulary used,
limited in range
· some words
selected for
effect or
occasion
· correct spelling of
· legible style, shows
– some common
accurate and
grammatical function
consistent letter
words
formation, sometimes
– common content/lexical
joined
words with more than
one morpheme, including
compound words
· likely errors
– some inflected endings,
e.g. past tense,
comparatives, adverbs
– some phonetically
plausible attempts at
content/lexical words
Level In some forms of
2
writing
In some forms of
writing
In some forms of
writing
In some forms of
writing
In some forms of
writing
In some forms of writing
· some, limited, use of
speech punctuation
· comma splicing
evident, particularly
in narrative
· movement between
paragraphs/sections
sometimes abrupt or
disjointed
· some variation in
· clause structure
· some basic
sentence openings,
mostly grammatically
sequencing of
e.g. not always
ideas or material,
correct
starting with name or · sentence
e.g. time-related
words or phrases,
pronoun
demarcation with
line breaks,
· mainly simple
capital letters and full
headings, numbers
sentences with and
stops usually
used to connect
accurate
· openings and/or
closings
clauses
· some accurate use
sometimes
of question and
· past and present
signalled
tense generally
exclamation marks,
consistent
and commas in lists
In some forms of writing
· ideas in sections
grouped by content,
some linking by simple
pronouns
· attempt to adopt
· some attempts at
viewpoint, though often
appropriate style,
not maintained or
with attention to
inconsistent, e.g.
reader
attitude expressed, but
with little elaboration
· mostly relevant ideas
and content,
sometimes repetitive
or sparse
In some forms of
writing
· some basic
purpose
established, e.g.
main features of
story, report
· some apt word choices
· some appropriate
create interest
features of the
· brief comments,
given form used
questions about events
or actions suggest
· some attempts to
adopt appropriate
viewpoint
style
· simple, often
speech-like
vocabulary
conveys relevant
meanings
· some
adventurous
word choices,
e.g. opportune
use of new
vocabulary
In most writing
In some forms of
· usually correct spelling of writing
– high frequency
· letters generally
grammatical function
correctly shaped but
words
inconsistencies in
– common single
orientation, size and
morpheme
use of upper/lower
content/lexical words
case letters
· likely errors
· clear letter formation,
– inflected endings, e.g.
with ascenders and
past tense, plurals,
descenders
adverbs
distinguished,
– phonetic attempts at
generally upper and
vowel digraphs
lower case letters not
mixed within words
BL
IE
Key:
BL – Below level
IE – Insufficient evidence
Overall assessment (tick one box only)
QCA
Low 2
Secure 2
High 2
Low 3
Secure 3
High 3
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