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English – Tracking Progress

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PROGRESSION AT KS3
Strand  Sub-strand  Key factors in progression
1) Reading for Meaning (Rfm) 1a) RfM: Skills for reading Growing independence and fluency as a reader of increasingly complex texts, selecting from a range of strategies
1) Reading for Meaning (Rfm) 1b) RfM: identifying key points Developing skill in identifying, summarising and synthesising key points and ideas
1) Reading for Meaning (Rfm) 1c) RfM: Inference and deduction Developing skill in inferring and deducing implicit meaning, increasingly at a whole text level
2) Reading Evaluation (RE) 2a) RE: Purpose and Intention Increasing awareness of the writer’s intention, considering purposes, intended audience, viewpoint (*) and point of view (*)

* Viewpoint: the positioning of the writer/narrator via the writer’s choice of person and tense, e.g. fitst person, present tense * Point of view: the writer’s opinion(s)

2) Reading Evaluation (RE) 2b) RE: Critical response Increasingly sophisticated and independent personal response to, and interpretation of, texts
2) Reading Evaluation (RE) 2c) RE: Textual evidence Selection of relevant and increasingly focused textual evidence or reference to support analysis of the writer’s choices at whole text, sentence and word level
2) Reading Evaluation (RE) 2d) RE: Context Growing awareness of the impact of literary, social and historical context on writers’ choices and on the reader
2) Reading Evaluation (RE) 2e) RE: Comparison Developing ability to compare two or more texts and evaluate writers’ choices and their effect, at whole text, sentence and word level
3) Reading Whole Text (RT) 3a) RT: Structure and organisation From awareness of basic features of textual organisation, such as paragraphing and subheadings, to perceptive comment on writers’ structural  choices, their effect and intended impact on the reader
4) Reading Language (RL) 4a) RL: Sentences, paragraphs and punctuation From limited awareness of paragraph and sentence structure and punctuation to perceptive comment on the effect and intended impact on the reader of writers’ choices of paragraph and sentence length, structure and punctuation
4) Reading Language (RL) 4b) RL: Vocabulary From limited identification of writers’ vocabulary choices to perceptive comment on both specific, and cumulative patterns of, vocabulary choice, their effect and intended impact on the reader, using appropriate linguistic and literary terminology for precision and concision
5) Writing Design (WD) 5a) WD: Planning From a limited range of ideas, not always appropriate or relevant to task and purpose, to generation and shaping of ideas designed to meet the demands of form, purpose, audience and intention

From limited recognition or understanding of stylistic demands to deliberate choices at whole text, sentence and word level designed to achieve specific effects for an intended reader

5) Writing Design (WD) 5b) WD: Clarity and accuracy From inconsistency in clarity and accuracy of written expression, register and spelling, to consistent accuracy, clarity and precision, appropriate to task
5) Writing Design (WD) 5c) WD: Drafting, editing and proofreading From limited attempts to review the success of a text, or limited understanding of how to revise and improve it, to a confident and thorough evaluation and revision at whole text, sentence and word level
6) Writing Whole Text (WT) 6a) WT: Organisation, form and purpose From limited attempts to organise writing using structural features such as paragraphs and subheadings to a deliberate structuring of text to reflect progression and development of ideas or narrative

A developing awareness of the structural conventions of texts written in a range of forms for a range of purposes

6) Writing Whole Text (WT) 6b) WT: Cohesion A developing awareness of the role of structure and cohesion between paragraphs in guiding and manipulating readers’ responses
7) Writing Sentences (WS) 7a) WS: Paragraphs From awareness of, to competent use of, to active choice of paragraph length and structure for impact and effect
7) Writing Sentences (WS) 7b) WS: Sentences Sentence length: From awareness of, to competent use of, to active choice of sentence length and structure for impact and effect
7) Writing Sentences (WS) 7b) WS: Sentences Clause types: Increasingly deliberate use and placing of short simple sentences, and simple sentences elaborated with more detail, to convey information succinctly and precisely, to vary textual rhythm and pace, or create emphasis From reliance on chaining ideas with coordinate clauses to greater use of subordinate clauses, with variety in subordinate structures and conjunctions, and more sophisticated and balanced use of coordinate clauses, expressing more complex relationships between ideas
7) Writing Sentences (WS) 7b) WS: Sentences Sentence openings: From predominant use of the subject-verb structure in sentence openings to sentence structures manipulated for clarity, impact and effect
7) Writing Sentences (WS) 7c) WS: Cohesion Increasingly competent and crafted cohesion within and between sentences
7) Writing Sentences (WS) 7d) WS: Punctuation From widespread omission of punctuation to use of punctuation for demarcation of phrases and clauses and to support meaning, to active choice of a variety of punctuation for impact and effect
8) Writing Vocabulary (WV) 8a) WV: Range and appropriacy From a limited range of vocabulary creating explicit meaning to a broad and sophisticated range, carefully chosen for precision, concision, impact and effect

