Writing

0.5

At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example:

• understanding that their writing can communicate ideas, feelings and information
• use of letters and some words in the writing of brief texts about topics of personal interest
• emergent writing showing concepts about print, including left to right, top to bottom
• reading back from their own writing at the time of writing
• approximate use of letters for some letter–sound relationships and common words
• use of a variety of writing tools, including crayons, pencils and computer software

• Writing videos at level 0.5

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

1.0 Standard

At Level 1, students write personal recounts and simple texts about familiar topics to convey ideas or messages. In their writing, they use conventional letters, groups of letters, and simple punctuation such as full stops and capital letters. Students are aware of the sound system and the relationships between letters and sounds in words when spelling. They form letters correctly, and use a range of writing implements and software.

• Writing videos at level 1.0

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

1.25

At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates, for example:

• inclusion of their own experiences when writing for personal purposes and audiences such as in lists, letters, cards, posters
• inclusion of one or more generally readable sentences
• some correct use of capital letters and full stops
• drawings that support the intended meaning of their writing
• plausible attempts at spelling unfamiliar words, matching sound–letter relationships and using some simple spelling patterns

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

1.5

At 1.5, the work of a student progressing towards the standard at Level 2 demonstrates, for example:

• experimentation with a range of short text types; for example, recounts, letters, lists, procedures
• sequencing of a small number of ideas in short texts for different purposes and audiences
• rereading of their own writing, checking that it makes sense
• combination of writing with drawings or computer graphics to support meaning
• correct spelling of some high-frequency words and plausible attempts at spelling unfamiliar words
  

• Writing videos at level 1.5

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

1.75

At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates, for example:

• inclusion of information and ideas in short texts for known audiences and selected purposes
• use of strategies to revise writing; for example, reading aloud, use of feedback from others
• mostly correct use of capital letters, full stops, and question marks
• correct spelling of unfamiliar words, using knowledge of sound–letter patterns

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

2.0 Standard

At Level 2, students write short sequenced texts that include some related ideas about familiar topics. They write texts that convey ideas and information to known audiences. They select content, form and vocabulary depending on the purpose for writing, and describe the purpose and audience for their own and others’ writing. They use appropriate structures to achieve some organisation of the subject matter. They link ideas in a variety of ways using pronouns, conjunctions and adverbial phrases indicating time and place. They accurately spell frequently used words, and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words. They use capital letters, full stops and question marks correctly. They reread their own writing and use a range of editing resources to revise and clarify meaning. They write upper- and lower-case letters legibly with consistent size, slope and spacing.

• Writing videos at level 2.0

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

2.25

At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates, for example:

• composition of short, sequenced factual and imaginative texts in print and electronic forms
• related ideas, linked in sequence, to convey meaning to known audiences
• simple, and some compound, sentences joined by appropriate conjunctions
• effective vocabulary to convey meaning, including nouns, verbs and adjectives
• correct spelling of words with regular spelling patterns and plausible attempts at some words with irregular spelling patterns

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

2.5

At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for example:

• composition of short texts of more than one paragraph to describe experiences, tell a story, express a point of view
• appropriate ordering of events and ideas in print and electronic texts
• compound sentences linking two ideas or events, with correct use of verb tenses
• development of character, setting and plot in short narrative texts
• correct use of full stops and question marks, and experimentation with other punctuation; for example, commas, quotation marks

• Writing videos at level 2.5

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

2.75

At 2.75, the work of a student progressing towards the standard at Level 3 demonstrates, for example:

• composition of texts for different purposes; for example, to narrate, inform, describe, present a point of view or explain
• composition of texts of three or four logically ordered paragraphs
• composition of texts that take account of the needs and interests of familiar and some unfamiliar audiences
• combinations of written and visual elements in print and electronic texts
• correct spelling of two-syllable words with regular spelling patterns, and plausible attempts at spelling two-syllable words with irregular spelling patterns

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

3.0 Standard

At Level 3, students write texts containing several logically ordered paragraphs that express opinions and include ideas and information about familiar topics. They write narratives which include characters, setting and plot. They order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail. They combine verbal and visual elements in the texts they produce. They meet the needs of audiences by including appropriate background information.
They write a variety of simple and compound sentences and use verb tenses correctly. They use punctuation to support meaning, including exclamation marks and quotation marks, and accurately use full stops, commas and question marks. They use vocabulary appropriate to context and spell most one- and two-syllable words with regular spelling patterns, and frequently used words which have less regular spelling patterns. They use sound and visual patterns when attempting to spell unfamiliar words.

