KS3 READING
Skill 1
Identify and interpret explicit and implicit
information and ideas
Select and synthesise evidence from
different texts
Perceptive,
detailed
10
Shows a detailed understanding of texts
Offers perceptive interpretation of texts
Synthesises evidence between texts
Selects a range of judicious quotations
from texts
Skill 2
Explain, comment on and analyse how writers use language
and structure to achieve effects and influence readers, using
relevant subject terminology to support their views
NC
Skill 3
Compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts
Shows detailed and perceptive understanding of language
and analyses the effects of the writer’s choices
Analyses the effects of the writer’s choice of structural
features
Selects a range of judicious quotations
Uses sophisticated subject terminology accurately
Shows a detailed and occasionally perceptive understanding
of language choices and offers some analysis of the effects
Offers some analysis of the writer’s choice of structural
features
Selects some judicious quotations
Uses some sophisticated subject terminology accurately
10
Shows a detailed understanding of the differences between
the ideas and perspectives
Compares ideas and perspectives in a perceptive way
Analyses how methods are used to convey ideas and
perspectives
9
Understanding of the differences between the ideas and
perspectives is becoming increasingly detailed
Shows some perceptiveness when comparing ideas and
perspectives
Mainly analytical in exploring how methods are used to
convey ideas and perspectives
Perceptive,
detailed
NC
Skill 4
Read, understand and respond to
texts. Students should be able to:
maintain a critical style and
develop an informed personal
response; use textual references,
including quotations, to support
and illustrate interpretations.
Critical, exploratory,
conceptualised response to task
and whole text
Judicious use of precise references
to support interpretation(s)
Skill 5
Show understanding of the
relationships between texts and
the contexts in which they were
written
SPaG
Exploration of ideas/ perspectives/
contextual factors shown by
specific, detailed links between
context/text/task
In the context of the level of demand of the
question, learners spell and punctuate with
consistent accuracy, and consistently use
vocabulary and sentence structures to achieve
effective control of meaning.
Response to the task and whole
text is becoming critical and
exploratory
Uses a range of precise references
to support interpretation(s)
Increasing exploration of ideas/
perspectives/ contextual factors,
shown by increasingly specific,
detailed links between context/
text/ task
In the context of the level of demand of the
question, learners spell and punctuate with
consistent accuracy, and consistently use
vocabulary and sentence structures to achieve
effective control of meaning.
Shows some detailed understanding of
texts and offers some perceptive
interpretation of texts
Synthesises some evidence between texts
Selects some judicious quotations from
texts
8
Shows a consistently clear understanding,
of texts, with some detail and beginning to
offer some perceptive interpretation of
texts
Beginning to synthesise evidence between
texts
Selects a range of precise quotations from
texts
Shows a clear understanding of texts and
begins to interpret texts
Demonstrates clear connections between
texts
Selects relevant quotations/references
from texts to support response
Shows a consistently clear understanding, with some more
detailed and perhaps perceptive understanding of language
Explanation of the writer’s choice of structural features is
becoming more analytical
Selects a range of precise quotations
Uses an increasing range of subject terminology accurately
8
Shows a consistently clear understanding of the differences
between the ideas and perspectives, with increasing detail
Compares ideas and perspectives in a clear and occasionally
perceptive way
Explains clearly and with some analysis how methods are
used to convey ideas and perspectives
Response to the task is
consistently clear, with some
critical exploration
Uses some precise references to
support interpretation(s)
Some exploration of ideas/
perspectives/ contextual factors
shown by detailed links between
context/text/task
In the context of the level of demand of the
question, learners spell and punctuate with
consistent accuracy, and consistently use
vocabulary and sentence structures to achieve
effective control of meaning.
Shows clear understanding of language and clearly explains
the effects of the writer’s choices of language
Clearly explains the effects of the writer’s choices of
structural features
Selects a range of relevant quotations
Uses subject terminology accurately
7
Shows a clear understanding of differences between the
ideas and perspectives
Compares ideas and perspectives in a clear and relevant
way
Explains clearly how methods are used to convey ideas and
perspectives
Clear, explained response to task
and whole text
Effective use of references to
support explanation
Clear understanding of
ideas/perspectives/ contextual
factors shown by specific links
between context/text/task
In the context of the level of demand of the
question, learners spell and punctuate with
considerable accuracy, and use a considerable
range of vocabulary and sentence structures to
achieve general control of meaning.
