ENGLISH ‘STEP UP’ Assessments - YEAR SIX National Curriculum - EMERGENT to EXPECTED to EXCEEDED
ENGLISH STEP UP Assessments – YEAR SIX
Au1
Au2
Sp1
Sp2
Su1
Su2
The Moderation process and extra support for teachers
To support teachers when assessing the Year 6 NC for writing The programme of study ‘Notes and guidance’ give further explanation as to what the Expectations look like in each year group.
Each half term as a minimum requirement for year group moderation teachers will highlight each objective that has been fully achieved. This will be backed up by evidence in a child’s book and by moderation across books in the year group and from school to school.
Where a child is not yet at the year group EXPECTED the regular assessments will show what steps are needed next for interventions.
The objectives highlighted are the KEY objectives which are backed up by the objectives underneath them.
EMERGENT - YEAR 6
The objectives covered to reach the EXPECTED level
The breakdown of steps to reach the Year group EXPECTED
These are taken from the KS2 performance descriptors and are a breakdown of the
YEAR 5 programme of study. These STEPS are needed in order for the children to
reach the EXPECTED LEVEL for YEAR 5
SPELLING
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Beginning to understand the suffixes of ible and –able, -cial and
–tial, -ance and –ence.e.g. adorable, (adoration),applicable,
(application),considerable,
(consideration),tolerable,(toleration), changeable, noticeable,
forcible, legible, dependable, comfortable, understandable,
reasonable, enjoyable, reliable, possible, horrible, terrible,
visible, incredible, sensible. official, special, artificial, partial,
confidential, essential(1)
Understand the is doubled if the –fer is still stressed when the
ending is added referring, referred, referral, preferring,
preferred, transferring, transferred, referee. (2)
EXPECTED - YEAR 6
MASTERED/EXCEEDED - YEAR 6
THE EXPECTATION for ALL children in Year 5
Confidently using and applying the EXPECTED objectives
TARGET: 85% of class to be at End of Year Expectation
These objectives are linked to the assessment performance descriptors for
MASTERY. This is not about moving into next year group expectations BUT
confidently using and applying the EXPECTED objectives.
SPELLING
Pupils can:
1. Spell and use words with the suffix –ible and –able, -cial and –tial, ance and –ence.
2.
Can spell and use words with suffixes beginning with vowel letters
to words ending in –fer.
3.
Draw on their knowledge of morphology and etymology to spell
words correctly with the pattern ‘ei’
Draw on their knowledge of morphology and etymology to spell
words correctly with the letter string ‘ough’
Words with the sound spelt ei after c e.g. deceive, conceive,
receive,
perceive, ceiling.(3)
5.
Understand and correctly spell homophones and other words that
are often confused.
Words containing the letter-string ough e.g. ought, bought,
thought, nought, brought, fought,rough, tough, enough, cough,
though, although, dough, through, thorough, borough, plough,
bough. (4)
6.
Spell all of the words on the spelling list for Years 5 and 6.
7.
Can use dictionaries to check the spelling and meaning of words.
Can identify the differences between: advice/advise,
device/devise, licence/license, practice/practise,
prophecy/prophesy (5)
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Aisle/isle, aloud/allowed, affect/effect, alter/alter,
ascent/assent, bridle/bridle, cereal/serial,
complement/compliment. (5)
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Is able to spell the majority of the spellings for Years 5 and 6. (6)
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Uses dictionary skills to locate specific words. (7)
Understands and uses a thesaurus. (7)
SPELLING
All aspects of writing transcription: spelling at the national standard are
embedded.
Spelling is accurate even when applied to ambitious or unfamiliar
vocabulary.
Can demonstrate accurate application of:
suffixes -ible and –able, -cial and –tial, -ance and –ence in all writing
4.
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TARGET: 33% of class to have mastered
Uses a dictionary and thesaurus to help in the selection of an alternative
according to the text type.
Contact: [email protected] Documentation developed by SLEs, Maths and English Leads across Birmingham schools - By teachers for teachers
ENGLISH ‘STEP UP’ Assessments - YEAR SIX National Curriculum - EMERGENT to EXPECTED to EXCEEDED
HANDWRITING
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Handwriting is legible and consistent although this isn’t always
maintained over a sustained period. (8)
HANDWRITING
8. write legibly, fluently and with increasing speed by:
- choosing which shape of a letter to use when given choices and
deciding whether or not to join specific letters
- choosing the writing implement that is best suited for a task.
HANDWRITING
Fluent handwriting is maintained when writing at a sustained speed across
all aspects of the curriculum.
Writing Composition – Plan, draft and write, evaluate and edit
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Plans and identifies the audience for and the purpose of the
writing based on discussions around similar texts to those that
they are planning to write. (9)
Purpose and organisation
Writing Composition – Plan, draft and write, evaluate and edit
9. Writing for a range of purposes and audiences demonstrates
selection and use of suitable forms with appropriate features
drawn from models of similar writing, wider reading and research.
