talk about what they are going to write;

• Pupils can talk about what they wish to communicate in writing

talk about what they are going to write and how they will present their writing;

• Pupils can talk about what they wish to communicate and which form they will use. They can discuss the use of writing prompts appropriate to the task.

make changes in relation to agreed criteria;

• Pupils can check a particular aspect of their writing that has been agreed as important and make changes where appropriate.

talk about and plan their writing;

• Pupils can plan using writing prompts and make some attempt to reflect the planning in their writing.

make improvements to their writing;

• Pupils can make specific changes to improve their work as directed by the teacher.

plan and make use of planning;

• Pupils can plan their writing and refer to the plan throughout.

check writing to make improvements in accuracy and meaning;

• Pupils can edit their writing, taking account of feedback and reflecting on the accuracy of the content, meaning, spelling, punctuation and grammar

redraft to improve accuracy and meaning;

• Pupils can redraft their work, taking account of general feedback and making improvements to technical accuracy, expression, structure and content where necessary

redraft writing for effect;

• Pupils can redraft their work independently, making improvements to language and structure, so that their writing has an added effect on the reader.

make discriminating choices about language in order to create impact;

• Pupils can, when editing work, consciously select and use particular words and phrases to create an impact on the audience.

express thoughts, feelings and ideas, from within their experience, using symbols, pictures, words, phrases and simple sentences;

• Pupils can use symbols, pictures, words, phrases or simple sentences to communicate their message.

express thoughts, feelings and ideas, from within their experience, using a general vocabulary;

• Pupils can write from their own experience using relevant vocabulary.

show a sense of structure and organisation;

• Pupils can organise their writing appropriate to the type of text. They can make use of sentence/ paragraph starters provided.

express thoughts, feelings, ideas and opinions;

• Pupils can communicate their thoughts, feelings, ideas and opinions about topics outside their own direct experience.

provide supporting detail using an expanding vocabulary;

• Pupils can use language which provides further explanation and description, making their writing more informative or interesting for the reader.

structure and sequence their writing;

• Pupils can structure writing appropriate to the text type. For example, they can write a narrative with a beginning, middle and end.

express thoughts, feelings, ideas and opinions, giving reasons when appropriate;

express meaning clearly, using an appropriate vocabulary and level of detail;

structure writing, including using paragraphs;

• Pupils can organise their writing using paragraphs, so that it flows clearly and is relevant to the task.

use precise vocabulary to convey thoughts, ideas, relevant information and to justify opinions;

• Pupils can select vocabulary to clearly convey thoughts, feelings, ideas and other relevant information, justifying their opinions as appropriate.

structure writing logically and coherently;

• Pupils can organise their writing clearly, using paragraphs appropriately and adhering to the conventions of the chosen form

make use of information and evidence to support ideas and opinions;

communicate ideas, information and opinions in a sustained and developed way;

• Pupils can develop their ideas and opinions, sustaining the focus and maintaining the interest of the audience. They can occasionally use sophisticated vocabulary for deliberate effect.

make effective use of information and evidence to support their ideas, analyses and conclusions;

• Pupils can independently source, and effectively synthesise information and evidence to strengthen their argument.

communicate complex ideas and opinions in a sustained and developed way;

• Pupils can expand on complex ideas and opinions, sustaining a focus to impact upon and engage the audience. They can use sophisticated vocabulary when conveying complex ideas and opinions. They can use structure for deliberate effect and their writing shows flair.

write using a given form;

• Pupils can write using a form as directed by the teacher.

use the form appropriately;

• Pupils can write appropriately in the given form, meeting the requirements of the task outline.

choose from and use a range of forms, as appropriate;

• Pupils can select and use a form that suits the audience and purpose of their writing.

match writing to purpose and audience;

• Pupils can select language and use it in a way that is appropriate to form, purpose and audience.

present information effectively, using a formal style where appropriate;

• Pupils can write, sustaining an appropriate style throughout; this is likely to be an extended piece.

use appropriate style and tone;

• Pupils can make choices about the extent to which their writing should be formal/informal/, objective/ subjective, informative/persuasive etc. in relation to audience and purpose. They can also convey their message in an appropriate tone.

organise and present writing for deliberate effect;

• Pupils can organise and present information in a way that creates a specific effect on the audience.

match style, tone and presentation to create an impact;

• Pupils can produce text that is striking by matching and manipulating style and tone and, where appropriate, presentation.

write words using sound-symbol correspondence;

• Pupils can attempt to write words using their knowledge of the sounds letters represent.

write personal and familiar words;

• Pupils can write words which they frequently see and use.

form lower and upper-case letters.