Beginning to show a clear understanding of
texts
Some inference from one/ texts
Demonstrates some clear connections
between texts
Selects some relevant quotations/
references from texts to support response
Identifies some understanding of texts and
attempts some inference
Attempts to link evidence between texts
Selects some quotations/references; not
always supporting (from one/ texts)
Shows some clear understanding of language and explains
the effects of the writer’s choices of language
Explains the effects of the writer’s choices of structural
features
Selects relevant quotations
Uses some subject terminology appropriately
6
Beginning to show a clear understanding of differences
between the ideas and perspectives
Some comparison of ideas and perspectives with some
clarity and relevance
Explains how methods are used to convey ideas and
perspectives
Explained response to task and
whole text
Use of references to support
explanation
Understanding of
ideas/perspectives/ contextual
factors shown by links between
context/text/task
In the context of the level of demand of the
question, learners spell and punctuate with
considerable accuracy, and use a considerable
range of vocabulary and sentence structures to
achieve general control of meaning.
Shows some understanding of language and attempts to
comment on the effect of language
Attempts to comment on the effect of structural features
Selects some relevant quotations
Uses some subject terminology, not always appropriately
5
Identifies some differences between the ideas and
perspectives
Attempts to compare ideas and perspectives
Some comment on how methods are used to convey ideas
and perspectives
Some explained response to task
and whole text
References used to support a
range of relevant comments
Some understanding of implicit
ideas/ perspectives/contextual
factors shown by links between
context/text/task
In the context of the level of demand of the
question, learners spell and punctuate with
reasonable accuracy, and use a reasonable range
of vocabulary and sentence structures; any errors
do not hinder meaning in the response.
Shows simple awareness of texts and
offers paraphrase rather than inference
Makes simple or no links between texts
Simple reference or textual details from
one/ texts
Shows simple awareness of language and offers simple
comment on the effect of language
Offers simple comment on the effect of structural features
Simple references or textual details
Simple mention of subject terminology
4
Simple awareness of different ideas and/or perspectives
Simple cross reference of ideas and/or perspectives
Simple identification of how differences are conveyed
Simple comments relevant to task
and text
Reference to relevant details
Simple comment on explicit
ideas/contextual factors
In the context of the level of demand of the
question, learners spell and punctuate with
reasonable accuracy, and use a reasonable range
of vocabulary and sentence structures; any errors
do not hinder meaning in the response.
Shows some simple awareness of texts and
paraphrases the text
Makes some simple or no links between
texts
Some simple reference or textual details
from one/ texts
Ability to read some key words
Ability to decode new words
Ability to remember information about the
text
Shows some simple awareness of language and offers some
simple comment on the effect
Offers some simple comment on the effect of structural
features
Some simple references or textual details
Some simple mention of subject terminology
Very limited awareness of any obvious features of language
and structure
3
Some simple awareness of different ideas and/or
perspectives
Some simple cross reference of ideas and/or perspectives
Some simple identification of how differences are conveyed
Some simple comments relevant
to task and text
Reference to details
Some simple comment on explicit
ideas/contextual factors
In the context of the level of demand of the
question, learners spell and punctuate with
reasonable accuracy, and use a reasonable range
of vocabulary and sentence structures; any errors
do not hinder meaning in the response.
2
Some limited awareness of links between texts
Ability to work out simple ideas
about events and information,
based on evidence from the text
Some limited awareness of
context
Ability to read high-frequency words
Ability to decode some new words
Aware of punctuation marks
Some very limited awareness of any obvious features of
language and structure
1
Some limited awareness of simple links
Ability to recall simple points from
familiar texts
Ability to refer to pages/ sections
Some limited awareness of simple
aspects of context
In the context of the level of demand of the
question, learners spell and punctuate with
reasonable accuracy, and use a reasonable range
of vocabulary and sentence structures; any errors
do not hinder meaning in the response.
In the context of the level of demand of the
question, learners spell and punctuate with
reasonable accuracy, and use a reasonable range
of vocabulary and sentence structures; any errors
do not hinder meaning in the response.
Some,
attempts
5
Simple,
limited
4
3
2
1
Some,
attempts
6
Simple,
limited
Clear, relevant
7
Clear, relevant
9
KS3 WRITING
Old
New
Skill 1
Communicate clearly, effectively and imaginatively,
selecting and adapting tone, style and register for different
forms, purposes and audiences.
