Informative Basic Sound High Outstanding

Year 5 • Text is rarely informative * Features some use of informative devices – * Uses subject matter to engage interest of * Text consistently engages the audience
• Reader can sometimes follow the text subheadings, key words, main idea/paragraph audience * Is interesting, original, highl;y informative and
Purpose & • Text is short and lacks detail * Reader can usually follow the main idea throughout * Has a strong and credible voice creative
Audience the more detailed text * A sustained informative text.
EN3-5B

Structure • Text does not have a clearly defined structure • Is an extended text. As for ‘SOUND’ but also: As for ‘HIGH” but also:
•Text may feature a simple introduction and/or • Includes appropriate structural features for its genre * strong introduction which clearly orients the * Text is coherent, controlled and complete, with all
EN3-2A conclusion within the body of the text • Has a clear introduction reader to the topic components well developed and mature
• Body has 2 or 3 simple paragraphs with basic • Uses effective headings/subheadings • Uses effective topic sentences in all • Selects structural elements for effect
details in each • Body contains relevant details paragraphs • May use structural features flexibly in order to
• Uses topic sentences in most paragraphs • Writer selects structural elements to suit a meet the needs of the audience
particular purpose

Content & • Body contains some key information related to Appropriately organises main (independent) and As for ‘SOUND’ but also: As for ‘HIGH’ but also:
the issue subordinate (dependent) ideas * Uses more complex details, ideas and * Clearly explains cause and effect relationships in the
Ideas • Some ideas may not be very effective • Writes ideas which are relevant to the text purpose elaborations evidence.
EN3-5B • Ideas are based on personal experiences only • Organises ideas to support the reader * Uses wide variety of complex supporting • Uses correct referencing for evidence gained from
EN3-7C • Ideas are mostly relevant, but lacking detail • Uses ideas and details from research evidence other sources eg) newspaper article, website, quote
• Develops ideas with some examples * Develops ideas with relevant examples • Expands upon information to add authority

Grammar * Often uses correct subject/ pronoun links; * Evidence of at least 4 complex sentences that show * All sentences are grammatically correct with a As for ‘HIGH’ but also:
subject / verb agreement; prepositions; verb correct use of the elements listed in ‘Basic’ high level of sentence complexity. All sentences are grammatically correct with a high
EN3-6B tense. • Sometimes uses adverbials to show time and place, * Sometimes uses adverbials to indicate manner level of sentence complexity.
(has 4-5 errors combined over whole text) • Makes very few grammatical errors and reason • Uses some embedded clauses
* Demonstrates good control of verb tense • More frequent use of range of adverbials

Punctuation * Mostly uses correct sentence level punctuation * All simple sentence level punctuation correct. As for ‘SOUND’ but also : As for ‘HIGH” but also :
* Uses some apostrophes for contractions * sometimes uses commas to separate clauses * Most commas for clauses correct. * Paragraphs are used effectively
EN3-6B * Correctly uses punctuation for most simple * Usually punctuates more complex dialogue correctly * Uses complex punctuation (dash, bracket, * Uses a range of complex punctuation correctly
dialogue * Uses complex punctuation (at least 2 times) to engage colon, semi colon, hyphen, dot points) correctly * Correctly uses paragraphs for new speakers
* Written as a block of text. May have large the audience and achieve purpose eg: colon, dashes, at least 3 times. * Uses plural possessive apostrophes correctly
paragraphs to simply denote key events * Correctly uses singular possessive apostrophes * Uses paragraphs to structure & pace the text
* Sometimes uses structural paragraphs effectively * Punctuates complex dialogue between
characters

