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Evidence for Learning

Generic Primary 'I can...' statements

Art, D&T, Geography, History, ICT, Maths, MFL, Music, PE, PSHE, RE, Reading, Science, Speaking & Listening and Writing

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Art
-Level 1
--[]I can respond to ideas.
--[]I can use a variety of materials and processes to communicate ideas and meanings, and design and make images and artefacts.
--[]I can describe what I think or feel about my own and others' work.
-Level 2
--[]I can explore ideas.
--[]I can investigate and use a variety of materials and processes to communicate ideas and meanings, and design and make images and artefacts.
--[]I can comment on differences in others' work, and suggest ways of improving my own.
-Level 3
--[]I can explore ideas and collect visual and other information for my work.
--[]I can investigate visual and tactile qualities in materials and processes.
--[]I can communicate my ideas and meanings, and design and make images and artefacts for different purposes.
--[]I can comment on similarities and differences between my own and others' work.
--[]I can adapt and improve my own work.
-Level 4
--[]I can explore ideas and collect visual and other information to help develop my work.
--[]I can use their knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artefacts, combining and organising visual and tactile qualities to suit my intentions.
--[]I can compare and comment on ideas, methods and approaches used in my own and others’ work, relating these to the context in which the work was made.
--[]I can adapt and improve my work to realise my own intentions.
-Level 5
--[]I can explore ideas and select visual and other information.
--[]I can use ideas and information to develop my work, taking account of the purpose.
--[]I can manipulate materials and processes to communicate ideas and meanings and make images and artefacts, matching visual and tactile qualities to my intentions.
--[]I can analyse and comment on ideas, methods and approaches used in my own and others’ work, relating these to a context.
--[]I can adapt and refine my work to reflect the view of its purpose and meaning.
-Level 6
--[]I can explore ideas and assess visual and other information, including images and artefacts from different historical, social and cultural contexts.
--[]I can use ideas and information to develop ideas, taking account of purpose and audience. 
--[]I can manipulate materials and processes and analyse outcomes.
--[]I can interpret visual and tactile qualities to communicate ideas and meanings, and realise their intentions.
--[]I can analyse and comment on how ideas and meanings are conveyed in my own and others’ work.
--[]I can explain how my understanding of the context affects my views and practice.
Design & Technology
-Level 1
--[]I suggest ideas and know things about common products.
--[]My plans show that, with help, I can put my ideas into practice.
--[]I use pictures and words to show what I want to do.
--[]I talk about what I am making and which tools I use.
--[]I use tools and materials, sometimes with help.
--[]I talk about mine and other’s work
--[]I describe how a product works.
-Level 2
--[]I think of ideas and plan what to do next, based on my experience of working with materials and components.
--[]I use models, pictures and words to describe my designs.
--[]I choose suitable tools, techniques and materials, and explain why I chose them.
--[]I use tools and assemble, join and combine materials and components in different ways.
--[]I recognise what I have done well whilst making and suggest things that I could do better.
-Level 3
--[]I generate ideas and recognise that my designs have to meet a range of different needs.
--[]I make realistic plans for achieving my aims.
--[]I have clear ideas when asked and use words, labelled sketches and models to share the details of my designs.
--[]I think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques.
--[]I use tools and equipment with some accuracy to cut and shape materials and to put together components.
--[]I identify where evaluation has led to improvements.
-Level 4
--[]I generate ideas by collecting and using information.
--[]I take users' views into account and produce step-by-step plans.
--[]I share alternative ideas using words, labelled sketches and models, showing that I am aware of limits.
--[]I work with a variety of materials and components with some accuracy, paying attention to quality of finish and to function.
--[]I select and work with a range of tools and equipment.
--[]I reflect on my designs as I develop, whilst thinking about the way the product will be used.
--[]I identify what is working well and what could be improved.
-Level 5
--[]I use various sources of information.
--[]I clarify my ideas through discussion, drawing and modelling.
--[]I use my understanding of the characteristics of familiar products when developing and communicating my own ideas.
--[]I work from my own detailed plans, modifying them where appropriate.
--[]I work with a range of tools, materials, equipment, components and processes with some precision.
--[]I check my work as it develops and modify my approach if required.
--[]I test and evaluate my products, showing that I understand the situations in which my designs will have to function and am aware of the limits of resources.
--[]I evaluate my products and my use of information sources.
-Level 6
--[]I draw on and use a range of sources of information, and show that I understand the form and function of familiar products.
--[]I make models and drawings to explore and test my design thinking, discussing my ideas with users.
--[]I produce plans that outline alternative methods of progressing and develop detailed criteria for my designs and use these to explore design proposals.
--[]I work with a range of tools, materials, equipment, components and processes and show that I understand my characteristics.
--[]I check my work as it develops and modify my approach in the light of progress.
--[]evaluate how effectively I have used information sources, using the results of my research to inform my judgements when designing and making
--[]I evaluate my products they are being used, and identify ways of improving them
Geography
-Level 1
--[]I can show knowledge, skills and understanding in studies at a local scale.
--[]I can recognise and make observations about physical and human features of localities.
--[]I can express my views on features of the environment of a locality.
--[]I can use resources that are given to me, and my own observations, to ask and respond to questions about places and environments.
-Level 2
--[]I can show knowledge, skills and understanding in studies at a local scale.
--[]I can describe physical and human features of places, and recognise and make observations about those features that give places their character.
--[]I can show an awareness of places beyond my own locality.
--[]I can express views on the environment of a locality and recognise how people affect the environment.
--[]I can carry out simple tasks and select information using resources that are given to me.
--[]I can use information and my own observations to help me to ask and respond to questions about places and environments.
--[]I can begin to use appropriate geographical vocabulary.
-Level 3
--[]I can show knowledge, skills and understanding in studies at a local scale.
--[]I can describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features.
--[]I am aware that different places may have both similar and different characteristics.
--[]I can offer reasons for some of my observations and for my views and judgements about places and environments.
--[]I can recognise how people seek to improve and sustain environments.
--[]I can use skills and sources of evidence to respond to a range of geographical questions, and begin to use appropriate vocabulary to communicate my findings.
-Level 4
--[]I can show my knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world.
--[]I can begin to recognise and describe geographical patterns and to appreciate the importance of wider geographical location in understanding places.
--[]I can recognise and describe physical and human processes.
--[]I can begin to understand how physical and human processes can change the features of places, and how these changes affect the lives and activities of people living there.
--[]I can understand how people can both improve and damage the environment.
--[]I can explain my own views and the views that other people hold about an environmental change.
--[]I can draw on my knowledge and understanding, suggest suitable geographical questions, and use a range of geographical skills to help them investigate places and environments.
--[]I can use primary and secondary sources of evidence in their investigations and communicate their findings using appropriate vocabulary.
-Level 5
--[]I can show my knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world.
--[]I can describe and begin to explain geographical patterns and physical and human processes.
--[]I can describe how these processes can lead to similarities and differences in the environments of different places and in the lives of people who live there.
--[]I can recognise some of the links and relationships that make places dependent on each other.
--[]I can suggest explanations for the ways in which human activities cause changes to the environment and the different views people hold about them.
--[]I can recognise how people try to manage environments sustainably.
--[]I can explain my own views and begin to suggest relevant geographical questions and issues.
--[]I can draw on my knowledge and understanding, select and use appropriate skills and ways of presenting information to help investigate places and environments.
--[]I can select information and sources of evidence, suggest plausible conclusions to investigations and present findings both graphically and in writing.
-Level 6
--[]I can show knowledge, skills and understanding in studies of a wide range of places and environments at various scales, from local to global, and in different parts of the world.
--[]I can describe and explain a range of physical and human processes and recognise that these processes interact to produce the distinctive characteristics of places.
--[]I can describe ways in which physical and human processes operating at different scales create geographical patterns and lead to changes in places.
--[]I can appreciate the many links and relationships that make places dependent on each other.
--[]I can recognise how conflicting demands on the environment may arise and describe and compare different approaches to managing environments.
--[]I can appreciate that different values and attitudes, including their own, result in different approaches that have different effects on people and places.
--[]I can draw on my knowledge and understanding, suggest relevant geographical questions and issues and plan appropriate sequences of investigation.
--[]I can select a range of skills and sources of evidence from the key stage 3 programme of study and use them effectively in their investigations.
--[]I can present their findings in a coherent way and reach conclusions that are consistent with the evidence.
History
-Level 1
--[]I can recognise the distinction between present and past in my own and other people's lives.
--[]I can show an emerging sense of chronology by placing a few events and objects in order, and by using everyday terms about the passing of time.
--[]I can recount episodes from stories about the past.
--[]I can find answers to some simple questions about the past from sources of information.
-Level 2
--[]I can show a developing sense of chronology by using terms concerned with the passing of time.
--[]I can place events and objects in chronological order.
--[]I can recognise that my own life is different from the lives of people in the past.
--[]I can show knowledge and understanding of aspects of the past beyond living memory, and of some of the main events and people I have studied.
--[]I am beginning to recognise that there are reasons why people in the past acted as they did.
--[]I am beginning to identify some of the different ways in which the past is represented.