Skills 2
Organise information and ideas, using structural and
grammatical features to support coherence and
cohesion of texts
10
A*
8-9
Communication is convincing and compelling throughout
Tone style and register assuredly matched to purpose, form
and audience; manipulative, subtle and increasingly
abstract
Highly structured and developed writing, incorporating
a range of integrated and complex ideas
Fluently linked paragraphs with seamlessly integrated
discourse markers
Varied and inventive use of structural features
Extensive and ambitious vocabulary
with sustained crafting of linguistic
devices
Uses a full range of appropriate sentence forms for effect
Uses Standard English consistently and appropriately with secure control of complex
grammatical structures
Sentence demarcation is consistently secure and consistently accurate
Wide range of punctuation is used with a high level of accuracy
High level of accuracy in spelling,
including ambitious vocabulary
9
A
7
Communication is convincing
Tone, style and register consistently match purpose, form
and audience;
Structured and developed writing with a range of
engaging complex ideas
Consistently coherent use of paragraphs with
integrated discourse markers
Varied and effective structural features
Extensive vocabulary with evidence of
conscious crafting of linguistic devices
Uses an increasingly wide range of appropriate sentence forms for effect
Uses Standard English consistently and appropriately with mainly secure control of complex
grammatical structures
Sentence demarcation is almost consistently secure and accurate
Increasing range of punctuation is used, with increasing accuracy
Mainly high level of accuracy in
spelling, including some ambitious
vocabulary
8
B
6
Communication is consistently clear and effective
Tone, style and register matched to purpose, form and
audience
Writing is engaging using a range of detailed connected
ideas
Coherent paragraphs with integrated discourse
markers
Effective use of structural features
Increasingly sophisticated vocabulary
and phrasing, chosen for effect with a
range of appropriate linguistic devices
Uses a variety of sentence forms for effect
Mostly uses Standard English appropriately with mostly controlled grammatical structures
Sentence demarcation is mostly secure and mostly accurate
Range of punctuation is used, mostly with success
Generally accurate spelling, including
complex and irregular words
7
C
4/5
Communication is clear
Tone, style and register generally matched to purpose,
form and audience
Writing is engaging with a range of connected ideas
Usually coherent paragraphs with range of discourse
markers
Usually effective use of structural features
Vocabulary clearly chosen for effect and
successful use of linguistic devices
Uses a wider range of sentence forms and beginning to be effective
Some consistent use of Standard English with some control
Sentence demarcation is increasingly secure and accurate,
Range of punctuation is used
Increasingly accurate spelling,
including some complex and irregular
words
6
D
3
Communication is mostly successful
Some sustained attempt to match purpose, form and
audience; some control of register
Increasing variety of linked and relevant ideas
Some use of paragraphs and some use of discourse
markers
Some use of structural features
Conscious use of vocabulary with some
use of linguistic devices
Attempts a variety of sentence forms
Some use of Standard English with some control of agreement Sentence demarcation is mostly
secure and sometimes accurate
Some control of a range of punctuation
Some accurate spelling of more
complex words
5
E
2
Communicates with some success
Attempts to match purpose, form and audience; attempts
to control register
Some linked and relevant ideas
Attempt to write in paragraphs with some discourse
markers, not always appropriate
Attempts to use structural features
Begins to vary vocabulary with some
use of linguistic devices
Aware of and beginning to attempt to use a variety of sentence forms
Some use of Standard English with occasional control of agreement
Some sentence demarcation with occasional accuracy
Some control of punctuation
Accurate basic spelling; there may be
some accuracy of more complex
words
4
F
1
Simple communication of ideas
Simple awareness of purpose, form and audience; limited
control of register
One or two relevant ideas, simply linked
Random paragraph structure
Evidence of simple structural features
Simple vocabulary; simple linguistic
devices
Simple range of sentence forms
Occasional use of Standard English with limited control of agreement
Occasional use of sentence demarcation
Some evidence of conscious punctuation
Accurate basic spelling
3
G
1
Communicates limited meaning
Occasional sense of purpose, form and/or audience
One or two unlinked ideas
No paragraphs
Limited or no evidence of structural features
Simple vocabulary
Some simple sentence forms
Limited use of Standard English
Limited use of sentence demarcation
Limited evidence of conscious punctuation
Some accurate basic spelling
Mostly relevant ideas and content, sometimes repetitive or
sparse
Some apt word choices create interest
Brief comments, questions about events or actions suggest
viewpoint
Some basic purpose established
Some appropriate features of the given form used
Some attempts to adopt the appropriate style
Some indication of basic purpose, particular form or
awareness of reader e.g. story, label, message
Some basic sequencing of ideas of material
Openings and/or closings sometimes signalled
Ideas in sections grouped by content, some linking by
simple pronouns
Simple, often speech-like vocabulary
conveys relevant meanings
Some adventurous word choices
Clause structure mostly grammatically correct
Mainly simple sentences with and used to connect clauses
Past and present tense generally consistent
Sentence demarcation with capital letters and full stops usually accurate
Usually correct spelling of high
frequency grammatical function
words and common single morpheme
content/ lexical words
Likely errors with inflected endings
and phonetic attempts at vowel
digraphs
Some formulaic phrases indicate start/end of text e.g.