Increasing awareness of the need to select vocabulary according to audience, purpose, and intention, from vocabulary choices reflective of speech to those consistently appropriate to writing

8) Writing Vocabulary (WV) 8b) WV: Modification From limited use of modification in developing detail to careful noun and verb choice, expanded with a discriminating choice of adjectives and adverbials
New KS3 level descriptors linked to progression steps

READING AT KEY STAGE 3 – FROM SEPT 2015 Please note that the steps go from 1st to 12th and do not relate directly to either the old KS3 levels or the new KS4 9 – 1 grades. However, as with KS4, the texts analysed for reading should inform the written work produced.

 

Legacy National Curriculum

Link to 2015 Progression Map and skills

Category

Level

Success criteria

Step

Summary step descriptor

Strands and Sub strands

Developing

3

  • A limited range of texts can be read fluently and accurately.
  • The meaning of unknown words can be worked out with some success.
  • The main points of a piece of writing are generally understood.
  • Personal ideas and opinions about a text are formulated and expressed with some success.

2nd

Beginning to monitor reading comprehension. Can identify the majority of key points. Makes broad, generalised inferences. Beginning to think critically about texts, with some awareness of the writer’s whole text and language choices and their effect.

 

Reading for Meaning

  • RfM: Skills for reading
  • RfM: identifying key points
  • RfM: Inference and deduction

 

Reading Evaluation

  • RE: Purpose and Intention
  • RE: Critical response
  • RE: Textual evidence
  • RE: Context
  • RE: Comparison

 

Reading Whole Text

  • RT: Structure and organisation

 

Reading Language

  • RL: Sentences, paragraphs and punctuation
  • RL: Vocabulary

 

 

 

 

 

(See overleaf for Strands and sub strands.)

Competent

4

  • An understanding of the main ideas, themes, events and characters is shown across a range of texts.
  • Pupils can infer and deduce meanings from the texts read.
  • Awareness of how texts reflect the time and culture in which they were written.
  • The text is referred to when explaining viewpoint and opinion.

3rd

Inconsistent monitoring of reading comprehension. Can identify the majority of key points and link them. Makes increasingly specific inferences. An increasingly focused critical response to texts with a developing awareness of the writer’s whole text and language choices and their effect.

Active

5

  • Pupils understand a range of texts and can select the essential points from them.
  • Where appropriate, pupils can deduce and infer information and meaning from a range of texts.
  • Key features, themes and characters are identified.
  • Sentences, phrases and relevant information are selected to support views.
  • A clear understanding that texts fit into historical and literary traditions.

4th

A growing range of reading strategies to tackle unfamiliar words.  Attempts to summarise and synthesise key points from a text. Draws inferences from specific evidence. Critical responses are more analytical and formal, supported with straightforward comments on the writer’s whole text and language choices and their impact on the reader.

Reflective

6

  • Pupils can read, understand and discuss a range of texts.
  • Different layers of meaning are identified and their significance and effect commented on.
  • A personal response to literary texts is given and aspects of language, structure and themes are referred to to justify views.
  • Connections are made between texts from different times and cultures. These connections can be linked to personal experiences.

5th

Frequent monitoring of reading comprehension. Some effective summary and synthesis of key points from a text. Draws inferences from close reading. Increasingly competent critical responses consider the writer’s whole text and language choices, making detailed comments on their impact.

Versatile

7

  • Pupils understand the ways in which meaning and information are conveyed in a range of texts.
  • Personal and critical responses to poems, plays and novels are articulated thoughtfully and clearly.
  • Pupils show a clear awareness of the thematic, structural and linguistic features of a range of texts.
  • An appreciation of why some texts are particularly valued and influential is shown.
  • Pupils can select, synthesise and compare information from a variety of sources.

6th

Monitors reading comprehension increasingly consistently. Summarises and synthesises a range of key points from a text with some skill. Draws securely founded inferences from close reading. Critical responses are more confident, beginning to focus on how the writer’s whole text and language choices have shaped a text and the reader’s response.

KS3 Mastery

8

  • An appreciation of and ability to comment on a wide range of texts is frequently shown.
  • Pupils can evaluate how authors achieve their effects inc. language and structure.
  • Pupils can select and analyse information and ideas, and comment on how these are conveyed in different texts.
  • Pupils can explore some of the ways in which texts from different times and cultures have influenced literature and society.

7th

Uses a widening range of reading strategies to counter misunderstanding. Summarises and synthesises a range of key points from a text with some precision. Beginning to consider layers of inference at word level. Confident critical responses are supported with some analysis of the writer’s whole text and language choices.


