Recognises some Demonstrates an Chooses the appropriate register Has established register flexibility and Register – differences between the understanding of a range of and structure sensitivity and interprets register related to formal and informal formal and informal registers social relationships in a broad range of registers of familiar written contexts texts Plan, draft, Begins to check Begins to plan writing, Uses basic models to Uses a variety of strategies Uses the drafting and revision process – – proof and writing by re-reading using strategies such as produce a range of text for planning, drafting, to extend and clarify thinking review and makes some listing to organise types, although may reviewing and proofreading corrections with information handle some more easily own writing, e.g. plans guidance, e.g. capital than others according to purpose, uses Begins to review writing, letters and full stops drafting techniques or checks incorporating Uses the process of with mentor/peer teacher/mentor planning, drafting and comments into the proofreading drafting process Self corrects own writing to check for consistency and accuracy Writing Indicator .06: The mechanics of writing LEVEL 3 LEVEL 4 LEVEL 5 FOCUS AREA LEVEL 1 LEVEL 2 Uses a small bank of Extends key vocabulary to Draws on a vocabulary Selects vocabulary to create Understands and uses broad Vocabulary – – individual words and include personal details of which is sufficiently broad shades of meaning in chosen vocabulary, including idioms, phrases or word lists self, family and relevant so that a relevant word is fields of knowledge or in colloquialisms and cultural related to giving others, most aspects of usually available particular contexts references as appropriate personal details or everyday life and other Uses vocabulary with Understands and uses Understands and uses meeting survival needs. vocabulary of personal vocabulary specific to a appropriate specialised increasing precision to May be memorised or significance show how words carry topic vocabulary in a variety of formulaic situations, e.g. explanations, particular shades of descriptions or arguments meaning Uses an English dictionary or thesaurus (hard copy or online) to extend own vocabulary bank Uses some familiar acronyms Where appropriate to task or context, uses some common idioms
Register – Recognises some differences between the formal and informal registers of familiar written texts Demonstrates an understanding of a range of formal and informal registers Chooses the appropriate register and structure Has established register flexibility and sensitivity and interprets register related to social relationships in a broad range of contexts Plan, draft, proof and review – Begins to check writing by re-reading and makes some corrections with guidance, e.g. capital letters and full stops Begins to plan writing, using strategies such as listing to organise information Begins to review writing, incorporating teacher/mentor comments into the drafting process Uses basic models to produce a range of text types, although may handle some more easily than others Uses the process of planning, drafting and proofreading Self corrects own writing to check for consistency and accuracy Uses a variety of strategies for planning, drafting, reviewing and proofreading own writing, e.g. plans according to purpose, uses drafting techniques or checks with mentor/peer – Uses the drafting and revision process to extend and clarify thinking Writing Indicator .06: The mechanics of writing FOCUS AREA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 Vocabulary – Uses a small bank of individual words and phrases or word lists related to giving personal details or meeting survival needs. May be memorised or formulaic – Extends key vocabulary to include personal details of self, family and relevant others, most aspects of everyday life and other vocabulary of personal significance Draws on a vocabulary which is sufficiently broad so that a relevant word is usually available Uses vocabulary with increasing precision to show how words carry particular shades of meaning Uses an English dictionary or thesaurus (hard copy or online) to extend own vocabulary bank Uses some familiar acronyms Where appropriate to task or context, uses some common idioms Selects vocabulary to create shades of meaning in chosen fields of knowledge or in particular contexts Understands and uses vocabulary specific to a topic Understands and uses broad vocabulary, including idioms, colloquialisms and cultural references as appropriate Understands and uses appropriate specialised vocabulary in a variety of situations, e.g. explanations, descriptions or arguments
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