FOCUS LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 LEVEL 7

P WR  You include mostly  You include some You include relevant ideas.  You develop your ideas  You are imaginative when  You are imaginative when
ITE relevant ideas, but you appropriate ideas. using imaginative detail. writing, showing you are writing and successfully
U sometimes repeat yourself or Some ideas and descriptions very familiar with the adapt a wide range of forms
R
R VO
do not write enough.  You sometimes give more are developed in more detail.  You establish a clear conventions of different and types of writing to suit
detail on ideas with simple individual voice / viewpoint forms and types of writing. the audience.
P ICE  Your writing sometimes adjectives. which you mostly
 You establish and
O AN shows that you’ve adopted maintain a straightforward consistently maintain and  You mostly adapt your  You adopt a distinctive
D an individual voice /  You try to adopt an individual voice / viewpoint. give more information on writing to suit the purpose individual voice / point of
S
ST viewpoint. individual voice / viewpoint, and audience, although not view which you maintain
E YL but it is not developed. always successfully. throughout the text.
, E
 Your individual voice /  You successfully and
A point of view is convincing consistently control an
 You set up some basic  You try to write for the  The main purpose of your  The main purpose of your
U purpose. right purpose. writing is clear but not writing is clear and and mostly maintained appropriate level of formality
throughout. to suit the audience.
D PU
always consistently consistently maintained.
 You use some features of  You use some features of maintained.
I RP the right form. the right form.  You clearly use the correct  Your level of formality You use a range of devices to
E OS  You use the main features features of form. generally matches the achieve effect.
E,  You try to write in the  You are aware of the right of the form. purpose and audience.
N
AU right style, but it is style, but it is not sustained.  You keep the reader
C DIE superficial.  You use the correct style, interested by using the  You use a range of
devices to achieve effect
E NC but it is not sustained. appropriate stylistic features.

, E
&
F
FO
O RM
R
M

W You use simple, speech-like You use simple, mostly You include some deliberate  You use vocabulary for  You use vocabulary You use imaginative
VO vocabulary. appropriate vocabulary, but vocabulary choices. effect. mostly suiting the purpose vocabulary, well-matched to
O it isn’t very varied. and audience of your writing. the purpose and audience of
CA
R BU
 You include some daring  You use a more varied  You use a reasonably wide your writing.
words.  You try to use words for vocabulary to match the vocabulary, but you  You use a range of
D LA effect. topic of your writing. sometimes use words vocabulary, sometimes very  You use (often) well-
RY incorrectly. brave words, but not always judged, ambitious and varied
correctly. vocabulary.
L
E  You spell simple words  You spell correctly: words  You spell correctly: words  Your spelling is generally  Your spelling is correct
V that we use a lot correctly we use a lot like ‘with’ and with suffices like ‘-ion’, ‘- correct throughout. throughout, including that of
‘could’. You spell correctly: words we able/ible’; words with ambitious or complex words.
E  You spell more use a lot like ‘although’ and prefixes like ‘disappear’ and  You sometimes make
L SP complicated words  Your mistakes: word ‘because’. ‘uncertain’. mistakes in ambitious or
EL incorrectly – words with two endings like –ed and –ing; complex words.
LIN parts, like ‘ing’ etc. you spell words the way they  Your mistakes:  Your mistakes: unstressed
G sound. homophones; you sometimes vowels (e.g. dependant,
spell words the way they definately) or with consonant
sound, like ‘hungrey’ doubling in some more
complex words (e.g.
embarrasement).
S  You try to vary how you  You use mainly simple  You try to vary the length,  Your writing includes a  You use a variety of  You carefully think about,
start sentences. sentences with ‘and’, ‘but’ structure and subject of variety of sentence lengths, simple and complex reasons, and carefully use, a full
E and ‘so’ in longer sentences. sentences. structures and subjects. thinking about the impact on range of sentence structures
N SE  You use mainly simple the reader. – and you rarely make
NT sentences with ‘and’. You  You only sometimes use  You use connectives like  You use a wide range of mistakes.
T EN usually use past and present verb forms correctly. ‘if’, ‘when’ and ‘because. connectives, e.g. ‘although’,  You add detail to
E CE tense correctly. ‘on the other hand’, sentences to make meaning  You embedded phrases
N TY  You usually use verb tense ‘meanwhile’. clear, e.g. by using adverbial and clauses that are clear
and forms correctly. phrases. and to the point and show
C PE
 You build up meaning in accurate use of verb forms
E sentences, for example by and other sophisticated
using modal verbs. features like antithesis.

L  Your sentences are mostly  You usually use full stops,  You use end of sentence  You use a full range of  You use a full range of
SY
E grammatically correct and capital letters, question and punctuation correctly. punctuation to mark punctuation - consistently
NT usually marked with capital exclamation marks correctly. sentences. accurate in a variety of
V AX letters and full stops.  You usually use speech sentence structures. There
E AN  You use commas to string marks correctly.  You use speech might be very occasional
D  You sometimes use sentences together. punctuation where errors (for example with
L question marks, exclamation appropriate. semicolons).
PU  You use commas in lists,
NC marks and commas in lists. You try to use speech and sometimes in complex
TU punctuation. sentences, although not  You use commas
always accurately. accurately in complex
ATI
sentences, although there
ON might be some errors.

T  You try to sequence your  You try to organize your  You organize your writing  You structure your writing  You control and sequence  You shape your writing
W
ideas (e.g. with line breaks, ideas by placing related very simply and logically. clearly using paragraphs. your writing, thinking of how skilfully.
E HO headings or time-related points next to each other. the reader might react.
X LE words), but it is basic.  You include a clear  You develop your  You use a variety of
TE  You signal your opening opening and closing. argument throughout your  You use a range of devices to position the
T XT  You might have an and closing. writing, for example, your devices to help the reader reader –skilfully control the
OR opening or closing. closing refers back to your follow your argument / ideas. information flow to the
L GA opening. reader, tease the reader by
drawing their attention to
E NIS
 You help the reader follow how an argument develops.
ATI
V ON
your writing by clearly
linking paragraphs.
E
L  You organise your ideas  You organise your ideas  You develop the main idea  You use clear paragraphs.  You construct paragraphs  You construct paragraphs
into sections into paragraphs, but not in your paragraphs. effectively, introducing a that are very important to
consistently.  You generally link topic and developing ideas the overall meaning and
 You try to link the ideas in  You over-use a limited paragraphs across the text. within paragraphs. purpose of your writing.
PA your sections or paragraphs  You try to link range of connectives like
RG by using pronouns paragraphs, but not always. ‘also’ to link your sentences.  Within paragraphs, you  Within paragraphs, you  You use imaginative
RA use a range of devices to link use a range of devices – devices to link ideas, like the
PHI  Within paragraphs, you  You sometimes try to link ideas. including adverbial phrases – last sentence echoing the
NG organise your ideas around a paragraphs, for example to link ideas. first, expanded noun and
topic sentence or main idea. using ‘firstly’, ‘next’, etc. adverbial phrases,
connectives, etc.
 Within paragraphs, you
try to link sentences.