WRITING AT KEY STAGE 3 – FROM SEPT 2015 Please note that the steps go from 1st to 12th and do not relate directly to either the old KS3 levels or the new KS4 9 – 1 grades. However, as with KS4, the texts analysed for reading should inform the written work produced.

 

Legacy National Curriculum

Link to 2015 Progression Map and skills

Category

Level

Success criteria

Step

Summary step descriptor

Strands and Sub strands

Developing

3

  • The writing is usually organised in chronological order and there is an attempt to be imaginative.
  • Attempts to adapt the writing to consider what the reader wants.
  • Ideas are developed logically.
  • Words are sometimes chosen for variety and interest.
  • Sentences are usually formed correctly.
  • Simple words are spelt correctly.
  • Full stops, capital letters and question marks are used accurately.

2nd

Ideas may be gathered and logically sequenced before writing, and a range of errors corrected after writing. Paragraphing is inconsistent, sentence structure is more varied with a limited range of subordinating conjunctions, and vocabulary is broader but largely chosen for explicit meaning.

 

Writing Design:

  • WD: Planning
  • WD: Clarity and accuracy
  • WD: Drafting, editing and proofreading

 

Writing Whole text:

  • WT: Organisation, form and purpose
  • WT: Cohesion

 

Writing Sentences:

  • WS: Paragraphs
  • WS: Sentences
  • WS: Cohesion
  • WS: Punctuation

 

Writing Vocabulary:

  • WV: Range and appropriacy
  • WV: Modification

 

 

 

 

 

(See overleaf for Strands and sub strands.)

Competent

4

  • The writing in a range of forms can be lively and thoughtful.
  • Ideas are often sustained and sometimes developed in interesting ways.
  • Vocabulary choices are sometimes adventurous and words are occasionally used for effect.
  • Complex sentences are used to extend meaning.
  • Simple words are generally spelt accurately.
  • Beginning to use some punctuation accurately and for effect within sentences e.g. commas.

3rd

Some relevant ideas gathered and organised before writing; consistent proof-reading to correct a range of errors after writing. Paragraphing is accurate but not used consistently, sentences make use of a broader range of subordinating conjunctions, and a growing vocabulary is chosen with greater awareness of effect.

Active

5

  • Writing is both varied and interesting.
  • The writing is varied so that it suits purpose and audience.
  • A more formal style is used where appropriate.
  • I can use a range of imaginative vocabulary accurately.
  • Sentences and paragraphs are clear, coherent and well developed.
  • Words with complicated spelling patterns are generally spelt correctly.
  • A range of punctuation, including commas, apostrophes and parenthetic commas are used.

4th

A number of ideas gathered and shaped before writing with occasional revision to vocabulary after writing. Paragraphing is appropriate with some inconsistency, sentences are increasingly varied though largely for meaning, and vocabulary is wider with some consideration of impact.

Reflective

6

  • The writing is fluent and it engages and sustains the reader’s interest.
  • The style of writing and language choices is adapted to suit different forms.
  • A range of sentence structures and a very varied vocabulary is experimented with in order to create effects.
  • Ideas are organised in well-developed, linked paragraphs.
  • Spelling, even of irregular words, is generally accurate.
  • A range of punctuation is used to clarify meaning, for example, semi colons.

5th

Ideas are gathered and sequenced with some sense of logical progression before writing and more attention is paid to revision of vocabulary choices after writing. Paragraphs are used to organise content, sentences show growing awareness of structure and some evidence of deliberate crafting, and vocabulary is developing and used with some precision.

Versatile

7

  • Writing is confident and adapted appropriately and imaginatively to suit purpose and audience.
  • Character and setting in narrative writing is thoughtful and developed.
  • Non-fiction writing gives clear points of view and takes account of different perspectives.
  • Grammatical features and vocabulary is used accurately and for effect.
  • Spelling is accurate, even of complex, irregular words.
  • Paragraphs and correct punctuation are used to make the sequence of events or ideas coherent and clear.

6th

Ideas are gathered, sequenced and appropriately shaped before writing, and vocabulary is consistently reviewed after writing. Paragraphing is secure, sentences suggest some deliberate crafting of length and clause structure, and vocabulary is increasingly chosen with care and sometimes to achieve specific effect.

KS3 Mastery

8

  • Writing is extremely creative in and there are specific features and expressions selected to convey effects and to interest the reader.
  • Narrative writing shows control of characters, events and settings.
  • Complex ideas are expressed clearly and coherently and anticipate a range of viewpoints.
  • Vocabulary and grammar to helps to make distinctions or to create emphasis.
  • For effect, the structure of writing is varied.
  • A wide range of punctuation is understood and used in order to improve the clarity of writing.

7th

Ideas are gathered and sequenced logically and coherently before writing with occasional revision of sentence structure for clarity after writing. Paragraphs and a broader repertoire of sentence structures are increasingly crafted for effect, and vocabulary is deliberately chosen to achieve specific impact.

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