Getting to Level 4
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
Can write in a lively and coherent style
Use a range of writing styles confidently
Use ambitious and adventurous vocabulary/ language (including MAPOS)
Organise ideas for purpose and reader
Use full stops, question marks and commas accurtely
Can write in a clear, neat and accurate cursive script
Can use a range of sophisticated connectives (although, however, nevertheless)
Can use or attempt to use paragraphs
Can use grammatically complex sentences (including subordinate clauses)
Can use apostrophes and inverted commas accurately
Select interesting ways to move a story or piece of writing forward
Develop ideas in creative and interesting ways
*Descriptors taken from Ros Wilson APP Criterion Scheme
Use a range of writing styles confidently
Use ambitious and adventurous vocabulary/ language (including MAPOS)
Organise ideas for purpose and reader
Use full stops, question marks and commas accurtely
Can write in a clear, neat and accurate cursive script
Can use a range of sophisticated connectives (although, however, nevertheless)
Can use or attempt to use paragraphs
Can use grammatically complex sentences (including subordinate clauses)
Can use apostrophes and inverted commas accurately
Select interesting ways to move a story or piece of writing forward
Develop ideas in creative and interesting ways
*Descriptors taken from Ros Wilson APP Criterion Scheme