‘Once upon a time’, ‘One day’, ‘The end’.
Events/ ideas sometimes in appropriate order e.g.
actions listed in time sequence, items numbered
Simple connections between ideas, events e.g.
repeated nouns, pronouns relate to the main idea
Basic information and ideas conveyed
Some descriptive language e.g. colour,
size, simple emotion
Some simple vocabulary
Mostly grammatically accurate clauses
Reliance on simple phrases and clauses
Some sentence-like structures formed by chaining clauses together e.g. series of clauses
joined by repetitive use of ‘and’
Some awareness of use of full stops and capital letters e.g. beginning/ end of sentence
Usually correct spelling of simple
high-frequency words
Phonetically plausible attempts at
words with digraphs and double
letters
Sufficient number of recognisable
words for writing to be readable,
including e.g. use of letter names to
approximate syllables and words
Content is mostly successful
and controlled
Organisation is linked/relevant
and paragraphed
Content is clear and chosen for
effect
Organisation is engaging and
connected
Content is convincing and
crafted;
Organisation is structured,
developed, complex and varied
NC
1
Content is simple
Organisation is simple and limited
2
Skill 3
Use a range of vocabulary for clarity,
purpose and effect
Skill 4
Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation
Skill 5
Spell accurately
GCSE SPEAKING & LISTENING
NC
Old
New
Skill 1
Demonstrate presentation skills in a formal setting
2
Recount experiences and imagine possibilities, often
connecting ideas
Vary talk in simple ways to gain and hold the attention of
the listener
Skill 2
Listen and respond appropriately to spoken language,
including to questions and
feedback on presentations
Sustain concentrated listening, showing understanding of
complex ideas through interrogating what is said
Shape direction and content of talk, responding with
flexibility to develop ideas and challenge assumptions
Initiate, develop and sustain discussion through
encouraging participation and interaction, resolving
differences and achieving positive outcomes
Beginning to sustain concentrated listening, showing
understanding of complex ideas through interrogating
what is said
Beginning to shape direction and content of talk,
responding with flexibility to develop ideas and challenge
assumptions
Beginning to initiate, develop and sustain discussion
through encouraging participation and interaction,
resolving differences and achieving positive outcomes
Challenge, develop and respond to what they hear in
thoughtful and considerate ways, seeking clarification
through apt questions
Analyse and reflect on others’ ideas to clarify issues and
assumptions and develop the discussion
Identify useful outcomes and help structure discussion
through purposeful contributions
Beginning to challenge, develop and respond to what
they hear in thoughtful and considerate ways, seeking
clarification through apt questions
Beginning to analyse and reflect on others’ ideas to
clarify issues and assumptions and develop the discussion
Beginning to identify useful outcomes and help structure
discussion through purposeful contributions
Listen closely and attentively, engaging with what is
heard through perceptive responses
Make significant contributions that move discussions
forward
Engage with others’ ideas and feelings, recognising
obvious bias or prejudice and referring to precise detail
Beginning to listen closely and attentively, engaging with
what is heard through perceptive responses
Beginning to make significant contributions that move
discussions forward
Beginning to engage with others’ ideas and feelings,
recognising obvious bias or prejudice and referring to
precise detail
Respond positively to what they hear, including helpful
requests for explanation and further detail
Make specific, relevant contributions to discussion
Allow others to express ideas of points of view that may
differ from their own and respond appropriately
Respond to what they hear, showing some interest
including non-verbal reactions
Make brief, occasional contributions and general
statements in discussion
Follow central ideas and possibilities in what they hear
and raise straightforward questions
Listen and respond to the speaker, making simple
comments and suggestions
Make helpful contributions when speaking in turn, in
pairs, and in small groups
10
A*
8-9
Highlights priorities and essential detail when
communicating complex and demanding subject matter
Use a sophisticated repertoire of strategies to meet
challenging contexts and purposes
9
A
7
Beginning to highlight priorities and essential detail when
communicating complex and demanding subject matter
Beginning to use a sophisticated repertoire of strategies
to meet challenging contexts and purposes
8
B
6
Confidently convey and interpret information, ideas and
feelings, emphasising significant points and issues
Adapt and shape talk and non-verbal features to meet
the demands of different situations, contexts and
purposes
7
C
4/5
Beginning to confidently convey and interpret
information, ideas and feelings, emphasising significant
points and issues