Vocabulary * Uses some (4 +) different examples of * Uses 5+ different examples of technical / subject As for ‘SOUND’ but also: As for ‘HIGH’ but also:
technical / subject specific language specific language • Uses a variety of connectives to add detail * Uses a wide range of effective language choices
(including * Uses a range of simple adverbs and verbs * Uses broad range of highly effective noun groups and and aid coherence * Includes rich descriptions
cohesive * Some effective noun groups verb groups * Uses more elaborate noun groups * May use passive voice
language) * Uses some conjunctions and connectives to * Uses variety of conjunctions, connectives and pronoun * Creates cohesive flow by condensing * Uses appropriate and technical vocabulary choices
EN3-6B link ideas references to link ideas information into a summarising noun eg: A * Uses words that invite connotations
* Uses some prepositional phrases * Uses vocabulary from research appropriately sequence of events which….
* Uses some topic words • Uses cohesive devices such as word families * Use a range of synonyms
• Uses a variety of words to show cause and effect * Use words to indicate/describe relationships

Sentence * Minimal use of correct complex sentences. * At least 4 sentences feature main and subordinate As for ‘SOUND’ but also: *All sentences are correct and show variety in structure
* Uses some simple prepositional clauses correctly. * All simple and compound sentences are for purpose and audience.
structure phrases/clauses (repetitive) • Uses sentences of varied length and complexity correct.
EN3-2A * Uses some adverbial phrases/clauses • Several complex sentences are correct • Each sentence maintains meaning
EN3-6B * May use run-on sentences • Uses a range of sentence beginnings

Planning and * There is almost no evidence of planning * Uses a dictionary to correct self identified spelling * Reflects on own writing to refine text. As for ‘HIGH’ but also:
* Almost no evidence of self editing for errors (paragraphing, spelling, punctuation, refining * Identifies aspects of own writing that demonstrate
editing grammar, vocab, punctuation * Seeks and responds to feedback from others ideas, word choice etc) improvement from draft text
EN3-9E * Attempts to refine writing after feedback * Explains own editing choices
 Informative Basic Sound High Outstanding
Stage 3 • Text purpose is mostly consistent (explain, • Text purpose is consistent • It is a sustained and highly effective text. • Text intellectually engages and challenges the
recount, inform, describe) • Writing shows good control of the topic and • Writes to explain and analyse / compare audience
Purpose & • Reader can mostly follow the text purpose and contrast • Writes to explain/analyse/evaluate abstract
Audience • Text is short and lacks detail • Reader can easily follow the point of view * Uses complex subject matter to engage the concepts
throughout the more complex text interest of the audience • Maintains tone appropriate to the audience
EN3-5B * Text has a strong and credible voice

Structure • Text does not have a clearly defined structure • Is an extended text. As for ‘SOUND’ but also: *As for ‘HIGH” but also:
•Text may feature a simple introduction and/or • Includes appropriate structural features for its genre * Includes a strong introduction which clearly * Text is coherent, controlled and complete, with all
EN3-2A conclusion within the body of the text • Has a clear introduction orients the reader to the topic components well developed and mature
• Body has 2 or 3 simple paragraphs with basic • Uses effective headings/subheadings * Well structured • Selects structural elements for effect
details in each • Body contains relevant details • Uses effective topic sentences in all • May use structural features flexibly in order to
• Uses topic sentences in most paragraphs paragraphs meet the needs of the audience
• Each paragraph has a main idea • Writer selects structural elements to suit a
particular purpose

Content and • Body contains some key information related to * Appropriately organises main (independent) and * As for ‘SOUND’ but also: As for ‘HIGH’ but also:
the issue subordinate (dependent) ideas * Uses more complex details, ideas and * Clearly explains cause and effect relationships in the
Ideas • Some ideas may not be very effective • Writes ideas which are relevant to the text purpose elaborations evidence.
EN3-5B • Ideas are based on personal experiences only • Organises ideas to support the reader * Uses wide variety of complex supporting • Uses correct referencing for evidence gained from
EN3-7C • Ideas are mostly relevant, but lacking detail • Uses ideas and details from research evidence other sources eg) newspaper article, website, quote
• Develops ideas with some examples * Develops ideas with relevant examples • Expands upon information to add authority