Purpose and Organisation
10. In non-narrative, uses appropriate organisational and
presentational devices to structure and guide the reader
Writing Composition – Plan, draft and write, evaluate and edit
All aspects of writing composition: planning, drafting, evaluating, editing
and proof reading at the national standard are embedded using the
following means:
Purpose and Organisation
Writing for a rage of purposes and audiences is manipulated and controlled
to achieve the attended effect.
11. In planning for narratives, ideas for characters and settings are
often drawn from what pupils have read, listened to or seen
performed.
In non-narrative, the structure of the writing is used to present, withhold,
expand or develop material to achieve the intended effect.
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In non-narrative understands and uses some of the
organisational devices to create a structure appropriate to the
text e.g. headings, bullet points etc.. (10)
Addresses the reader and refers back to previous paragraphs or
key points.(10)
Attempts to link the final paragraph back to the introduction.
(10)
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Uses appropriate planning techniques to guide the story writing
process. (11)
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In narrative writing, is able to use the structure of paragraphs to
define key aspects of the genre and understands the need to
describe the setting and characters to suit the style of writing.
(11)
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There is interaction between characters through speech. e.g.
describes the settings, characters and atmosphere whilst
considering the needs of the reader. (12)
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Uses dialogue to advance the action and develop the character
throughout the writing process. (12)
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Uses a full range of carefully selected conjunctions across and
within paragraphs to create cohesion. E.g. repetitions of words
or phrases to link ideas together. (13)
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Vocabulary choices are varied, appropriate and imaginative to
suit the writing. (13)
Evaluate and Edit:
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Is able to proof-read for spelling and punctuation errors. (14)
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Can make improvements to their own and other’s work through
the use of genre checklists and language feature guides. (14)
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Can read their work aloud to a group or whole class and takes
account of tone and intonation. (15)
12. In narratives, description of settings, characters and atmosphere is
used appropriately, including integration of dialogue to convey
character and advance the action.
In narrative writing, all aspects of the structure are used to have an impact
on the reader including the use of flashbacks to develop the theme.
13. The drafting process is used to make appropriate choices of
grammar and vocabulary to clarify and enhance meaning, including
use of a thesaurus.
Cohesive devices are used across the text and selected to suit the audience
and purpose.
Evaluate and edit:
14. By assessing the effectiveness of their own and other’s writing and
suggesting appropriate improvements including the consistency of
tense to support whole text cohesion and coherence.
Evaluate and Edit:
Throughout the writing process, can make appropriate additions,
corrections and revisions according to the task and make appropriate
suggestions to their own and other’s writing.
Contact: [email protected] Documentation developed by SLEs, Maths and English Leads across Birmingham schools - By teachers for teachers
ENGLISH ‘STEP UP’ Assessments - YEAR SIX National Curriculum - EMERGENT to EXPECTED to EXCEEDED
GRAMMAR AND PUNCTUATION
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Attempts to use the passive voice in specific writing genres and
uses the passive voice to affect the presentation of information
in a sentence [for example, I broke the window in the
greenhouse versus The window in the greenhouse was broken
(by me)]. E.g. the dog chased the cat. The cat was chased by the
dog. (16)
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Can use formal or informal language as appropriate to the text
type. E.g. informal letter writing to friends and family and formal
letter writing to an official or important person. (17)
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Has a deepening understanding when to use a relative pronoun
and uses this to add detail and description to sentences. E.g.
During the flood the rain fell more than expected with the result
that many people were made homeless. (18)
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Has a growing understanding of the terms relative pronoun,
passive voice, perfect form and can locate in their own and
other’s writing. (19)
Punctuation
Can identify colons and usually uses them when writing a list. (20)
Punctuates speech. (21)
Is beginning to use brackets, dashes or commas in own writing. (22)
15. Evaluate and edit by reading aloud their own writing, to a group ,
whole class or larger audience and adapt the style using
appropriate and varied intonation so that the meaning is clear to
the audience.
GRAMMAR AND PUNCTUATION
16. Can use the passive voice to affect the presentation of information
in a sentence.
17. Understands the difference between structures typical of informal
speech and structures appropriate for formal speech and writing.
18. Can use relative pronouns to clarify and explain relationships
between ideas.
Evaluate their writing according to the audience and purpose, the
effectiveness of word choice and grammar and punctuation through a
variety of means including reading aloud.
GRAMMAR AND PUNCTUATION
All aspects of writing composition, applying vocabulary, grammar and
punctuation at the national standard are embedded.
Has a clear and coherent understanding of the terms relative pronoun,
passive voice and the perfect form and is able to use these to best effect
according to audience and purpose.
19. Can use and understand the grammatical terminology – in addition
to the Year 5 terminology- relative pronoun, passive voice, the
perfect form and use appropriately when discussing their writing
and reading.
Punctuation
Indicate grammatical and other features by:
20. Using colons to introduce a list.
21. Punctuate speech accurately
22. Uses brackets, dashes or commas to indicate parenthesis.
Punctuation
Uses colons and semi colons effectively and accurately.
Is able to select the use of brackets, commas or dashes when indicating
parenthesis and justify choices.
Contact: [email protected] Documentation developed by SLEs, Maths and English Leads across Birmingham schools - By teachers for teachers