Beginning to adapt and shape talk and non-verbal
features to meet the demands of different situations,
contexts and purposes
6
D
3
Effectively communicate information, ideas and feeling,
promote issues and points of view
Adapt talk to a variety of situations and audiences, using
non-verbal features to add impact
5
E
2
Beginning to effectively communicate information, ideas
and feeling, promote issues and points of view
Beginning to adapt talk to a variety of situations and
audiences, using non-verbal features to add impact
4
F
1
Convey straightforward information and ideas, coherent
accounts and narratives in extended turns
Begin to adapt talk and non-verbal features to meet the
needs of different audiences
3
G
1
Briefly express points of view, ideas and feelings
Sometimes develop detail to add interest to accounts,
narratives and information, supported by appropriate
non-verbal features
1
Express feelings and ideas when speaking about matters
of immediate interest
Talk in ways that are audible and intelligible to familiar
others
Understand and engage with the speaker in some
contexts, demonstrating attentive listening
Engage with others through taking turns in pairs and
small groups
Skill 3
Use spoken Standard English effectively in speeches and
presentations.
Skill 4
Understanding Spoken Language Varieties in Different
Contexts
Skill 5
Evaluating Language Choices in Spoken Language
Show an assured choice and flexible use of standard
English vocabulary and grammar in appropriate situations
Sustained and sophisticated interpretations of key
features found in spoken language data
Perceptive analysis and evaluation of aspects of how
they and others use and adapt spoken language for
specific purposes
Sophisticated analysis and evaluation of key issues
arising from public attitudes to spoken language
Beginning to show an assured choice and flexible use of
standard English vocabulary and grammar in appropriate
situations
Beginning to show sophistication in the interpretations
of key features found in spoken language data
Beginning to be perceptive in analysis and evaluation of
aspects of how they and others use and adapt spoken
language for specific purposes
Beginning to be sophisticated in the analysis and
evaluation of key issues arising from public attitudes to
spoken language
Make appropriate, controlled, effective use of standard
English vocabulary and grammar
Confident analysis and reflection on features found in
some spoken language
Confident explanation and analysis of how they and
others use and adapt spoken language for specific
purposes
Confident analysis of some issues arising from public
attitudes to spoken language varieties
Beginning to make appropriate, controlled, effective use
of standard English vocabulary and grammar
Some confident analysis and reflection on features found
in some spoken language
Some confident explanation and analysis of how they
and others use and adapt spoken language for specific
purposes
Some confident analysis of some issues arising from
public attitudes to spoken language varieties
Use a range of well-judged vocabulary and sentence
structures to achieve different purposes, including
competent and appropriate use of standard English
Exploration of features found in some spoken language
data
Explanation of how they and others use and adapt
spoken language for specific purposes
Exploration of some issues arising from public attitudes
to spoken language varieties
Beginning to use a range of well-judged vocabulary and
sentence structures to achieve different purposes,
including competent and appropriate use of standard
English
Beginning to explore features found in some spoken
language data
Some explanation of how they and others use and adapt
spoken language for specific purposes
Some exploration of some issues arising from public
attitudes to spoken language varieties
Use a variety of vocabulary and structures for different
purposes, including appropriate features of standard
English with reasonable accuracy
Some understanding of significant features found in
some spoken language data
Some awareness of how they and others use and adapt
spoken language for specific purposes
Some awareness of public attitudes to spoken language
varieties
Use straightforward vocabulary and grammar, showing
awareness of some main features of standard English
Description of a limited range of features to be found in
some spoken language data
Limited awareness of how they and others use and
adapt spoken language for specific purposes
Limited awareness of public attitudes to spoken
language varieties
Make specific vocabulary choices and use non-verbal
features that show awareness of different purposes and
listeners
Very limited description a limited range of features to be
found in some spoken language data
Very limited awareness of ways in which speakers vary
talk, and why
Very limited awareness of attitudes
Show some awareness of the listener by making changes
to language and non-verbal features
Some very limited ability to identify simple features
found in some language data
Some very limited awareness of ways in which speakers
vary talk
Some very limited awareness of attitudes