Getting to Level 3
The National Expectation for children in UK Schools is that children reach a level 2/3 by the end of Year 2 (Key Stage 1 SATs) and a level 4/5 by the end of Year 6 (Key Stage 2 SATs). Pupils are encouraged to identify their own targets with help from their teachers, however teachers will continually assess a child's progress from day to day, week to week and from term to term. The easiest way for a child to recognise where to make improvements is to carefully read the comments left in their books. However, some schools will also give children (and their parents/guardians) levels or sub levels. To get a better understanding of how to reach each level, children should refer to the ticklist below.
Level Description
Work which is organised, imaginative and clear
Use interesting and varied word choices- some 'ambitious'
Develop ideas into complete sentences
Use a wide range of connectives between ideas
Use basic punctuation accurately (full stops, capital letters and question marks)
Can structure ideas clearly (opening, middle and end)
Experiment with a range of punctuation (commas, exclamation marks and apostrophes)
Use cursive handwriting accurately (joined, fluent, on the line and consistent height)
Use adjectives and adverbs for description
Spell harder words phonetically (by sounding out)
Can develop characters and settings, feelings and emotions
Can use a range of generalisers for style (sometimes, never, often, in addition)
*Descriptors taken from Ros Wilson APP Criterion Scheme
Use interesting and varied word choices- some 'ambitious'
Develop ideas into complete sentences
Use a wide range of connectives between ideas
Use basic punctuation accurately (full stops, capital letters and question marks)
Can structure ideas clearly (opening, middle and end)
Experiment with a range of punctuation (commas, exclamation marks and apostrophes)
Use cursive handwriting accurately (joined, fluent, on the line and consistent height)
Use adjectives and adverbs for description
Spell harder words phonetically (by sounding out)
Can develop characters and settings, feelings and emotions
Can use a range of generalisers for style (sometimes, never, often, in addition)
*Descriptors taken from Ros Wilson APP Criterion Scheme