--[]I can observe or handle sources of information to answer questions about the past on the basis of simple observations.
-Level 3
--[]I can show a developing understanding of chronology by the realisation that the past can be divided into different periods of time.
--[]I can recognise some of the similarities and differences between periods of time by using dates and terms.
--[]I can show knowledge and understanding of some of the main events, people and changes studied.
--[]I am beginning to give a few reasons for, and results of, the main events and changes.
--[]I can identify some of the different ways in which the past is represented.
--[]I can use sources of information in ways that go beyond simple observations to answer questions about the past.
-Level 4
--[]I can show factual knowledge and understanding of aspects of the history of Britain and the wider world.
--[]I can use factual knowledge to describe characteristics features if past societies and period, and to identify changes within and across different periods.
--[]I can describe some of the main events, people and changes studied.
--[]I can give some reasons for, and results of, the main events and changes studied.
--[]I can show some understanding that aspects of the past have been represented and interpreted in different ways.
--[]I am beginning to select and combine information from different sources.
--[]I am beginning to produce structured work, making appropriate use of dates and terms.
-Level 5
--[]I can show increasing depth of factual knowledge and understanding of aspects of the history of Britain and the wider world.
--[]I can use factual knowledge to describe features of past societies and periods and to begin to make links between them.
--[]I can describe the events, people and changes studied.
--[]I can describe and make links between events and changes studied and give reasons for, and results of, these events and changes.
--[]I know that some events, people and changes have been interpreted in different ways and suggest possible reasons for this.
--[]I can use my knowledge and understanding and begin to evaluate sources of information and identify those that are useful for particular tasks.
--[]I can select and organise information to produce structured work, making appropriate use of dates and terms.
-Level 6
--[]I can use my factual knowledge and understanding of the history of Britain and the wider world to describe past societies and periods, and to make links between features within and across different periods.
--[]I can examine and explain the reasons for, and results of, events and changes studied.
--[]I can describe, and begin to analyse, why there are different historical interpretations of events, people and changes. Using their knowledge and understanding, they identify and evaluate sources of information, which they use critically to reach and support conclusions. 
--[]I can select, organise and deploy relevant information to produce structured work, making appropriate use of dates and terms.
ICT
-Communicating in the Digital World
--EYFS 
---[]With support, I can use simple tools to generate text and images.
---[]With support, I can start to understand that messages can be conveyed by electronic means.
--Level 1 
---[]I can share ideas using text, images and sounds.
---[]I know there are e-safety rules to be followed when online.
--Level 2 
---[]I can generate, amend and record work.
---[]I can share ideas in different forms including text, tables, images and sound.
---[]I understand the need to abide by school e-safety rules to stay safe online.
--Level 3 
---[]I can generate, develop, organise and present work.
---[]I can share and exchange ideas with others.
---[]I can identify ways to keep safe when using ICT.
--Level 4 
---[]I can present info. in different forms, showing an awareness of audience and quality in presentations.
---[]I can exchange info. and ideas in a variety of ways.
---[]I can understand the benefits of online communication and manage some of the risks associated with the digital environment.
--Level 5 
---[]I can structure, refine and present information in different forms and styles for specific purpose and audiences.
---[]I can use ICT safely and responsibly.
-Exploring the Digital World
--EYFS 
---[]I can find information, with support, using a simple search engine and store simple information.
--Level 1 
---[]I can explore information from a range of sources.
---[]I can show an awareness of information in different formats.
---[]I know there are e-safety rules to be followed when online.
--Level 2 
---[]I can use ICT to research and organise information for a purpose. 
---[]I can present research findings, supported by guided choice of tools.
---[]I can enter, save and retrieve work.
---[]I understand the need to abide by school e-safety rules to stay safe online.
--Level 3 
---[]I can use ICT to save information and find and use appropriate information following straightforward lines of enquiry.
---[]I can identify ways to keep safe when using ICT.
--Level 4 
---[]I understand the need for care in framing questions when interrogating information.
---[]I can interpret findings and question plausibility.
---[]I can add to, amend and combine different forms of information from a variety of sources.
---[]I can manage some of the risks associated with the internet.
--Level 5 
---[]I can take account of accuracy and potential bias when searching for and selecting information.
---[]I can use logical and appropriate structures to organise and process data.
---[]I can use ICT safely and responsibly.
-Shaping the Digital World
--EYFS 
---[]I can use programmable toys to support learning and find out about everyday technology.
---[]I can complete a simple program on a computer.
--Level 1 
---[]I can recognise that many everyday devices respond to signals and instructions.
---[]I can make choices when using such devices to produce different outcomes.
--Level 2 
---[]I can plan and give instructions to make things happen.
---[]I can describe the effects.
---[]I can explore what happens in real and imaginary situations.
--Level 3 
---[]I can use sequences of instructions to control devices and achieve specific outcomes.
---[]I can make appropriate choices when using models and simulations to help find things out and solve problems.
--Level 4 
---[]I can use ICT systems to control events in a predetermined manner.
---[]I can sense physical data.
---[]I can use models and simulations to explore patterns and relationships.
---[]I can make predictions about the consequences of decisions.
--Level 5 
---[]I can create precise and accurate sequences of instructions.
---[]I can understand how sensors can be used to monitor and measure external events.
---[]I can explore the effects of changing variables in a model.
-E-Safety
--EYFS 
---[]I am aware there are some e-safety rules.
--Level 1
---[]I know what to do if they find something inappropriate online.
--Level 2 
---[]I am aware of and abide by school rules for e-safety.
---[]I can understand that we should respect the work of others that is stored or presented electronically.
--Level 3 
---[]I can use information and resources I have found, showing an emerging understanding of safe use of the internet and can abide by school e-safety rules.
--Level 4 
---[]I begin to understand the purpose of copyright regulations and the need to repurpose information.
---[]I can show an understanding that not all information on the internet is accurate.
---[]I can develop a growing awareness of how to stay safe when using online tools (at school and at home).
--Level 5 
---[]I can independently and with due regard to safety, search the internet using appropriate methods to validate information and check for bias and accuracy.
---[]I can understand the implications for e-safety and use rules I have learnt and developed.
Mathematics
-Level 1
--Numbers and the Number System
---[]count up to 10 objects
---[]read, write numbers to 10
---[]order numbers to 10
---[]begin to use the fraction, one-half
--Calculating
---[]understand addition as finding the total of two or more sets of objects
---[]understand subtraction as 'taking away' objects from a set and finding how many are left
---[]add and subtract numbers of objects to 10
---[]begin to know some addition facts
---[]solve addition/subtraction problems involving up to 10 objects
---[]record their work
--Using and applying mathematics
---[]use mathematics as an integral part of classroom activities
---[]represent their work with objects or pictures
---[]discuss their work
---[]draw simple conclusions from their work
---[]recognise and use a simple pattern or relationship
--Shape, space and measure
---[]use everyday language to describe properties of 2-D and 3-D shapes
---[]use everyday language to describe positions of 2-D and 3-D shapes
---[]measure and order objects using direct comparison
---[]order events
--Handling data
---[]sort and classify objects
---[]represent their work
---[]demonstrate the criterion they have used
-Level 2
--Algebra
---[]recognise sequences of numbers, including odd and even numbers
--Numbers and the Number System
---[]count sets of objects reliably
---[]begin to understand the place value of each digit; use this to order numbers up to 100
---[]begin to use halves and quarters and relate the concept of half of a small quantity to the concept of half of a shape
--Calculating
---[]use the knowledge that subtraction is the inverse of addition and understand halving as a way of 'undoing' doubling and vice versa
---[]use mental recall of addition and subtraction facts to 10
---[]use mental calculation strategies to solve number problems including those involving money and measures
---[]record their work in writing
---[]choose the appropriate operation when solving addition and subtraction problems
--Using and applying mathematics
---[]select the mathematics they use in some classroom activities
---[]discuss their work using mathematical language
---[]begin to represent their work using symbols and simple diagrams
---[]predict what comes next in a simple number, shape or spatial pattern or sequence and give reasons for their opinions
---[]explain why an answer is correct
--Shape, space and measure
---[]use mathematical names for common 3-D and 2-D shapes
---[]describe their properties, including numbers of sides and corners
---[]describe the position of objects
---[]distinguish between straight and turning movements, recognise right angles in turns and understand angle as a measurement of turn
---[]begin to use a wider range of measures including to use everyday non-standard and standard units to measure length and mass
---[]begin to understand that numbers can be used not only to count discrete objects but also to describe continuous measures
--Handling data
---[]sort objects and classify them using more than one criterion
---[]understand vocabulary relating to handling data
---[]collect and sort data to test a simple hypothesis
---[]record results in simple lists, tables, pictograms and block graphs
---[]communicate their findings, using the simple lists, tables, pictograms and block graphs they have recorded
-Level 3
--Algebra
---[]recognise a wider range of sequences
---[]begin to understand the role of '=' (the 'equals' sign)
--Numbers and the Number System
---[]understand place value in numbers to 1000
---[]use place value to make approximations
---[]recognise negative numbers in contexts such as temperature
---[]use simple fractions that are several parts of a whole and recognise when two simple fractions are equivalent
---[]begin to use decimal notation in contexts such as money
--Calculating
---[]derive associated division facts from known multiplication facts
---[]add and subtract two-digit numbers mentally
