Getting to Level 5
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 produce writing which is varied, interesting and thoughtful
Well structured and organised writing (including range of conventions for layout)
Use formal and informal styles in writing
Select from a wide range of known imaginative and ambitious vocabulary
Use paragraphs consistently and appropriately
Use pronouns to avoid repetition of character name or objects/places
Confidently select from a range of sentence structures for effect
Use a wide range of punctuation (commas, apostrophes, dashes, ellipses)
Write in fluent, clear and joined script
Use a range of narrative techniques interweaving when appropriate (DAD: Description, Action, Dialogue)
Use a range of literary features for effect (MAPOS- figurative language)
Experiment with punctuation to separate clauses (semi colons, colons, dashes)
*Descriptors taken from Ros Wilson APP Criterion Scheme
Well structured and organised writing (including range of conventions for layout)
Use formal and informal styles in writing
Select from a wide range of known imaginative and ambitious vocabulary
Use paragraphs consistently and appropriately
Use pronouns to avoid repetition of character name or objects/places
Confidently select from a range of sentence structures for effect
Use a wide range of punctuation (commas, apostrophes, dashes, ellipses)
Write in fluent, clear and joined script
Use a range of narrative techniques interweaving when appropriate (DAD: Description, Action, Dialogue)
Use a range of literary features for effect (MAPOS- figurative language)
Experiment with punctuation to separate clauses (semi colons, colons, dashes)
*Descriptors taken from Ros Wilson APP Criterion Scheme
