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Grade Ladder – Writing
9
  • I consistently match my writing to the purpose and audience in a convincing and compelling way.
  • I can use extensive and compelling vocabulary, with sustained and conscious crafting of language features.
  • I use structural features in a consistently varied and inventive way.
  • I consistently use fluently linked paragraphs and seamlessly integrated discourse markers – eg.
  • I spell all words correctly, including an extensive range of sophisticated vocabulary – eg. aberration, camaraderie, diaphanous.
  • I use a wide range of punctuation in a consistently effective way.
  • I use a full range of sophisticated and mature sentence forms in an original and compelling way.
8
  • I consistently match my writing to the purpose and audience in a convincing and confident way.
  • I can use extensive and sophisticated vocabulary, with conscious crafting of language features.
  • I use structural features in a consistently varied and effective way.
  • I use fluently linked paragraphs and seamlessly integrated discourse markers – eg.
  • I spell almost all words correctly, including an extensive range of sophisticated vocabulary – eg. begrudgingly, boisterous, indispensable.
  • I use a wide range of punctuation in a consistently accurate way.
  • I use a full range of sophisticated sentence forms in an effective way.
7
  • I consistently match my writing to the purpose and audience in a confident way.
  • I can use sophisticated vocabulary and craft language features in a successful way.
  • I consistently use structural features in an effective way.
  • I use consistently well-judged paragraphs and integrated discourse markers – eg.
  • I spell most words correctly, including irregular and complex vocabulary – eg. fluorescent, exhilarate, zealous.
  • I use a wide range of punctuation and I am almost always accurate.
  • I use a range of sophisticated sentence forms in an effective way.
6
  • I match my writing to the purpose and audience in a confident way throughout the majority of my writing.
  • I can use ambitious vocabulary and craft language features in a successful way.
  • I usually use structural features in an effective way.
  • I usually use well-judged paragraphs and integrated discourse markers – eg.
  • I spell most words correctly, including some irregular and complex vocabulary – eg. conscious, possession, embarrass
  • I use a wide range of punctuation and I am mostly accurate.
  • I use a range of sentence forms in an effective way.
5
  • I match my writing to the purpose and audience in a clear way throughout the majority of my writing.
  • I can use well-chosen vocabulary and craft language features for effect.
  • I usually use structural features in my writing, and this is sometimes effective.
  • I usually use appropriate paragraphs and I link these with varied discourse markers – eg.
  • I spell most words correctly, including some irregular vocabulary – eg. achieve, separate, business.
  • I use a range of punctuation and I am mostly accurate.
  • I use a range of sentence forms and start to do this for effect.
4
  • I mostly match my writing to the purpose and audience, starting to become clear.
  • I mostly use well-chosen vocabulary and craft language features for effect.
  • I use some structural features in my writing and I try to be effective when doing this.
  • I often use appropriate paragraphs and I link these with discourse markers – eg.
  • I spell most words correctly, although I make some errors with more complex vocabulary – eg. beginning, sometimes, happened.
  • I use a range of punctuation and I only make a few errors.
  • I am starting to use a range of sentence form.
3
  • I mostly match my writing to the purpose and audience.
  • I sometimes use well-chosen vocabulary, with some use of language features for effect.
  • I use some structural features in my writing including a clear beginning, middle and end.
  • I use some appropriate paragraphs and I link these with discourse markers – eg.
  • I spell most regular words correctly – eg. school, writer, thought.
  • I can use full stops, capital letters, question marks, commas in a list, commas to separate clauses and exclamation marks accurately most of the time.
  • I can use simple, complex and compound sentences.
2
  • • I sometimes match my writing to the purpose and audience.
  • I start to use well-chosen vocabulary, with some use of language features for effect.
  • I use some structural features in my writing including a beginning, middle and/or end.
  • I use some paragraphs to organise my ideas and I occasionally link these with discourse markers – eg. Also, However.
  • I spell most simple and common words correctly – eg. lucky, being, people.
  • I can use full stops, capital letters, question marks, commas in a list and exclamation marks accurately most of the time.
  • I can use declarative, exclamatory and interrogative sentences.
1
  • I am aware of my purpose and audience.
  • I have started to vary my vocabulary and I occasionally use language features.
  • I try to use some structural features in my writing including a beginning, middle or end.
  • I have tried to organise my ideas and some of my ideas link – eg. Firstly, Secondly.
  • I spell most simple and common words correctly, although I make some errors – eg. clean, thank, could.
  • I can use full stops, capital letters and exclamation marks accurately most of the time.
  • I can use declarative and exclamatory sentences.
W3
  • I start to show I am aware of my purpose and audience.
  • I choose some of my words carefully.
  • I have some structure to my writing eg an obvious opening, middle or end.
  • I have tried to organise my ideas in my writing – eg. But, So.
  • I spell some simple and common words correctly – eg. made, food, home.
  • I use full stops and capital letters accurately most of the time.
  • I am able to form simple sentences.
W2
  • I make a reference to my purpose and audience.
  • I show I can use some words carefully, on occasions.
  • I have shown I understand that writing should have a structure to it.
  • I have tried to organise my ideas in some parts of my writing – eg. He, She.
  • I spell simple and common words correctly at times – eg. any, they, said.
  • I can sometimes use full stops accurately.
  • I sometimes form simple sentences.
W1
  • I make a reference to my purpose and audience.
  • I choose one or two words carefully.
  • I have shown some awareness that writing should have a structure to it.
  • I have tried to organise my ideas in part of my writing – eg. I, The.
  • I spell some words how they sound – eg. the, come, go.
  • I sometimes use full stops.
  • I can use words in an order that mostly make sense.
All BTEC results have been emailed to student school email accounts 02.09.2020