• Pupils can show some control over the size, shape and orientation of lower and upper case letters.

spell and write common and familiar words recognisably;

• Pupils can write so that common and familiar words that are not spelled correctly can still be read and understood because they are phonetically plausible.

use basic punctuation;

• Pupils can use capital letters and full stops.

produce legible handwriting.

• Pupils can show control over the physical process of writing and write so that their work can be easily read.

spell and write frequently used and topic words correctly;

• Pupils can use a range of spelling strategies and current phonic knowledge to spell correctly. They know how to use resources to check spelling if necessary.

use basic punctuation and grammar accurately;

• Pupils can use capital letters, full stops, question marks and exclamation marks. Pupils can use basic grammar such as “I was”/”We were”. Pupils can write sentences using verbs, nouns, adjectives and adverbs appropriately.

produce handwriting which is accurately formed and consistent in size.

• Pupils can show control over the formation and size of letters.

start sentences in different ways;

• Pupils can vary the beginnings of sentences to make the writing more interesting and to avoid repetition.

use accurate grammar and spelling on most occasions.

• Pupils can use tenses appropriately and spell the majority of commonly used words.

use a range of punctuation accurately;

• Pupils can extend their use of punctuation to include commas, apostrophes and speech marks.

vary word order and use linking words within sentences;

• Pupils can use linking words such as “and” and “but”.

use accurate grammar and spelling.

• Pupils can spell commonly used words and some unfamiliar words accurately. Pupils can use accurate grammar.

use a range of punctuation consistently and accurately;

• Pupils can choose and use a range of commonly used punctuation accurately and consistently.

create sentence structures which help to convey meaning;

• Pupils can vary sentence length and structure, so that the meaning of each sentence is clear.

use punctuation for effect.

• Pupils can use punctuation accurately and consistently to create deliberate effect.

create sentence structures which convey meaning clearly;

• Pupils can deliberately vary sentence length and structure to create a desired effect or help convey meaning.

use punctuation for effect.

• Pupils can use punctuation accurately and consistently to create impact.

create complex sentences for impact;

• Pupils can deliberately vary sentence length and structure to create impact or to enhance the meaning of their writing.

show understanding of the meaning carried by print, pictures and images;

• Pupils can understand messages conveyed by pictures, images, words, phrases and simple sentences.

understand, recount and sequence events and information;

• Pupils can understand, retell and put in order events and information.

paraphrase with general accuracy;

• Pupils can put the main points in their own words

recognise, understand and sequence main points;

paraphrase;

• Pupils can use their own words to convey their understanding of what they have read.

show understanding by identifying and summarising information;

• Pupils can understand the overall meaning of a text* and identify the important points.

show understanding by identifying and summarising information, ideas and details;

• Pupils can show their understanding of the meaning of a text* by summarising its main ideas and messages and/or by selecting appropriate details.

identify how main points, details or ideas are organised and developed;

• Pupils can show a focused understanding of a text* by examining in detail what has been written and how the writer has communicated his/her meaning.

use reading strategies;

• Pupils can use strategies such as prior knowledge and pictures to make sense of a text*. They can use sound-symbol correspondence and can use context and syntax to make predictions about words

understand that words are made up of sounds and syllables and that sounds are represented by letters;

• Pupils can identify syllables in words and can segment and blend them.

use a range of reading strategies;

• Pupils can integrate a range of strategies when reading texts* at instructional and independent levels. These strategies may be teacher led.

choose and use reading strategies independently;

• Pupils can choose and use strategies independently to read a text* such as using context cues to help identify and give meaning to words they do not recognise.

read independently;

• Pupils can use a range of comprehension strategies independently to make sense of a text*.

use visual clues to locate information;

• Pupils can use labels or pictures to find resources or information.

read and understand familiar words, signs and symbols in the environment;

use basic alphabetical knowledge and visual clues to locate information;

• Pupils can use the first letter and visual clues to locate information.

select information for a purpose;

• Pupils can select appropriate materials in order to find information.

use organisational features, including alphabetical order, to locate and obtain information;

• Pupils can use simple organisational features, such as contents and index pages, to find information.

locate relevant information and use it appropriately;

• Pupils can search for information, decide what is relevant and use it to suit the purpose.

select and manage information from a range of sources;

• Pupils can research, select and organise relevant information from different sources and use it appropriately in their work.

read critically to compare information from a range of sources;

• Pupils can read and compare a variety of sources in detail and question these sources in order to locate information.

evaluate and adapt information;

• Pupils can select the most valid and reliable information, and adapt and use this information appropriately for their purpose.

synthesise information from a range of sources;

• Pupils can use information from a number of sources and present it as a coherent response.

discriminate between different sources, recognising the relevance, reliability and accuracy of the information;