---[]add and subtract three digit numbers using written method
---[]multiply and divide two digit numbers by 2, 3, 4 or 5 as well as 10 with whole number answers and remainders
---[]use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers
---[]solve whole number problems including those involving multiplication or division that ma y give rise to remainders
--Using and applying mathematics
---[]select the mathematics they use in a wider range of classroom activities
---[]try different approaches and find ways of overcoming difficulties that arise when they are solving problems
---[]begin to organise their work and check results
---[]use and interpret mathematical symbols and diagrams
---[]understand a general statement by finding particular examples that match it
---[]review their work and reasoning
--Shape, space and measure
---[]classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry for 2-D shapes
---[]begin to recognise nets of familiar 3-D shapes, e.g. cube, cuboid, triangular prism, square-based pyramid
---[]recognise shapes in different orientations and reflect shapes, presented on a grid, in a vertical or horizontal mirror line
---[]describe position and movement
---[]use a wider range of measures including non-standard units and standard metric units of length, capacity and mass in a range of contexts
---[]use standard units of time
--Handling data
---[]gather information
---[]construct bar charts and pictograms, where the symbol represents a group of units
---[]use Venn and Carroll diagrams to record their sorting and classifying of information
---[]extract and interpret information presented in simple tables, lists, bar charts and pictograms
-Level 4
--Algebra
---[]begin to use simple formulae expressed in words
---[]use and interpret coordinates in the first quadrant
--Numbers and the Number System
---[]recognise and describe number patterns
---[]recognise and describe number relationships including multiple, factor and square
---[]use place value to multiply and divide whole numbers by 10 or 100
---[]recognise approximate proportions of a whole and use simple fractions and percentages to describe these
---[]order decimals to three decimal places
---[]begin to understand simple ratio
--Calculating
---[]use a range of mental methods of computation with all operations
---[]recall multiplication facts up to 10 x 10 and quickly derive corresponding division facts
---[]use efficient written methods of addition and subtraction and of short multiplication and division
---[]multiply a simple decimal by a single digit
---[]solve problems with or without a calculator
---[]check the reasonableness of results with reference to the context or size of numbers
--Using and applying mathematics
---[]develop own strategies for solving problems
---[]use their own strategies within mathematics and in applying mathematics to practical contexts
---[]present information and results in a clear and organised way
---[]search for a solution by trying out ideas of their own
--Shape, space and measure
---[]use the properties of 2-D and 3-D shapes
---[]make 3-D models by linking given faces or edges and draw common 2-D shapes in different orientations on grids
---[]reflect simple shapes in a mirror line, translate shapes horizontally or vertically and begin to rotate a simple shape or object about its centre or a vertex
---[]choose and use appropriate units and instruments
---[]interpret, with appropriate accuracy, numbers on a range of measuring instruments
---[]find perimeters of simple shapes and find areas by counting squares
--Handling data
---[]collect and record discrete data
---[]group data, where appropriate, in equal class intervals
---[]continue to use Venn and Carroll diagrams to record their sorting and classifying of information
---[]construct and interpret frequency diagrams and simple line graphs
---[]understand and use the mode and range to describe sets of data
-Level 5
--Algebra
---[]construct, express in symbolic form, and use simple formulae involving one or two operations
---[]use and interpret coordinates in all four quadrants
--Numbers and the Number System
---[]use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect
---[]round decimals to the nearest decimal place and order negative numbers in context
---[]recognise and use number patterns and relationships
---[]use equivalence between fractions and order fractions and decimals
---[]reduce a fraction to its simplest form by cancelling common factors
---[]understand simple ratio
--Calculating
---[]use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places
---[]use a calculator where appropriate to calculate fractions/percentages of quantities/measurements
---[]understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three digit number by any two-digit number
---[]solve simple problems involving ordering, adding, subtracting negative numbers in context
---[]solve simple problems involving ratio and direct proportion
---[]apply inverse operations and approximate to check answers to problems are of the correct magnitude
--Using and applying mathematics
---[]identify and obtain necessary information to carry through a task and solve mathematical problems
---[]check results, considering whether these are reasonable
---[]solve word problems and investigations from a range of contexts
---[]show understanding of situations by describing them mathematically using symbols, words and diagrams
---[]draw simple conclusions of their own and give an explanation of their reasoning
--Shape, space and measure
---[]use a wider range of properties of 2-D and 3-D shapes and identify all the symmetries of 2-D shapes
---[]use language associated with angle and know and use the angle sum of a triangle and that of angles at a point
---[]reason about position and movement and transform shapes
---[]measure and draw angles to the nearest degree, when constructing models and drawing or using shapes
---[]read and interpret scales on a range of measuring instruments, explaining what each labelled division represents
---[]solve problems involving the conversion of units and make sensible estimates of a range of measures in relation to everyday situations
---[]understand and use the formula for the area of a rectangle and distinguish area from perimeter
--Handling data
---[]ask questions, plan how to answer them and collect the data required
---[]in probability, select methods based on equally likely outcomes and experimental evidence, as appropriate
---[]understand and use the probability scale from 0 to 1
---[]understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean
---[]understand that different outcomes may result from repeating an experiment
---[]interpret graphs and diagrams, including pie charts, and draw conclusions
---[]create and interpret line graphs where the intermediate values have meaning
-Level 6
--Algebra
---[]use systematic trial and improvement methods and ICT tools to find approximate solutions to equations such as x³ + x=20
---[]construct and solve linear equations with integer coefficients, using an appropriate method
---[]generate terms of a sequence using term-to-term and position-to-term definitions of the sequence, on paper and using ICT; write an expression to describe the nth term of an arithmetic sequence.
---[]plot the graphs of linear functions, where y is given explicitly in terms of x ; recognise that equations of the form y = mx + c correspond to straight-line graphs
---[]construct functions arising from real-life problems and plot their corresponding graphs; interpret graphs arising from real situations
--Numbers and the Number System
---[]use the equivalence of fractions, decimals and percentages to compare proportions
--Calculating
---[]calculate percentages and find the outcome of a given percentage increase or decrease
---[]divide a quantity into two or more parts in a given ratio and solve problems involving ratio and direct proportion
---[]use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole
---[]add and subtract fractions by writing them with a common denominator, calculate fractions of quantities (fraction answers), multiply and divide an integer by a fraction
--Using and applying mathematics
---[]solve problems and carry through substantial tasks by breaking them into smaller, more manageable tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy
---[]interpret, discuss and synthesise information presented in a variety of mathematical forms
---[]present a concise, reasoned argument, using symbols, diagrams, graphs and related explanatory texts
---[]use logical argument to establish the truth of a statement
--Shape, space and measure
---[]classify quadrilaterals by their geometric properties
---[]solve geometrical problems using properties of angles, of parallel and intersecting lines, and of triangles and other polygons
---[]identify alternate and corresponding angles: understand a proof that the sum of the angles of a triangle is 180° and of a quadrilateral is 360°
---[]devise instructions for a computer to generate and transform shapes and paths
---[]visualise and use 2-D representations of 3-D objects
---[]enlarge 2-D shapes, given a centre of enlargement and a positive whole-number scale factor
---[]know that translations, rotations and reflections preserve length and angle and map objects onto congruent images
---[]use straight edge and compasses to do standard constructions
---[]deduce and use formulae for the area of a triangle and parallelogram, and the volume of a cuboid; calculate volumes and surface areas of cuboids
---[]know and use the formulae for the circumference and area of a circle
--Handling data
---[]design a survey or experiment to capture the necessary data from one or more sources; design, trial and, if necessary, refine data collection sheets; construct tables for large discrete and continuous sets of raw data, choosing suitable class intervals; design and use two-way tables
---[]select, construct and modify, on paper and using ICT:  pie charts for categorical data, bar charts and frequency diagrams for discrete and continuous data simple time graphs for time series scatter graphs and identify which are most useful in the context of the problem
---[]find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way
---[]know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems
---[]communicate interpretations and results of a statistical survey using selected tables, graphs and diagrams in support
MFL
-Listening and Responding
--Level 1
---[]I can show that I understand simple classroom commands, short statements and questions.
---[]I can understand speech spoken clearly, face-to-face or from a good-quality recording, with no background noise or interference.
---[]I may need a lot of help, such as repetition and gesture.
--Level 2
---[]I can show that I understand a range of familiar statements and questions [for example, everyday classroom language and instructions for setting tasks].
---[]I can respond to a clear model of standard language, but may need items to be repeated.
--Level 3
---[]I can show that I understand short passages made up of familiar language that is spoken at near normal speed without interference.
---[]I can understand passages which include instructions, messages and dialogues.
---[]I can identify and note main points and personal responses [for example, likes, dislikes and feelings], but may need short sections to be repeated.
--Level 4
---[]I can show that I understand longer passages, made up of familiar language in simple sentences, that are spoken at near normal speed with little interference.
---[]I can identify and note main points and some details, but may need some items to be repeated.
-Speaking
--Level 1
---[]I can respond briefly, with single words or short phrases, to what I see and hear.
