INTEGRITY, TENACITY, SERVICE
Grade Assessment Detail
Acheived when all of the criteria mentioned below, specific to a given task, have been met.
Students deliberately adapt writing form to position the reader, showing a sophisticated control of purpose and effect;
ambitiously select and deploy tone, style and register to enhance the purpose of the task; skilfully control overall structure
achieving a range of effects; sustain critical response to texts with perceptive understanding; use interwoven quotes that
are precise and pertinent; use a detailed analysis of language and comment on structure and form; employ a consistent
use of relevant terminology; demonstrate a sensitive understanding of influence of contexts.
Students confidently adapt writing with punctuation, grammar and structure used to create deliberate effects; sustain
use of tone, style and register to fulfil the purpose of the task; control overall structure with paragraphs and grammatical
features used for cohesion and to create particular effects; develop convincing critical response to texts, with some
insightful understanding; use well selected and integrated quotes and references; demonstrate thoughtful examination of
use of language, form and structure, good use of terminology, and convincing understanding of significance of contexts.
Students fully control writing with tone, style and register chosen to match the task; adapt form to show clear
understanding of purpose and audience; show a well-managed overall structure with paragraphs and grammatical
features used to support coherence and cohesion, and sometimes for effect; detail responses to texts showing some
critical style; use relevant references and quotes are used to support ideas; show some analytical comment on language,
form and structure; have a competent use of terminology and clear understanding of contexts.
Students vary sentence types and structures and use vocabulary appropriate to purpose and effect; produce coherent,
well-structured and purposeful texts; spell, punctuates and uses grammar accurately with occasional errors; make
credible links and comparisons between texts; supports understanding with apt references to texts, informed by wider
reading; analyse and evaluate relevant aspects of language, grammar and structure; use relevant terminology with
understanding; makes relevant comments on significance of contexts.
Students use punctuation accurately with occasional errors in ambitious structures; employ imaginative treatment of
appropriate material in a variety of forms adapted to purpose and audience; use varied range of vocabulary, often
ambitious, accurately and for effect; use paragraphing to vary structure and effect; show understanding through detailed
response; us some relevant textual references and quotations; demonstrate reasonable exploration of language, form
and structure; show some use of critical terminology; demonstrate an awareness of significance of context.
Students use full range of punctuation accurately to demarcate sentences, including speech punctuation; develop
relevant ideas and material with some imaginative detail; use a reasonably wide vocabulary, some of which is chosen
for effect; structure material clearly with paragraphing used to support ideas and purpose; use comments to make
inference and deduction based on textual evidence; clearly identify the main purpose and viewpoint of a text with some
explanation; identify various features of the writer’s use of language, with some explanation; recognise significant details
and implicit meaning in spoken language; shape talk in deliberate ways for clarity. Orally expressing relevant ideas and
feelings, with some detail; sustains roles and responsibilities with independence in pairs or groups, sometimes shaping
the direction of talk through effective contribution.
Students use some variety in length, structure or subject in sentences with punctuation between sentences usually used
accurately; have relevant and appropriate ideas and content with some detailed development; use some expansion of
vocabulary to match topic and correct spelling of common words; use paragraphing to organise ideas in a logical way;
comment to make inferences based on evidence from different points in the text; show awareness of a writer’s viewpoint
and makes simple comments on the overall effect on the reader; use some basic features of the writer’s use of language
and structure identified with simple comment; show understanding of how and why language choices vary in their own
and others’ talk in different situations; takes on straightforward roles and responsibilities in pairs or groups.
Students use straightforward sentence structures with full stops, capital letters and commas sometimes used accurately;
attempt a style of writing that is appropriate to the task and includes appropriate ideas and content; use simple vocabulary
and spells simple words correctly; attempt to organise ideas in a logical way; have straightforward understanding of a
text, and make simple inferences from a single point in the text; have an ability to understand the main purpose of the
text; expresses a personal response to a text; recognise and comment on different ways that meaning can be expressed
in their own and others’ talk; attempt different roles and responsibilities when speaking in pairs or groups.
For further information contact: Mrs G Beddow