• Pupils can evaluate the strengths and weaknesses of various sources and use the most valid to present their findings, taking into account audience and purpose.

use language associated with texts*;

• Pupils can talk about texts using words such as “cover”, “pages” and “author/writer”.

recognise some forms and features of texts*;

• Pupils can recognise that different texts* have different features.

understand that there are different forms and features of texts*;

• Pupils can understand that different types of text* have their own particular features.

make deductions using information from the text*;

• Pupils can pick up on some things a writer does not state directly.

recognise main features and understand how these are linked to form and purpose;

• Pupils can identify words and phrases, linguistic techniques such as alliteration and features of presentation such as structure, layout and colour, and understand how these are linked to form and purpose.

understand explicit meanings and recognise some implicit meanings;

• Pupils can understand what has been directly stated and identify some of what has been just suggested.

describe language, structure and presentation;

• Pupils can describe how and why a writer has used words and phrases, linguistic techniques such as alliteration and features of presentation such as layout and colour, in constructing a text*.

understand some implicit meanings and attitudes;

• Pupils can make some comment to show that they understand what has been suggested rather than stated and that a writer may have a particular attitude to what he/she is writing about.

differentiate between fact and opinion;

• Pupils can show they understand the difference between factual information and personal opinions.

explain the effects of language, structure and presentation;

• Pupils can explain how and why a writer has deliberately used words and phrases, linguistic techniques such as alliteration and features of presentation such as layout and colour, when constructing a text*.

identify authors’ intentions;

• Pupils can show understanding of what a writer wants the reader to know, understand and feel about a text* and/or a subject.

detect points of view, lines of reasoning and bias;

• Pupils can follow an argument and comment on a writer’s point of view and/or possible bias.

explain in detail the effects of language, structure and presentation;

• Pupils can analyse in sufficient detail how and why a writer has shaped the reader’s response by deliberately using words and phrases, linguistic techniques such as alliteration and features of presentation such as layout and colour, when constructing a text*.

talk about what they read and answer questions.

• Pupils can talk about what they have read and show their understanding through activities such as discussion or role-play.

ask questions to seek clarification that develops understanding;

express opinions and make predictions.

• Pupils can say what they think about a text* and say what they think might happen next.

ask and respond to questions to extend understanding;

express opinions and give reasons.

• Pupils can offer opinions about what they have read and why they think as they do.

explain opinions about what they read.

• Pupils can make their opinions clear and give well thought out reasons.

make reference to text* to support opinions and draw conclusions.

• Pupils can refer to specific parts of a text* (not necessarily in quotation) to back up their opinions and draw conclusions about what they have read.

use appropriate and sufficient evidence to justify their ideas and opinions.

• Pupils can select from a text* the details which most effectively justify their opinions or conclusions. This can be done through quotation or by referring to specific parts of a text*.

expand on opinions, informed by well-selected evidence.

• Pupils can demonstrate a well developed understanding of a text* supported by carefully chosen evidence.

listen for information;

• Pupils can make sense of what they have heard and respond appropriately to it.

follow short, straightforward instructions;

• Pupils can listen to simple instructions and carry them out.

understand short explanations and simple discussions;

• Pupils can broadly understand what is being explained and join in with others in simple discussions

take on the role of someone else;

• Pupils can try to behave and speak as someone else.

listen to and carry out a sequence of instructions;

• Pupils are able to listen to and make sense of a series of instructions and carry them out.

identify the main points of conversations and explanations;

• Pupils can listen to information in familiar situations and respond appropriately

take part in role-play, interacting with others;

• Pupils can attempt to stay in role for the duration of the task, interacting with others.

listen for specific information;

• Pupils can listen and focus on finding specific information that has been identified prior to the task.

maintain a role;

• Pupils can take on a role, maintaining it and showing their understanding of it by responding appropriately.

listen attentively;

• Pupils can give equal attention to all speakers and concentrate for the duration of the activity. They can summarise what they have listened to, answering questions and engaging in discussion.

develop a role;

• Pupils can take on a role and add their own ideas to develop the character.

listen to and identify relevant information and ideas;

• Pupils can respond to the key points of what is heard. They show that they can identify what is relevant by commenting on and taking account of ideas that are central to the task.

make relevant contributions in different roles;

• Pupils can adapt to different and evolving scenarios by maintaining a role.

listen to complex information and identify implicit meanings;

• Pupils can respond to a variety of complex information from a range of sources, showing that they have understood the subtleties of what has been said.

move discussion forward in different roles;

• Pupils can make contributions in different roles that keep others on task and keep the discussion moving forward.

discuss how complex information and ideas are communicated;

