Level 1 Level 2 Level 3 Level 4 READING Simple, limited Some success Clear, relevant Perceptive, detailed Use of textual detail Selects simple references or Selects some appropriate Selects a range of relevant Selects a judicious range of textual details textual detail textual detail textual detail Writers’ use of Offers simple comment on Attempts to comment on Explains clearly the effects Analyses the effects of the the effect of language / the effect of language / of the writer’s choices of writer’s choices of language / language / structure structural features structural features language / structural structural features features Use of terminology Makes simple use of subject Makes some use of subject Makes clear and accurate Makes sophisticated and terminology, not always terminology, mainly use of subject terminology accurate use of subject appropriately appropriately terminology Makes simple, limited Makes some evaluative Evaluates clearly the Evaluates critically and in Evaluation of effects evaluative comment(s) on comment(s) on effect(s) on effect(s) on the reader detail the effect(s) on the on the reader effect(s) on reader the reader reader Responding to an Makes a simple, limited Makes some response to the Makes a clear and relevant Develops a convincing and response to the focus of the focus of the statement response to the focus of the critical response to the focus opinion statement statement of the statement English Year 9 Writing Descriptors GCSE GRADE 1 2 3 4 5 6 7 8 9 Y9 EXPECTATION Level 1 Level 2 Level 3 Level 4 WRITING Simple, limited Some success Clear, relevant Compelling, convincing Content Simple awareness of Some sustained attempt to Register is consistently Register is assuredly register/ match register to audience/ matched to audience/ matched to audience/ purpose purpose purpose purpose
READING Level 1 Simple, limited Level 2 Some success Level 3 Clear, relevant Level 4 Perceptive, detailed Use of textual detail Selects simple references or textual details Selects some appropriate textual detail Selects a range of relevant textual detail Selects a judicious range of textual detail Writers’ use of language / structure Offers simple comment on the effect of language / structural features Attempts to comment on the effect of language / structural features Explains clearly the effects of the writer’s choices of language / structural features Analyses the effects of the writer’s choices of language / structural features Use of terminology Makes simple use of subject terminology, not always appropriately Makes some use of subject terminology, mainly appropriately Makes clear and accurate use of subject terminology Makes sophisticated and accurate use of subject terminology Evaluation of effects on the reader Makes simple, limited evaluative comment(s) on effect(s) on reader Makes some evaluative comment(s) on effect(s) on the reader Evaluates clearly the effect(s) on the reader Evaluates critically and in detail the effect(s) on the reader Responding to an opinion Makes a simple, limited response to the focus of the statement Makes some response to the focus of the statement Makes a clear and relevant response to the focus of the statement Develops a convincing and critical response to the focus of the statement English Year 9 Writing Descriptors GCSE GRADE 1 2 3 4 5 6 7 8 9 Y9 EXPECTATION WRITING Level 1 Simple, limited Level 2 Some success Level 3 Clear, relevant Level 4 Compelling, convincing Content Simple awareness of register/ purpose Some sustained attempt to match register to audience/ purpose Register is consistently matched to audience/ purpose Register is assuredly matched to audience/ purpose