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INTEGRITY, TENACITY, SERVICE

Course Assessment

Grade Assessment Detail

9

Acheived when all of the criteria mentioned below, specific to a given task, have been met.

8

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.

7

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.

6

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.

5

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.

4

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.

3

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.

2

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.

1

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