Assessing Pupil Progress Writing: Level 5
Name: ___________________________
Criteria for Level 4: Four out of AF1, AF2, AF3, AF4, AF5, AF6.
5c = minimum criteria met
5b = minimum criteria AND additional highlighting across Level 5 AFs
AF1:
write imaginative,
interesting and thoughtful
texts
Level 5
AF2:
write texts which
are appropriate to
task, reader and
purpose
5a = nearly all of Level 5 AND highlighting across several AFs at Level 6
AF3:
organise whole texts
effectively,
sequence and
structure
information, ideas
and events
AF4:
construct
paragraphs, use
cohesion within and
between paragraphs
AF5:
vary sentences for
clarity, purpose and
effect
AF6:
write with accurate
syntax and
punctuation in
phrases, clauses
and sentences
AF7:
select appropriate
and effective
vocabulary
AF8:
spelling
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Across a range of writing:
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relevant ideas and
material developed with
imaginative detail (eg.
adding clues about
characters or unexpected
twists in narrative; an
unusual example in a
persuasive argument; a
thoughtful insight in a
diary entry)
ideas appropriately
developed and shaped
for the genre (eg.
building upon information,
hiding info. from the
reader; being succinct or
elaborating as needed)
clear viewpoint
established with some
elaboration (eg. report:
impersonal & distances
the writer; discussion:
neutral & avoids intrusive
opinion; persuasion:
definite standpoint &
exaggerated language;
narrative: narrator/
character viewpoint)
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main purpose of
writing is
consistently
maintained
(across the range
of text types)
features of
selected form
clearly
established with
some adaptation
to purpose (eg.
persuasive letter,
historical diary
entry, parodies,
time-slips,
flashbacks)
appropriate style
clearly
established to
maintain
reader’s interest
throughout (eg.
asides, rhetorical
questions, direct
appeal to the
reader,
imaginative plots
or detail)
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writing is
organised into
appropriate
paragraphs,
increasing in
length
ideas are
effectively
developed across
the text (eg.
referring back to
something already
mentioned and
elaborating on it;
using an additional
paragraph to add
greater detail ie.
about a character)
the links between
paragraphs help
to structure the
overall direction
of the text (eg.
each link makes
sense and helps
the paragraphs to
flow towards the
ending)
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paragraphs help
move the text
towards its main
purpose (eg. used
to build up point of
view, ending with
most convincing
point in persuasion;
used to explain one
point at a time, for &
against in
discussion; used to
build up more
complicated stories,
crating tension,
humour etc.)
a range of devices
support cohesion
within paragraphs
(eg. secure use,
person, tense,
pronouns, range of
connectives,
references
forwards/backwards)
links between
paragraphs are
evident across the
whole text (eg. each
individual link makes
sense)
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a variety of sentence
lengths and
structures used to
provide clarity and
emphasis (eg.
balance of simple and
complex sentences,
used deliberately)
wider range of
connectives used
accurately (eg. on the
other hand, therefore,
meanwhile)
manipulation of
clauses for effect
(eg. varying the
position of
subordinate clauses
within the sentence;
use of conditionals
(if, should, could,
may); range of
adverbials (he will be
arriving soon, she left
the room in great
haste; passive voice,
ripped apart by the
lion, the deer had no
chance of survival.)
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punctuation used
consistently
accurately to
demarcate
sentences
(including all
speech
punctuation)
punctuation
within the
sentence
generally
accurate
(including commas
for clauses)
some accurate
use of higher
order
punctuation
within sentences
(eg. semi colons,
colons, brackets,
dashes, ellipses)
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sophisticated
vocabulary (eg.
whilst soaring
majestically in the
air, the sole
remaining engine
unexpectedly cut out
and left him left
hurtling to his
demise)
vocabulary chosen
for effect (eg.
repetition for effect,
similes, metaphors,
personification)
vocabulary
appropriate to
context (eg. writing
in dialect for a
character; using
appropriate vocab.
for the time: ‘we are
extremely glad to
hear of the birth of
the child and hope
that everything
proceeds as well as
it begins’ (Victorian)
correct
spelling of
most words
attempted,
including
those with
more
complicated
spelling
patterns (eg.
tion, sion,
unstressed
vowels, ie/ei,
silent letters)
Below
Level
Overall assessment (tick one box only)
Date:
Level 4a
Level 5c
Level 5b
Level 5a