Writing+Outcomes+and+Levels

__WRITING OUTCOMES AND LEVELS - Click to view examples of levelled writing__
Writing Outcome 1  · They begin to ‘draw’ using their preferred hand and experiment with mark-making.

Writing Outcome 2  · They try out a variety of instruments to make marks and shapes on paper or other appropriate material.

Writing Outcome 3  · They hold writing instruments appropriately, discriminate between letters and begin to write in a conventional way.

Writing Outcome 4 Level 1  · Children’s writing communicates meaning through simple words and phrases.  · In their reading or writing, they begin to demonstrate an understanding of how sentences work.  · Children form letters, which are usually clearly shaped and correctly orientated.  · They begin to understand the different purposes and function of written language.

Writing Outcome 5 Level 2

 · Children’s writing communicates meaning.  · They use appropriate and interesting vocabulary showing some awareness of the reader.  · Ideas are often developed in a sequence of connected sentences, and capital letters and full stops are used with some degree of consistency.  · Simple words are usually spelled correctly, and where there are inaccuracies, the alternative is phonically plausible.  · In handwriting letters are accurately formed and consistent in size.

Writing Outcome 6 Level 3  · Children’s writing is often organised, imaginative and clear.  · The main features of different forms of writing are used appropriately.  · Words are chosen for variety, interest and effect.  · The basic grammatical structure of sentences is usually correct. <span style="display: block; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"> · Punctuation is generally accurate. <span style="display: block; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"> · Spelling is usually accurate. <span style="display: block; margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"> · Children produce legible writing.

** Writing Level 4 **
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Pupils’ writing in a range of forms is lively.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose and reader.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Opinions are stated and supported with some reasons given.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Vocabulary choices are often adventurous and words are sometimes used for effect.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Pupils are beginning to extend meaning and use different sentence structures.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> They organise their writing into paragraphs.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Spelling conforms to regular patterns and is generally accurate.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Full stops, capital letters and question marks are used accurately and pupils are beginning to use punctuation within the sentence, including inverted commas for speech.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Handwriting is clear and legible and, where appropriate, presentation is adapted according to the task.

** Writing level 5 **
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Pupils’ writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> They express opinions, supported by reasons.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Vocabulary choices are imaginative and words are often used precisely.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Simple and complex sentences are organised into paragraphs.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Words with complex regular patterns are usually spelled correctly.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> A range of punctuation is generally used accurately.
 * <span style="color: #231f20; display: block; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt;"> Work is legible and well presented.