---[]My pronunciation may be approximate, and I may need considerable support from a spoken model and from visual cues.
--Level 2
---[]I can give short, simple responses to what I see and hear.
---[]I can name and describe people, places and objects.
---[]I can use set phrases [for example, to ask for help and permission].
---[]My pronunciation may still be approximate and the delivery hesitant, but the meaning is clear.
--Level 3
---[]I can take part in brief prepared tasks of at least two or three exchanges, using visual or other cues to help me initiate and respond.
---[]I can use short phrases to express personal responses [for example, likes, dislikes and feelings].
---[]I can occasionally substitute items of vocabulary to vary questions or statements.
--Level 4
---[]I can take part in simple structured conversations of at least three or four exchanges, supported by visual or other cues.
---[]I am beginning to use knowledge of grammar to adapt and substitute single words and phrases.
---[]My pronunciation is generally accurate and I show some consistency in intonation.
-Reading and Responding
--Level 1
---[]I can show that I understand single words presented in clear script in a familiar context.
---[]I may need visual cues.
--Level 2
---[]I can show that I understand short phrases presented in a familiar context.
---[]I can match sound to print by reading aloud single familiar words and phrases.
---[]I can use books or glossaries to find out the meanings of new words.
--Level 3
---[]I can show that I understand short texts and dialogues, made up of familiar language, printed in books or word-processed.
---[]I can identify and note main points and personal responses [for example, likes, dislikes and feelings].
---[]I am beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words.
--Level 4
---[]I can show that I understand short stories and factual texts, printed or clearly handwritten.
---[]I can identify and note main points and some details.
---[]I am beginning to use context to work out what unfamiliar words mean.
-Writing
--Level 1
---[]I can copy single familiar words correctly.
---[]I can label items and select appropriate words to complete short phrases or sentences.
--Level 2
---[]I can copy familiar short phrases correctly.
---[]I can write or word-process items [for example, simple signs and instructions] and set phrases used regularly in class.
---[]When I write familiar words from memory my spelling may be approximate.
--Level 3
---[]I can write two or three short sentences on familiar topics, using aids [for example, textbooks, wallcharts and their own written work].
---[]I can express personal responses [for example, likes, dislikes and feelings].
---[]I can write short phrases from memory and their spelling is readily understandable.
--Level 4
---[]I can write individual paragraphs of about three or four simple sentences, drawing largely on memorised language.
---[]I am beginning to use my knowledge of grammar to adapt and substitute individual words and set phrases.
---[]I am beginning to use dictionaries or glossaries to check words I have learnt.
Music
-Level 1
--[]I can recognise and explore how sounds can be made and changed.
--[]I can use my voice in different ways such as speaking, singing and chanting, and perform with awareness of others.
--[]I can repeat short rhythmic and melodic patterns and create and choose sounds in response to given starting points.
--[]I can respond to different moods in music and recognise well-defined changes in sounds.
--[]I can identify simple repeated patterns and take account of musical instructions.
-Level 2
--[]I can recognise and explore how sounds can be organised.
--[]I can sing with a sense of the shape of the melody, and perform simple patterns and accompaniments keeping to a steady pulse.
--[]I can choose carefully and order sounds within simple structures such as beginning, middle, end, and in response to given starting points.
--[]I can represent sounds with symbols and recognise how the musical elements can be used to create different moods and effects.
--[]I can improve my own work.
-Level 3
--[]I can recognise and explore the ways sounds can be combined and used expressively.
--[]I can sing in tune with expression and perform rhythmically simple parts that use a limited range of notes.
--[]I can improvise repeated patterns and combine several layers of sound with awareness of the combined effect.
--[]I can recognise how the different musical elements are combined and used expressively.
--[]I can make improvements to my own work, commenting on the intended effect.
-Level 4
--[]I can identify and explore the relationship between sounds and how music reflects different intentions.
--[]I can perform by ear and from simple notations they maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect. 
--[]I can improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures.
--[]I can describe, compare and evaluate different kinds of music using an appropriate musical vocabulary.
--[]I can suggest improvements to their own and others’ work, commenting on how intentions have been achieved.
-Level 5
--[]I can identify and explore musical devices and how music reflects time and place.
--[]I can perform significant parts from memory and from notations with awareness of their own contribution such as leading others, taking a solo part and/or providing rhythmic support.
--[]I can improvise melodic and rhythmic material within given structures, use a variety of notations and compose music for different occasions using appropriate musical devices such as melody, rhythms, chords and structures.
--[]I can analyse and compare musical features.
--[]I can evaluate how venue, occasion and purpose affects the way music is created, performed and heard.
--[]I can refine and improve their work.
-Level 6
--[]I can identify and explore the different processes and contexts of selected musical genres and styles.
--[]I can select and make expressive use of tempo, dynamics, phrasing and timbre.
--[]I can make subtle adjustments to fit their own part within a group performance.
--[]I can improvise and compose in different genres and styles, using harmonic and non- harmonic devices where relevant, sustaining and developing musical ideas and achieving different intended effects.
--[]I can use relevant notations to plan, revise and refine material.
--[]I can analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard.
--[]I can make improvements to their own and others’ work in the light of the chosen style.
PE
-Level 1
--[]I can copy, repeat and explore simple skills and actions with basic control and coordination.
--[]I can start to link skills and actions in ways that suit the activities.
--[]I can describe and comment on my own and others' actions.
--[]I can talk about how to exercise safely, and how my body feels during an activity.
-Level 2
--[]I can explore simple skills.
--[]I can copy, remember, repeat and explore simple actions with control and coordination.
--[]I can vary skills, actions and ideas and link these in ways that suit the activities.
--[]I can begin to show some understanding of simple tactics and basic compositional ideas.
--[]I can talk about differences between my own and others' performance and suggest improvements.
--[]I can understand how to exercise safely, and describe how my body feels during different activities.
-Level 3
--[]I can select and use skills, actions and ideas appropriately, applying them with coordination and control.
--[]I can show that I understand tactics and composition by starting to vary how I respond.
--[]I can see how my work is similar to and different from others' work, and use this understanding to improve my own performance.
--[]I can give reasons why warming up before an activity is important, and why physical activity is good for my health.
-Level 4
--[]I can link skills, techniques and ideas and apply them accurately and appropriately.
--[]My performance shows precision, control and fluency, and I understand tactics and composition.
--[]I can compare and comment on skills, techniques and ideas used in my own and others’ work, and use this understanding to improve my performance.
--[]I can explain and apply basic safety principles in preparing for exercise.
--[]I can describe what effects exercise has on my body, and how it is valuable to my fitness and health.
-Level 5
--[]I can select and combine my skills, techniques and ideas and apply them accurately and appropriately, consistently showing precision, control and fluency.
--[]When performing, I can draw on what they know about strategy, tactics and composition.
--[]I can analyse and comment on skills and techniques and how these are applied in my own and others’ work.
--[]I can modify and refine skills and techniques to improve my performance.
--[]I can explain how the body reacts during different types of exercise, and warm up and cool down in ways that suit the activity.
--[]I can explain why regular, safe exercise is good for my fitness and health.
-Level 6
--[]I can select and combine skills, techniques and ideas.
--[]I can apply skills and techniques in ways that suit the activity, with consistent precision, control and fluency.
--[]I can plan my own and others’ work, and carry out my own work, drawing on what I know about strategy, tactics and composition in response to changing circumstances, and what I know about my own and others’ strengths and weaknesses.
--[]I can analyse and comment on how skills, techniques and ideas have been used in my own and others’ work, and on compositional and other aspects of performance, and suggest ways to improve.
--[]I can explain how to prepare for, and recover from, the activities.
--[]I can explain how different types of exercise contribute to my fitness and health and describe how I might get involved in other types of activities and exercise.
PSHE
-Key stage 1
--[]I can can identify and name some feelings (for example through interpreting facial expressions) and express some of their positive qualities.
--[]I can demonstrate that I can manage some feelings in a positive and effective way.
--[]I can begin to share my views and opinions (for example talking about fairness).
--[]I can set simple goals (for example sharing toys).
--[]I can make simple choices about some aspects of my health and well-being (for example by choosing between different foods and between physical activities, knowing that they need sun protection) and know what keeps them healthy (for example exercise and rest).
--[]I can explain ways of keeping clean (for example by washing their hands and keeping their hair tidy) and they can name the main parts of the body.
--[]I can talk about the harmful aspects of some household products and medicines, and describe ways of keeping safe in familiar situations (for example knowing how and where to cross the road safely).
--[]I can explain that people grow from young to old.
--[]I can recognise that bullying is wrong and can list some ways to get help in dealing with it. 
--[]I can recognise the effect of my behaviour on other people, and can cooperate with others (for example by playing and working with friends or classmates).
--[]I can identify and respect differences and similarities between people, and can explain different ways that family and friends should care for one another (for example telling a friend that they like them, showing concern for a family member who is unwell).
-Key stage 2
--[]I can demonstrate that I recognise my own worth and that of others (for example by making positive comments about themselves and classmates).
--[]I can express my views confidently and listen to and show respect for the views of others.
--[]I can identify positive ways to face new challenges (for example the transition to secondary school).
--[]I can discuss some of the bodily and emotional changes at puberty, and can demonstrate some ways of dealing with these in a positive way.
--[]I can talk about a range of jobs, and explain how I will develop skills to work in the future.
--[]I can demonstrate how to look after and save money.
--[]I can make choices about how to develop healthy lifestyles (for example by knowing the importance of a healthy diet and regular exercise).
--[]I can identify some factors that affect emotional health and well-being (for example exercise or dealing with emotions).
--[]I can make judgements and decisions and can list some ways of resisting negative peer pressure around issues affecting their health and wellbeing.
--[]I can list the commonly available substances and drugs that are legal and illegal, and can describe some of the effects and risks of these.
--[]I can identify and explain how to manage the risks in different familiar situations (for example discussing issues connected to personal safety).
--[]I can explain how my actions have consequences for myself and others.
--[]I can describe the nature and consequences of bullying, and can express ways of responding to it.
--[]I can identify different types of relationship (for example marriage or friendships), and can show ways to maintain good relationships (for example listening, supporting, caring).
--[]I can respond to, or challenge, negative behaviours such as stereotyping and aggression.
--[]I can describe some of the different beliefs and values in society, and can demonstrate respect and tolerance towards people different from myself.
RE
-Level 1
--[]I can tell some simple religious stories.
--[]I know about religious life and practices
--[]I know some religious symbols and words.
-Level 2
--[]I can retell some religious stories
--[]I can identify some religious beliefs, teachings and practices, and know that some are characteristic of more than one religion.
--[]I can suggest meanings in religious symbols, language and stories.
-Level 3
--[]I can describe some religious beliefs and teachings and their importance, and how some features are used or exemplified in festivals and practices.
--[]I can make links between these and the ways in which religions express themselves.
-Level 4
--[]I can describe the key beliefs and teachings of the religions, connecting them with other features and making some comparisons between religions.
--[]I can show understanding of what belonging to religions involves.
--[]I can show how religious beliefs, ideas and feelings can be expressed in a variety of forms, giving meanings for some symbols, stories and language,
--[]I can use technical terminology.
-Level 5
--[]I can explain how some key beliefs, teachings and selected features of religious life and practices are shared by different religions.
--[]I can explain how these make a difference to the lives of individuals and communities showing how individuals and communities use different ways to express their religion.
-Level 6
--[]I can use my knowledge and understanding of the religions studied to explain how the principal beliefs and teachings, belonging to a faith community and religious expression vary among different groupings, denominations and traditions, correctly using technical terminology.
Reading
-Level 1
--AF1 - use a range of strategies, including accurate decoding of text, to read for meaning
---[]some high frequency and familiar words read fluently and automatically (in some reading, usually with support)
---[]decode familiar and some unfamiliar words using blending as the prime approach (in some reading, usually with support)
---[]some awareness of punctuation marks, e.g. pausing at full stops (in some reading, usually with support)
--AF2 - understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
---[]some simple points from familiar texts recalled (in some reading, usually with support)
---[]some pages/sections of interest located, e.g. favourite characters/events/information/pictures (in some reading, usually with support)
--AF3 - deduce, infer or interpret information, events or ideas from texts
---[]reasonable inference at a basic level, e.g. i dentifying who is speaking in a story (in some reading, usually with support)
---[]comments/questions about meaning of parts of text, e.g. details of illustrations diagrams, changes in font style (in some reading, usually with support)
--AF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
---[]some awareness of meaning of simple text features, e.g. font style, labels, titles (in some reading, usually with support)
--AF5 - explain and comment on writers' use of language, including grammatical and literary features at word and sentence level
---[]comments on obvious features of language, e.g. rhymes and refrains, significant words and phrases (in some reading, usually with support)
--AF6 - identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader
---[]some simple comments about preferences, mostly linked to own experience (in some reading, usually with support)
--AF7 - relate texts to their social, cultural and historical traditions
---[]a few basic features of well-known story and information texts distinguished, e.g. what typically happens to good and bad characters, differences between type of text in which photos or drawings used (in some reading, usually with support)
-Level 2
--AF1 - use a range of strategies, including accurate decoding of text, to read for meaning
---[]range of key words read on sight (in some reading)
---[]unfamiliar words decoded using appropriate strategies, e.g. blending sounds (in some reading)
---[]some fluency and expression, e.g. taking account of punctuation, speech marks (in some reading)
--AF2 - understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
---[]some specific, straightforward information recalled, e.g. names of characters, main ingredients (in some reading)
---[]generally clear idea of where to look for information, e.g. about characters, topics (in some reading)
--AF3 - deduce, infer or interpret information, events or ideas from texts
---[]simple, plausible inference about events and information, using evidence from text e.g. how a character is feeling, what makes a plant grow (in some reading)
---[]comments based on textual cues, sometimes misunderstood (in some reading)
--AF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
---[]some awareness of use of features of organisation, e.g. beginning and ending of story, types of punctuation (in some reading)
--AF5 - explain and comment on writers' use of language, including grammatical and literary features at word and sentence level
---[]some effective language choices noted, e.g. 'slimy' is a good word there (in some reading)
---[]some familiar patterns of language identified, e.g. once upon a time; first, next, last (in some reading)
--AF6 - identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader
---[]some awareness that writers have viewpoints and purposes, e.g. ' it tells you how to do something', 'she thinks it's not fair' (in some reading)
---[]simple statements about likes and dislikes in reading, sometimes with reasons (in some reading)
--AF7 - relate texts to their social, cultural and historical traditions
---[]general features of a few text types identified, e.g. information books, stories, print media (in some reading)
---[]some awareness that books are set in different times and places (in some reading)
-Level 3
--AF1 - use a range of strategies, including accurate decoding of text, to read for meaning
---[]range of strategies used mostly effectively to read with fluency, understanding and expression (in most reading)
--AF2 - understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
---[]simple, most obvious points identified though there may also be some misunderstanding, e.g. about information from different places in the text (in most reading)
---[]some comments include quotations from or references to text, but not always relevant, e.g. often retelling or paraphrasing sections of the text rather than using it to support comment (in most reading)
--AF3 - deduce, infer or interpret information, events or ideas from texts
---[]straightforward inference based on a single point of reference in the text, e.g. 'he was upset because it says 'he was crying'' (in most reading)
---[]responses to text show meaning established at a literal level e.g. ' walking good' means 'walking carefully' or based on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of character in the text (in most reading)
--AF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
---[]a few basic features of organisation at text level identified, with little or no linked comment, e.g. 'it tells about all the different things you can do at the zoo' (in most reading)
--AF5 - explain and comment on writers' use of language, including grammatical and literary features at word and sentence level
---[]a few basic features of writer's use of language identified, but with little or no comment, e.g. 'there are lots of adjectives' (in most reading)
--AF6 - identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader
---[]comments identify main purpose, e.g. 'the writer doesn't like violence' (in most reading)
---[]express personal response but with little awareness of writer's viewpoint or effect on reader, e.g. 'she was just horrible like my nan is sometimes' (in most reading)
--AF7 - relate texts to their social, cultural and historical traditions
---[]some simple connections between texts identified, e.g. similarities in plot, topic, or books by same author, about same characters (in most reading)
---[]recognition of some features of the context of texts, e.g. historical setting, social or cultural background (in most reading)
-Level 4
--AF2 - understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
---[]some relevant points identified (across a range of reading)
---[]comments supported by some generally relevant textual reference or quotation, e.g. reference is made to appropriate section of text but is unselective and lacks focus (across a range of reading)
--AF3 - deduce, infer or interpret information, events or ideas from texts
---[]comments make inferences based on evidence from different points in the text, e.g. interpreting a character's motive from their actions at different points (across a range of reading)
---[]inferences often correct, but comments are not always rooted securely in the text or repeat narrative or content (across a range of reading)
--AF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
---[]some structural choices identified with simple comment, e.g. 'he describes the accident first and then goes back to tell you why the child was in the road' (across a range of reading)
---[]some basic features of organisation at text level identified, e.g. 'the writer uses bullet points for the main reasons' (across a range of reading)
--AF5 - explain and comment on writers' use of language, including grammatical and literary features at word and sentence level
---[]some basic features of writer's use of language identified, e.g. 'all the questions make you want to find out what happens next' (across a range of reading)
---[]simple comments on writer's choices, e.g. ''disgraceful' is a good word to use to show he is upset' (across a range of reading)
--AF6 - identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader
---[]main purpose identified, e.g. 'it's all about why going to the dentist is important and how you should look after your teeth' (across a range of reading)
---[]simple comments show some awareness of writer's viewpoint, e.g. 'he only tells you good things about the farm and makes the shop sound boring' (across a range of reading)
---[]simple comment on overall effect on reader, e.g. 'the way she describes him as 'ratlike' and 'shifty' makes you think he's disgusting' (across a range of reading)
--AF7 - relate texts to their social, cultural and historical traditions
---[]features common to different texts or versions of the same text identified, with simple comment, e.g. characters, settings, presentational features (across a range of reading)
---[]simple comment on the effect that the reader's or writer's context has on the meaning of texts e.g. historical context, place, social relationships (across a range of reading)
-Level 5
--AF2 - understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
---[]most relevant points clearly identified, including those selected from different places in the text (across a range of reading)
---[]comments generally supported by relevant textual reference or quotation, even when points made are not always accurate (across a range of reading)
--AF3 - deduce, infer or interpret information, events or ideas from texts
---[]comments develop explanation of inferred meanings drawing on evidence across the text, e.g. 'you know her dad was lying because earlier she saw him take the letter' (across a range of reading)
---[]comments make inferences and deductions based on textual evidence, e.g. in drawing conclusions about a character's feelings on the basis of their speech and actions (across a range of reading)
--AF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
---[]comments on structural choices show some general awareness of writer's craft, e.g. ' it tells you all things burglars can do to your house and then the last section explains how the alarm protects you' (across a range of reading)
---[]various features relating to organisation at text level, including form, are clearly identified, with some explanation, e.g. 'each section starts with a question as if he's answering the crowd' (across a range of reading)
--AF5 - explain and comment on writers' use of language, including grammatical and literary features at word and sentence level
---[]various features of writer's use of language identified, with some explanation, e.g. 'when it gets to the climax they speak in short sentences and quickly which makes it more tense' (across a range of reading)
---[]comments show some awareness of the effect of writer's language choices, e.g. ' 'inked up' is a good way of describing how the blackberries go a bluey black colour as they ripen' (across a range of reading)
--AF6 - identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader
---[]main purpose clearly identified, often through general overview, e.g. 'the writer is strongly against war and wants to persuade the reader to agree' (across a range of reading)
---[]viewpoint in texts clearly identified, with some, often limited, explanation, e.g. 'at the end he knows he's done wrong and makes the snake sound attractive and mysterious' (across a range of reading)
---[]general awareness of effect on the reader, with some, often limited, explanation, e.g. 'you'd be persuaded to sign up because 25p a week doesn't seem that much to help someone see' (across a range of reading)
--AF7 - relate texts to their social, cultural and historical traditions
---[]comments identify similarities and differences between texts, or versions, with some explanation, e.g. narrative conventions in traditional tales or stories from different cultures, ballads, newspaper reports (across a range of reading)
---[]some explanation of how the contexts in which texts are written and read contribute to meaning, e.g. how historical context influenced adverts or war reports from different times/places; or how a novel relates to  when/where it was written (across a range of reading)
-Level 6
--AF2 - understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
---[]relevant points clearly identified, including summary and synthesis of information from different sources or different places in the same text (across a range of reading)
---[]commentary incorporates apt textual reference and quotation to support main ideas or argument (across a range of reading)
--AF3 - deduce, infer or interpret information, events or ideas from texts
---[]comments securely based in textual evidence and identify different layers of meaning, with some attempt at detailed exploration of them, e.g. explaining the association of different words in an image, or exploring connotations in a political speech or advertisement (across a range of reading)
---[]comments consider wider implications or significance of information, events or ideas in the text, e.g. tracing how details contribute to overall meaning (across a range of reading)
--AF4 - identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
---[]some detailed exploration of how structural choices support the writer's theme or purpose, e.g. tracing how main ideas/characters develop over the text as a whole (across a range of reading)
---[]comment on how a range of features relating to organisation at text level contribute to the effects achieved, e.g. how the writer builds up to an unexpected ending, juxtaposes ideas, changes perspectives or uses everyday examples to illustrate complex ideas (across a range of reading)
--AF5 - explain and comment on writers' use of language, including grammatical and literary features at word and sentence level
---[]some detailed explanation, with appropriate terminology, of how language is used, e.g. tracing an image; identifying and commenting on patterns or structure in the use of language; or recognising changes in language use at different points in a text (across a range of reading)
---[]some drawing together of comments on how the writer's language choices contribute to the overall effect on the reader, e.g. 'all the images of flowers make the events seem less horrific and makes it even sadder' (across a range of reading)
--AF6 - identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader
---[]evidence for identifying main purpose precisely located at word/ sentence level or traced through a text, e.g. commenting on repetition of 'Brutus was an honourable man'. (across a range of reading)
---[]viewpoint clearly identified and explanation of it developed through close reference to the text, e.g. 'you know it's told from Eric's point of view even though he doesn't use the first person' (across a range of reading)
---[]the effect on the reader clearly identified, with some explicit explanation as to how that effect has been created, e.g. 'when Macduff just says he has no children you hate Macbeth because you remember the scene in the castle. You realise Macduff's revenge can never be complete' (across a range of reading)
--AF7 - relate texts to their social, cultural and historical traditions
---[]some exploration of textual conventions or features as used by writers from different periods, e.g. comparing examples of sonnet form, dramatic monologue, or biography or travel writing (across a range of reading)
---[]some detailed discussion of how the contexts in which texts are written and read affect meaning, e.g. how an idea/topic is treated differently in texts from different times and places or how the meaning of a text has changed over time (across a range of reading)
Science
-SC1
--Level 1
---[]I can describe or respond appropriately to simple features of objects, living things and events I observe.
---[]I can communicate my findings in simple ways [for example, talking about their work, through drawings, simple charts].
--Level 2
---[]I can respond to suggestions about how to find things out and, with help, make my own suggestions about how to collect data to answer questions.
---[]I can use simple texts, with help, to find information.
---[]I can use simple equipment provided and make observations related to the task.
---[]I can observe and compare objects, living things and events.
---[]I can describe observations using scientific vocabulary and record them, using simple tables when appropriate.
---[]I can say whether what happened was what I expected.
--Level 3
---[]I can respond to suggestions and put forward my own ideas about how to find the answer to a question.
---[]I can recognise why it is important to collect data to answer questions.
---[]I can use simple texts to find information.
---[]I can make relevant observations and measure quantities, such as length or mass, using a range of simple equipment.
---[]I can carry out a fair test with some help, recognising and explaining why it is fair.
---[]I can record observations in a variety of ways.
---[]I can provide explanations for observations and for simple patterns in recorded measurements.
---[]I can communicate in a scientific way what I have found out and suggest improvements in my work.
--Level 4
---[]I can recognise that scientific ideas are based on evidence.
---[]I can decide on an appropriate approach [for example, using a fair test] to answer a question, in my own investigation work.
---[]I can describe, or show in the way they perform their task, how to vary one factor while keeping others the same.
---[]I can make predictions.
---[]I can select information from sources provided.
---[]I can select suitable equipment and make a series of observations and measurements that are adequate for the task.
---[]I can record observations, comparisons and measurements using tables and bar charts.
---[]I can begin to plot points to form simple graphs, and use these graphs to point out and interpret patterns in my data.
---[]I can begin to relate conclusions to patterns in my data and to scientific knowledge and understanding and to communicate them with appropriate scientific language.
---[]I can suggest improvements in my work and give reasons for these.
--Level 5
---[]I can describe how experimental evidence and creative thinking have been combined to provide a scientific explanation [for example, Jenner’s work on vaccination at key stage 2, Lavoisier’s work on burning at key stage 3].
---[]I can try to answer a scientific question, identifying an appropriate approach.
---[]I can select from a range of sources of information.
---[]I can identify key factors to be considered, when planning a fair test.
---[]I can make predictions based on scientific knowledge and understanding.
---[]I can select apparatus for a range of tasks and plan to use it effectively.
---[]I can make a series of observations, comparisons or measurements with precision appropriate to the task.
---[]I can begin to repeat observations and measurements and offer simple explanations for any differences they encounter.
---[]I can record observations and measurements systematically and, where appropriate, present data as line graphs.
---[]I can draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding.
---[]I can make practical suggestions about how their working methods could be improved.
---[]I can use appropriate scientific language and conventions to communicate quantitative and qualitative data.
--Level 6
---[]I can describe evidence for some accepted scientific ideas and explain how the interpretation of evidence by scientists leads to the development and acceptance of new ideas.
---[]I can use scientific knowledge and understanding to identify an appropriate approach in my own investigation work.
---[]I can select and use sources of information effectively.
---[]I can make enough measurements, comparisons and observations for the task.
---[]I can measure a variety of quantities with precision, using instruments with fine-scale divisions.
---[]I can choose scales for graphs and diagrams that enable them to show data and features effectively.
---[]I can identify measurements and observations that do not fit the main pattern shown.
---[]I can draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them.
---[]I can make reasoned suggestions about how their working methods could be improved.
---[]I can select and use appropriate methods for communicating qualitative and quantitative data using scientific language and conventions.
-SC2 Life Processes and living things
--Level 1
---[]I can recognise and name external parts of the body [for example, head, arm] and of plants [for example, leaf, flower].
---[]I can communicate observations of a range of animals and plants in terms of features [for example, colour of coat, size of leaf].
---[]I can recognise and identify a range of common animals [for example, fly, goldfish, robin].
--Level 2
---[]I can use knowledge about living things to describe the basic conditions [for example, a supply of food, water, air, light] that animals and plants need in order to survive.
---[]I can recognise that living things grow and reproduce.
---[]I can sort living things into groups, using simple features.
---[]I can describe the basis for my groupings [for example, number of legs, shape of leaf].
---[]I can recognise that different living things are found in different places [for example, ponds, woods].
--Level 3
---[]I can use knowledge and understanding of basic life processes [for example, growth, reproduction] when describing differences between living and nonliving things.
---[]I can provide simple explanations for changes in living things [for example, diet affecting the health of humans or other animals, lack of light or water altering plant growth].
---[]I can identify ways in which an animal is suited to its environment [for example, a fish having fins to help it swim].
--Level 4
---[]I can demonstrate knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programme of study.
---[]I can use scientific names for some major organs of body systems [for example, the heart at key stage 2, the stomach at key stage 3] and identify the position of these organs in the human body.
---[]I can identify organs [for example, stamen at key stage 2, stigma, root hairs at key stage 3] of different plants they observe.
---[]I can use keys based on observable external features to help them to identify and group living things systematically.
---[]I can recognise that feeding relationships exist between plants and animals in a habitat, and describe these relationships using food chains and terms [for example, predator and prey].
--Level 5
---[]I can demonstrate an increasing knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programme of study.
---[]I can describe the main functions of organs of the human body [for example, the heart at key stage 2, stomach at key stage 3], and of the plant [for example, the stamen at key stage 2, root hairs at key stage 3].
---[]I can explain how these functions are essential to the organism.
---[]I can describe the main stages of the life cycles of humans and flowering plants and point out similarities.
---[]I can recognise that there is a great variety of living things and understand the importance of classification.
---[]I can explain that different organisms are found in different habitats because of differences in environmental factors [for example, the availability of light or water].
--Level 6
---[]I can use knowledge and understanding drawn from the key stage 3 programme of study to describe and explain life processes and features of living things.
---[]I can use appropriate scientific terminology when they describe life processes [for example, respiration, photosynthesis] in animals and plants.
---[]I can distinguish between related processes [for example, pollination, fertilisation].
---[]I can describe simple cell structure and identify differences between simple animal and plant cells.
---[]I can describe some of the causes of variation between living things.
---[]I can explain that the distribution and abundance of organisms in habitats are affected by environmental factors [for example, the availability of light or water].
-SC3 Materials and their properties
--Level 1
---[]I know about a range of properties [for example, texture, appearance] and communicate observations of materials in terms of these properties.
--Level 2
---[]I can identify a range of common materials and know about some of their properties.
---[]I can describe similarities and differences between materials.
---[]I can sort materials into groups and describe the basis for their groupings in everyday terms [for example, shininess, hardness, smoothness].
---[]I can describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching.
--Level 3
---[]I can use knowledge and understanding of materials when I describe a variety of ways of sorting them into groups according to their properties.
---[]I can explain simply why some materials are particularly suitable for specific purposes [for example, glass for windows, copper for electrical cables].
---[]I can recognise that some changes [for example, the freezing of water] can be reversed and some [for example, the baking of clay] cannot, and can classify changes in this way.
--Level 4
---[]I can demonstrate knowledge and understanding of materials and their properties drawn from the key stage 2 or key stage 3 programme of study.
---[]I can describe differences between the properties of different materials and explain how these differences are used to classify substances [for example, as solids, liquids, gases at key stage 2, as acids, alkalis at key stage 3].
---[]I can describe some methods [for example, filtration, distillation] that are used to separate simple mixtures.
---[]I can use scientific terms [for example, evaporation, condensation] to describe changes.
---[]I can use knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not.
--Level 5
---[]I can demonstrate an increasing knowledge and understanding of materials and their properties drawn from the key stage 2 or key stage 3 programme of study.
---[]I can describe some metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals from other solids.
---[]I can identify a range of contexts in which changes [for example, evaporation, condensation] take place.
---[]I can use knowledge about how a specific mixture [for example, salt and water, sand and water] can be separated to suggest ways in which other similar mixtures might be separated.
--Level 6
---[]I can use knowledge and understanding of the nature and behaviour of materials drawn from the key stage 3 programme of study to describe chemical and physical changes, and how new materials can be made.
---[]I can recognise that matter is made up of particles, and describe differences between the arrangement and movement of particles in solids, liquids and gases.
---[]I can identify and describe similarities between some chemical reactions [for example, the reactions of acids with metals, the reactions of a variety of substances with oxygen].
---[]I can use word equations to summarise simple reactions.
---[]I can relate changes of state to energy transfers in a range of contexts [for example, the formation of igneous rocks].
-SC4 Physical Processes
--Level 1
---[]I can communicate observations of changes in light, sound or movement that result from actions [for example, switching on a simple electrical circuit, pushing and pulling objects].
---[]I can recognise that sound and light come from a variety of sources and name some of these.
--Level 2
---[]I know about a range of physical phenomena and recognise and describe similarities and differences associated with them.
---[]I can compare the way in which devices [for example, bulbs] work in different electrical circuits.
---[]I can compare the brightness or colour of lights.
---[]I can compare the loudness or pitch of sounds.
---[]I can compare the movement of different objects in terms of speed or direction.
--Level 3
---[]I can use knowledge and understanding of physical phenomena to link cause and effect in simple explanations [for example, a bulb failing to light because of a break in an electrical circuit, the direction or speed of movement of an object changing because of a push or a pull].
---[]I can begin to make simple generalisations about physical phenomena [for example, explaining that sounds they hear become fainter the further they are from the source].
--Level 4
---[]I can demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study.
---[]I can describe and explain physical phenomena [for example, how a particular device may be connected to work in an electrical circuit, how the apparent position of the Sun changes over the course of a day].
---[]I can make generalisations about physical phenomena [for example, motion is affected by forces, including gravitational attraction, magnetic attraction and friction].
---[]I can use physical ideas to explain simple phenomena [for example, the formation of shadows, sounds being heard through a variety of materials].
--Level 5
---[]I can demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study.
---[]I can use ideas to explain how to make a range of changes [for example, altering the current in a circuit, altering the pitch or loudness of a sound].
---[]I can use some abstract ideas in descriptions of familiar phenomena [for example, objects are seen when light from them enters the eye at key stage 2, forces are balanced when an object is stationary at key stage 3].
---[]I can use simple models to explain effects that are caused by the movement of the Earth [for example, the length of a day or year].
--Level 6
---[]I can use and apply knowledge and understanding of physical processes drawn from the key stage 3 programme of study.
---[]I can use abstract ideas in some descriptions and explanations [for example, electric current as a way of transferring energy, the sum of several forces determining changes in the direction or the speed of movement of an object, wind and waves as energy resources available for use].
---[]I can recognise, and can give examples of, the wide application of many physical concepts [for example, the transfer of energy by light, sound or electricity, the refraction and dispersion of light]. They give explanations of phenomena in which a number of factors have to be considered [for example, the relative brightness of planets and stars].