• Writing videos at level 3.0

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

3.25

At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:

• inclusion of familiar ideas and information for different purposes and audiences in print and electronic texts
• use of strategies for planning, drafting, proofreading, editing and revising
• appropriate vocabulary, punctuation and tense according to context, purpose and audience
• typical features and structures of different texts such as narratives and reports
• correct spelling of frequently occurring two- and three-syllable words and use of strategies to spell unknown words

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

3.5

At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:

• production of texts for a range of different audiences and purposes in print and electronic forms
• use of strategies for planning; for example, using models of others’ writing or mind mapping
• deletion of unnecessary information or addition of new information when editing and revising writing
• inclusion of appropriate visual images and information in print and electronic texts

• Writing videos at level 3.5

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

3.75

At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:

• use of structures and features appropriate to purpose and audience of print and electronic texts
• appropriate use of topic sentences and organisation of main and subordinate ideas
• selection of vocabulary, text structures and visual features to effectively communicate ideas and information
• maintenance of plot, characterisation and setting throughout extended narrative texts
• use of knowledge about spelling patterns, including morphemic knowledge, visual and phonic patterns

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

4.0 Standard

At Level 4, students produce, in print and electronic forms, a variety of texts for different purposes using structures and features of language appropriate to the purpose, audience and context of the writing. They begin to use simple figurative language and visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions. They use a range of approaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety of strategies for writing, including note-making, using models, planning, editing and proofreading.

• Writing videos at level 4.0

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

4.25

At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for example:

• composition of print and electronic texts for a range of purposes, including speculative, imaginative, explanatory and persuasive
• development of topics in coherent ways according to the purpose, and the needs and experience of the intended audience
• use of a variety of sentence structures, including combinations of simple and compound sentences for particular effects
• awareness of grammatical conventions; for example, tense and subject–verb agreement, appropriate punctuation
• use of a range of planning strategies
  
  

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

4.5

At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for example:

• composition of print and electronic texts in a wide range of forms, including narratives, reports, explanations, procedures and points of view
• composition of persuasive texts about contemporary issues, including justification of personal points of view with supporting arguments
• experimentation with different techniques to influence audiences and achieve the intended purpose of their writing
• correct spelling, except of unfamiliar words with unusual spelling patterns
• use of headings and subheadings in the organisation of information in texts
• use of editing and proofreading skills for clarity and cohesion of ideas
  

• Writing videos at level 4.5

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

4.75

At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates, for example:

• control of writing texts in various forms, including narratives, reports, explanations, procedures and persuasive texts
• composition of imaginative and informative texts presenting challenging ideas and issues
• appropriate use of figurative language to achieve particular effects
• strategic use of headings, subheadings, graphics, photographs and art work to support the meaning of the text
• use of a variety of software packages to plan, organise, revise and present electronic texts
  
  

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy
• Conventions of Spelling

5.0 Standard

At Level 5, students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting. They write extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution. They write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues; personal reflections on, or evaluations of, texts presenting challenging themes and issues. Students improve the accuracy and readability of their writing, developing confidence in the identification and use of grammatical conventions and features of language and in their use of figurative language. They use a range of punctuation accurately to support meaning, including the use of ellipses, dashes, colons and semi-colons. They control tenses, and subject-verb and noun-pronoun agreement. They accurately identify and use different parts of speech. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors.

• Writing videos at level 5.0

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy

5.25

At 5.25, the work of a student progressing towards the standard at Level 6 demonstrates, for example:

• composition of sustained narratives with some control of main plot and sub-plots and consistent character development
• use of writing to explore complex issues and points of view
• use of a variety of language techniques to present an argument and influence audiences to share a point of view
• effective use of vocabulary and sentence structures appropriate to the intended purpose of the text
• effective use of strategies for redrafting, editing for audience appropriateness, prioritising and sequencing ideas.

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy

5.5

At 5.5, the work of a student progressing towards the standard at Level 6 demonstrates, for example:

• expression of thoughts, feelings, opinions and ideas in print and electronic forms
• use of writing to explore complex issues and to argue for a particular point of view
• integration of complex ideas and multiple perspectives in writing
• the written conventions, structures and features appropriate for a range of different text types
• proofreading and redrafting for accuracy, clarity, coherence and consistency of style
  
  
• Writing videos at level 5.5

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy

5.75

At 5.75, the work of a student progressing towards the standard at Level 6 demonstrates, for example:

• composition of expressive and sustained narratives with attention to chronology, coherence of viewpoint, consistency of plot and character development, and development of effective resolution
• use of writing to explore, speculate and reflect on complex themes and issues
• strong arguments for particular points of view, using effective language to persuade readers
• evaluation of the extent to which they have been effective in meeting the demands of purpose, audience and context in their writing
• use of a range of strategies for gathering information, planning, structuring, composing, proofreading, revising and editing
  
  

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy

6.0 Standard

At Level 6, students write sustained and cohesive narratives that experiment with different techniques and show attention to chronology, characterisation, consistent point of view and development of a resolution. They write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives on complex themes and issues. They select subject matter and begin to use a range of language techniques to try to position readers to accept particular views of people, characters, events, ideas and information. They compose a range of other texts, such as feature articles, webpages and workplace texts. They plan and deliver presentations, sequencing and organising complex ideas. They write accurately punctuated, grammatically sound and complex sentences with embedded clauses and phrases. They are able to maximise the effects of rhythm and tone, and write with developing fluency. They proofread and edit their own writing for accuracy, consistency and clarity.

• Writing videos at level 6.0

• Ideas Communicated in Writing
• Conventions of Writing
• Writing Strategy