Grammar * Mostly uses correct subject/ pronoun links; * Evidence of at least 5 complex sentences that show * All sentences are grammatically correct with a As for ‘HIGH’ but also:
subject / verb agreement; prepositions; verb correct use of the elements listed in ‘Basic’ high level of sentence complexity. * Uses nominalisation to create concise noun groups
EN3-6B tense. * Use present or timeless present tense consistently * Excellent use and range of expanded noun * Uses embedded clauses, non-finite clauses
(has 2-3 errors combined over whole text) * Makes very few grammatical errors groups * May use passive voice
* Demonstrates good control of prepositional phrases * Uses classifying nouns
and noun groups

Punctuation * Mostly uses correct sentence level punctuation * All sentence level punctuation correct. As for ‘SOUND’ but also : As for ‘HIGH” but also :
* Uses some apostrophes for contractions * Usually uses commas to separate clauses * All commas for clauses correct. * Paragraphs are used to enhance the presentation of
EN3-6B * Correctly uses punctuation for simple dialogue * Punctuates more complex dialogue correctly * Uses complex punctuation (dash, bracket, information
* Written as a block of text. May have large * Uses complex punctuation (at least 3 times) to engage colon, semi colon, hyphen, dot points) correctly * Uses a range of complex punctuation flexibly and
paragraphs to simply denote introduction / the audience and achieve purpose eg: colon, dashes, at least 4 times. correctly
body / conclusion * Correctly uses possessive apostrophes (singular and * Uses paragraphs to structure & pace the text * Sometimes uses commas before introductory words
plural) * Punctuates complex dialogue and phrases
* Uses structural paragraphs effectively

Vocabulary * Uses some (4 +) different examples of * Uses 5+ different examples of technical / subject As for ‘SOUND’ but also: As for ‘HIGH’ but also:
technical / subject specific language specific language * Uses more elaborate noun groups * Uses nominalisation
(including * Uses a range of simple adverbs and verbs * Uses broad range of highly effective noun groups and * Language choices are sophisticated * Uses appropriate and highly technical vocabulary
cohesive * Some effective noun groups verb groups * Creates cohesive flow by condensing choices
language) * Uses some conjunctions and connectives to * Uses variety of conjunctions, connectives and pronoun information into a summarising noun eg: In * Uses words that invite connotations
EN3-6B link ideas references to link ideas history…. A sequence of events which….
* Uses some prepositional phrases * Uses vocabulary from research appropriately * Use a range of synonyms
* Uses some topic words • Uses cohesive devices such as word families * Use vocabulary to indicate and describe
• Uses a variety of words to show cause and effect relationships

Sentence * Minimal use of correct complex sentences. * At least 5 sentences feature main and subordinate As for ‘SOUND’ but also: *All sentences are correct and show great depth of
* Uses some prepositional phrases/clauses clauses correctly. * All sentences are correct. complexity and variety in structure for purpose and
structure * Uses some adverbial phrases/clauses * Uses sentences of varied length and complexity * * Sentences express precise meaning and audience.
EN3-2A * May use run-on sentences Most complex sentences are correct purpose.
EN3-6B * Lack of variety in sentence type and structure * Use of main & subordinate clauses enhance coherence * Uses a range of sentence types for effect

Planning and * There is minimal evidence of planning * Uses a variety of sources to correct self identified * Critically reflects on own writing to refine As for ‘HIGH’ but also:
* Little evidence of self editing for meaning, spelling errors text. (paragraphing, spelling, punctuation, * Identifies aspects of own writing that demonstrate
editing grammar, vocab, punctuation * Seeks and responds to feedback from others refining ideas, word choice etc) their own growth as an author
EN3-9E * Refines writing in response to feedback * Explains own editing choices
 Criteria Basic Sound High O Criteria Basic Sound High O
Purpose & Content &
audience ideas
Vocabulary structure
Grammar Sentences
Punctuation Plan & edit
Comment:

Criteria Basic Sound High O Criteria Basic Sound High O

Purpose & Content &
audience ideas
Vocabulary structure
Grammar Sentences
Punctuation Plan & edit
Comment:

Criteria Basic Sound High O Criteria Basic Sound High O

Purpose & Content &
audience ideas
Vocabulary structure
Grammar Sentences
Punctuation Plan & edit
Comment: