Secondary Years 7-10 - Writing Stage S3

Indicators of progress – Stage S3: Texts and responses to texts

At the end of Stage S3, students can routinely write the following kinds of texts and respond in the following ways to texts they have read or heard:

  • communicate ideas, opinions and information through a range of text types after teacher modelling and support
  • write personal and imaginative texts, such as diary, narrative, personal recount, showing an awareness of elements, such as text structure/storyline and character
  • write an argument and discussion, e.g. provide supporting arguments and a linkage between ideas
  • write factual texts, such as informative reports on a familiar topic showing an awareness of appropriate text structure, purpose, and organisation of ideas
  • write reports incorporating information from two or three sources
  • use visual stimulus, such as diagrams, graphs and maps to convey information in group project work
  • make summaries of a variety of texts from across the curriculum to support learning
  • plan and sequence information for specific text type, e.g. report, explanation, biography.

Indicators of progress – Stage S3: Cultural conventions of language use

At the end of Stage S3, students’ understanding of the contexts and purposes of texts they write is shown when they:

  • demonstrate understanding of how the purpose and audience of a text can influence the content and form of the writing
  • discuss language choices with regard to purpose and audience, e.g. avoid expressing personal opinions and comment in a report on an informative topic
  • show awareness of a variety of language forms, e.g. how written texts usually differ from spoken, or how the layout of a web site differs from a newspaper
  • write an argument and discussion showing a coherent development of ideas, with the help of modelling
  • demonstrate a firm control of the structure of common school-based text types, however written language may still be characterised by some features of spoken language, e.g. colloquial usage, limited vocabulary range
  • use paragraphs effectively and consistently to organise ideas
  • express ideas through graphic or visual representation, e.g. a cartoon
  • use some colloquial/idiomatic language and humour
  • attempt to create mood and feeling with appropriate language
  • have a written vocabulary which is growing in range but is limited in sophistication
  • show awareness of social and cultural sensibilities in choice of words, e.g. plump/fat, man/people
  • demonstrate a developing metalanguage appropriate to the content and task.

Indicators of progress – Stage S3: Linguistic structures and features

At the end of Stage S3, students’ understanding of the linguistic structures and features of the texts they write is shown when they:

  • have sufficient control of key linguistic structures and features to write cohesive texts for a range of purposes
  • after extensive modelling, write a range of factual and imaginative text types using the appropriate overall structure
  • organise writing, using topic sentences to focus a paragraph and a range of cohesive devices at the sentence and whole-text level
  • use English grammar appropriate to text type, e.g. consistently use past tense when recounting a past event
  • use basic knowledge of English grammatical features at the sentence level to argue and persuade, describe, classify, explain, give instructions
  • use subject-verb agreement with reasonable control
  • use a range of grammatical features with some confidence, e.g. compound, complex sentences, tenses, noun phrase, modality and modification
  • demonstrate some control over key grammatical features, such as verb forms, passive voice, conditionals
  • use a range of expressions to qualify opinions, e.g. may, might, common formulaic expressions, such as ‘in my view’, ‘I believe’
  • use appropriate abbreviations, key words and paraphrasing when taking notes with extensive teacher assistance
  • construct extended sentences using simple relative clauses and a range of common conjunctions
  • demonstrate conventions of punctuation, i.e. full stops, commas, colon, exclamation mark and question mark
  • spell words with increasing accuracy.

Indicators of progress – Stage S3: Maintaining and negotiating communication

At the end of Stage S3, students may use the following strategies to assist them to write texts:

  • demonstrate an ability to plan and edit writing with teacher and peer feedback to improve range and clarity of expression
  • proofread for accuracy of expression, e.g. grammatical accuracy, spelling and punctuation
  • take some responsibility for linguistic development, e.g. modify syntax after teacher correction
  • review and redraft writing for clarity of meaning and appropriateness of content to audience, in response to teacher or student feedback
  • employ different strategies for different writing tasks, e.g. use timelines to help plan narratives
  • use graphic organiser and plan to support writing
  • use knowledge of spelling conventions to help with spelling, e.g. to distinguish between mat and mate.
  • apply spelling knowledge and rely on vocabulary resources
  • use a range of strategies to spell words, e.g. visual cues, word patterns, graphophonic knowledge, context cues.