• Pupils can clearly and accurately respond to a range of complex information to help clarify their thinking or refine their understanding.

make distinctive contributions in different roles;

• Pupils can make assured and confident contributions in a range of different roles.

ask and answer questions for specific information;

• Pupils can ask simple questions and give basic answers

ask and answer questions to develop understanding;

• Pupils can ask and answer appropriate questions.

follow discussions, make contributions and observe conventions of conversation;

• Pupils can listen to others in discussions and put forward their own points. They allow others to talk without interruption and take turns

ask and respond to questions to extend understanding;

• Pupils can ask purposeful “how” and “why” questions.

follow the main points of discussions and make contributions which show understanding;

ask questions about others’ points of view and respond appropriately;

• Pupils can interact with and respond to others by making contributions that follow on from what has been said.

make relevant contributions to discussions;

• Pupils can listen to others and respond with views based on their own experience/knowledge. They can make comments that widen the discussion.

ask questions to explore and develop ideas;

• Pupils can listen closely, pick up on others’ contributions and ask relevant questions that either clarify or develop the task. Pupils can summarise their own thinking. They can question others and highlight strengths, weaknesses or limitations in others’ opinions.

discuss their own and others’ ideas;

ask questions to challenge others’ ideas, showing sensitivity;

• Pupils can ask questions to clarify and challenge the views of others

show understanding of others’ ideas by making valid contributions;

• Pupils can acknowledge, confirm and summarise what has been expressed.

engage persuasively in decision-making using agreement and challenge;

• Pupils can challenge, question and articulate the complexities of an issue. They are perceptive and able to synthesise views in order to reach agreement.

use vocabulary from within their experience to describe thoughts and feelings;

use a general vocabulary to express thoughts, imaginings and opinions;

• Pupils can use language and sentence structures to talk about what they think and feel and give their opinions.

use an expanding vocabulary;

• Pupils can use a widening/interesting vocabulary.

explain their views/thinking;

• Pupils can say what they think about a topic or issue and why.

use an appropriate vocabulary;

• Pupils can use relevant vocabulary.

explain information, ideas and opinions clearly;

communicate detailed information clearly, using precise vocabulary;

• Pupils can offer ideas and opinions in a developed way and can offer good reasons for their views. They can choose and use the most fitting words and specialised vocabulary, linked to the context of the task.

justify ideas and opinions;

explain information and ideas clearly, using appropriate ways to support main points;

• Pupils can use language that is focused and precise.

express and justify complex ideas and opinions;

• Pupils can develop their ideas and opinions on more complex issues, using specific evidence and information to support an argument.

support their opinions and arguments with appropriate evidence from a range of sources;

• Pupils can develop their ideas and opinions on more complex issues, synthesising specific evidence and information from a range of sources to support an argument. Their use of vocabulary is likely to demonstrate a level of flair and sophistication.

talk about their experiences;

• Pupils can give an account of what has happened so that others can understand it.

talk about events in sequence with supporting detail;

• Pupils can talk in some detail and in an order that makes sense.

sequence events and plan what to say;

• Pupils can plan what they are going to say so that it makes sense to the listener.

plan an approach to talking;

• Pupils can plan what they are going to say, taking account of audience and purpose.

structure their talk logically and coherently;

• Pupils can organise and order contributions logically so that others can understand their points easily. They can present their ideas clearly, giving an introduction and conclusion when appropriate.

organise the structure and content of talking to be concise;

• Pupils can plan and organise the content and structure of talk so that the audience can make connections between points.

convey complex information by explaining it to others in an original way;

• Pupils can organise complex information in a way that is original and individual.

speak audibly to be heard and understood;

speak clearly to be heard and understood;

• Pupils can talk with sufficient clarity so that others can hear and make sense of what they are saying.

vary their voice and intonation;

• Pupils can use expression in different situations, changing their tone of voice accordingly

use language techniques and register to engage the listener;

• Pupils can capture the attention of the listener by using appropriate tone, pitch, pace and volume and by the deliberate use of word emphasis to stress the importance of a point.

use language techniques and register to maintain the interest of the listener;

• Pupils can capture and hold the interest of the listener by adapting their tone. They can use a range of other language techniques – rhetorical questions, repetition, alliteration.

use language techniques and register to achieve effects;

• Pupils can deliberately influence the listener by using a range of vocabulary, sentence structures and language techniques. They can also use an appropriate degree of formality and tone.

exploit language techniques and register to present complex information and ideas effectively;

• Pupils can manipulate language to convey complex information for deliberate effect, showing confidence and consistency across a wide range of language techniques.

make eye contact and take turns whilst engaging in conversation.

• Pupils can look at someone when they are speaking and give others the opportunity to speak.