Speaking and Listening
-Level 1
--AF1 Talking to others Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content
---[]express feelings and ideas when speaking about matters of immediate interest (in some contexts)
---[]talk in ways that are audible and intelligible to familiar others (in some contexts)
---[]show some awareness of the listener by making changes to language and non-verbal features (in some contexts)
--AF2 Talking with others Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions
---[]understand and engage with the speaker, demonstrating attentive listening (in some contexts)
---[]engage with others through taking turns in pairs and small groups (in some contexts)
--AF3 Talking within role-play and drama Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
---[]engage in imaginative play enacting simple characters and situations using everyday speech, gesture, or movement (in some contexts)
--AF4 Talking about talk Understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others
---[]notice simple differences in speakers' use of language and try out new words and ways of expressing meaning (in some contexts)
-Level 2
--AF1 Talking to others Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content
---[]recount experiences and imagine possibilities, often connecting ideas (in some contexts)
---[]vary talk in simple ways to gain and hold the attention of the listener (in some contexts)
---[]make specific vocabulary choices and use non-verbal features that show awareness of different purposes and listeners (in some contexts)
--AF2 Talking with others Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions
---[]listen and respond to the speaker, making simple comments and suggestions. (in some contexts)
---[]make helpful contributions when speaking in turn, in pairs, and in small groups (in some contexts)
--AF3 Talking within role-play and drama Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
---[]extend experience and ideas, adapting speech, gesture, or movement to simple roles and different scenarios (in some contexts)
--AF4 Talking about talk Understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others
---[]show awareness of ways in which speakers vary talk, and why, through exploring different ways of speaking (in some contexts)
-Level 3
--AF1 Talking to others Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content
---[]develop ideas and feelings through sustained speaking turns (in most contexts)
---[]organise talk to help the listener, with overall structure evident (in most contexts)
---[]adapt language and non-verbal features to suit content and audience (in most contexts)
--AF2 Talking with others Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions
---[]respond to the speaker's main ideas, developing them through generally relevant comments and suggestions (in most contexts)
---[]attempt different roles and responsibilities in pairs or groups (in most contexts)
--AF3 Talking within role-play and drama Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
---[]show understanding of characters or situations by adapting speech, gesture, and movement, helping to create roles and scenarios (in most contexts)
--AF4 Talking about talk Understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others
---[]recognise and comment on different ways that meaning can be expressed in own and others' talk (in most contexts)
-Level 4
--AF1 Talking to others Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content
---[]speak in extended turns to express straightforward ideas and feelings, with some relevant detail (across a range of contexts)
---[]structure talk in ways which support meaning and show attention to the listener' (across a range of contexts)
---[]vary vocabulary, grammar, and non-verbal features to suit audience, purpose, and context (across a range of contexts)
--AF2 Talking with others Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions
---[]show generally clear understanding of content and how it is presented, sometimes introducing new material or ideas (across a range of contexts)
---[]take on straightforward roles and responsibilities in pairs and groups (across a range of contexts)
--AF3 Talking within role-play and drama Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
---[]convey straightforward ideas about characters and situations, making deliberate choices of speech, gesture, and movement in different roles and scenarios (across a range of contexts)
--AF4 Talking about talk Understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others
---[]show understanding of how and why language choices vary in their own and others' talk in different situations (across a range of contexts)
-Level 5
--AF1 Talking to others Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content
---[]express and explain relevant ideas and feelings, with some elaboration to make meaning explicit (across a range of contexts)
---[]shape talk in deliberate ways for clarity and effect to engage the listener (across a range of contexts)
---[]adapt vocabulary, grammar, and non- verbal features in ways well-matched to audience, purpose and context (across a range of contexts)
--AF2 Talking with others Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions
---[]recognise significant details and implicit meanings, developing the speaker's ideas in different ways (across a range of contexts)
---[]sustain roles and responsibilities with independence in pairs or groups, sometimes shaping overall direction of talk with effective contributions (across a range of contexts)
--AF3 Talking within role-play and drama Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
---[]show insight into texts and issues through deliberate choices of speech, gesture, and movement, beginning to sustain and adapt different roles and scenarios (across a range of contexts)
--AF4 Talking about talk Understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others
---[]explain features of own and others' language use, showing understanding of effect of varying language for different purposes and situations (across a range of contexts)
-Level 6
--AF1 Talking to others Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content
---[]explore complex ideas and feelings in a range of ways, both succinct and extended (across a range of contexts)
---[]maintain generally controlled and effective organisation of talk to guide the listener (across a range of contexts)
---[]adapt vocabulary, grammar, and non- verbal features to meet an increasing range of demands (across a range of contexts)
--AF2 Talking with others Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions
---[]engage with complex material making perceptive responses, showing awareness of the speaker's aims and extending meanings (across a range of contexts)
---[]adopt group roles and responsibilities independently, drawing ideas together and promoting effective discussion (across a range of contexts)
--AF3 Talking within role-play and drama Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
---[]demonstrate empathy and understanding through flexible choices of speech, gesture, and movement, adapting roles convincingly to explore ideas and issues (across a range of contexts)
--AF4 Talking about talk Understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others
---[]analyse meaning and impact of spoken language variation, exploring significant details in own and others' language (across a range of contexts)
Writing
-Level 1
--AF5 - vary sentences for clarity, purpose and effect
---[]reliance on simple phrases and clauses (in some writing, usually with support)
---[]some sentence-like structures formed by chaining clauses together, e.g. series of ideas joined by repeated use of 'and' (in some writing, usually with support)
--AF6 - write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
---[]mostly grammatically accurate clauses (in some writing, usually with support)
---[]some awareness of use of full stops and capital letters, e.g. beginning/end of sentence (in some writing, usually with support)
--AF3 - organise and present whole texts effectively, sequencing and structuring information, ideas and events
---[]some formulaic phrases indicate start/end of text, e.g. once upon a time, one day, the end (in some writing, usually with support)
---[]events/ideas sometimes in appropriate order, e.g. actions listed in time sequence, items numbered (in some writing, usually with support)
--AF4 - construct paragraphs and use cohesion within and between paragraphs
---[]simple connections between ideas, events, e.g. repeated nouns, pronouns relate to main idea (in some writing, usually with support)
--AF1 - write imaginative, interesting and thoughtful texts
---[]basic information and ideas conveyed through appropriate word choice, e.g. relate to topic (in some writing, usually with support)
---[]some descriptive language, e.g. colour, size, simple emotion  (in some writing, usually with support)
--AF2 - produce texts which are appropriate to task, reader and purpose
---[]some indication of basic purpose, particular form or awareness of reader, e.g. story, label, message    (in some writing, usually with support)
--AF7 - select appropriate and effective vocabulary
---[]mostly simple vocabulary (in some writing, usually with support)
---[]communicates meaning through repetition of key words (in some writing, usually with support)
--AF8 - use correct spelling
---[]usually correct spelling of simple high-frequency words (in some writing, usually with support)
---[]phonetically plausible attempts at words with digraphs and double letters (in some writing, usually with support)
---[]sufficient number of recognisable words for writing to be readable, including, e.g. use of letter names to approximate syllables and words (in some writing, usually with support)
--Handwriting and presentation
---[]most letters correctly formed and orientated (in some writing, usually with support)
---[]spaces between words (in some writing, usually with support)
---[]upper and lower case sometimes distinguished (in some writing, usually with support)
---[]use of ICT, e.g. use keyboard to type own name  (in some writing, usually with support)
-Level 2
--AF5 - vary sentences for clarity, purpose and effect
---[]some variation in sentence openings, e.g. not always starting with name or pronoun (in some forms of writing)
---[]mainly simple sentences with and used to connect clauses (in some forms of writing)
---[]past and present tense generally consistent (in some forms of writing)
--AF6 - write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
---[]clause structure mostly grammatically correct (in some forms of writing)
---[]sentence demarcation with capital letters and full stops usually accurate (in some forms of writing)
---[]some accurate use of question and exclamation marks, and commas in lists (in some forms of writing)
--AF3 - organise and present whole texts effectively, sequencing and structuring information, ideas and events
---[]some basic sequencing of ideas or material, e.g. time-related words or phrases, line breaks, headings, numbers (in some forms of writing)
---[]openings and/or closings sometimes signalled (in some forms of writing)
--AF4 - construct paragraphs and use cohesion within and between paragraphs
---[]ideas in sections grouped by content, some linking by simple pronouns (in some forms of writing)
--AF1 - write imaginative, interesting and thoughtful texts
---[]mostly relevant ideas and content, sometimes repetitive or sparse (in some forms of writing)
---[]some apt word choices create interest (in some forms of writing)
---[]brief comments, questions about events or actions suggest viewpoint (in some forms of writing)
--AF2 - produce texts which are appropriate to task, reader and purpose
---[]some basic purpose established, e.g. main features of story, report (in some forms of writing)
---[]some appropriate features of the given form used (in some forms of writing)
---[]some attempts to adopt appropriate style (in some forms of writing)
--AF7 - select appropriate and effective vocabulary
---[]simple, often speech-like vocabulary conveys relevant meanings (in some forms of writing)
---[]some adventurous word choices, e.g. opportune use of new vocabulary (in some forms of writing)
--AF8 - use correct spelling
---[]usually correct spelling of high frequency grammatical function words (in some forms of writing)
---[]usually correct spelling of common single morpheme content/lexical words (in some forms of writing)
---[]likely errors inflected endings, e.g. past tense, plurals, adverbs (in some forms of writing)
---[]likely errors phonetic attempts at vowel digraphs (in some forms of writing)
--Handwriting and presentation
---[]letters generally correctly shaped but inconsistencies in orientation, size and use of upper/lower case letters (in some forms of writing)
---[]clear letter formation, with ascenders and descenders distinguished, generally upper and lower case letters not mixed within words (in some forms of writing)
-Level 3
--AF5 - vary sentences for clarity, purpose and effect
---[]reliance mainly on simply structured sentences, variation with support, e.g. some complex sentences (in most writing)
---[]and , but , so are the most common connectives, subordination occasionally (in most writing)
---[]some limited variation in use of tense and verb forms, not always secure (in most writing)
--AF6 - write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
---[]straightforward sentences usually demarcated accurately with full stops, capital letters, question and exclamation marks (in most writing)
---[]some, limited, use of speech punctuation (in most writing)
---[]comma splicing evident, particularly in narrative (in most writing)
--AF3 - organise and present whole texts effectively, sequencing and structuring information, ideas and events
---[]some attempt to organise ideas with related points placed next to each other (in most writing)
---[]openings and closings usually signalled (in most writing)
---[]some attempt to sequence ideas or material logically (in most writing)
--AF4 - construct paragraphs and use cohesion within and between paragraphs
---[]some internal structure within sections of text e.g. one-sentence paragraphs or ideas loosely organised (in most writing)
---[]within paragraphs / sections, some links between sentences, e.g. use of pronouns or of adverbials (in most writing)
---[]movement between paragraphs / sections sometimes abrupt or disjointed (in most writing)
--AF1 - write imaginative, interesting and thoughtful texts
---[]some appropriate ideas and content included (in most writing)
---[]some attempt to elaborate on basic information or events, e.g. nouns expanded by simple adjectives (in most writing)
---[]attempt to adopt viewpoint, though often not maintained or inconsistent, e.g. attitude expressed, but with little elaboration (in most writing)
--AF2 - produce texts which are appropriate to task, reader and purpose
---[]purpose established at a general level (in most writing)
---[]main features of selected form sometimes signalled to the reader (in most writing)
---[]some attempts at appropriate style, with attention to reader (in most writing)
--AF7 - select appropriate and effective vocabulary
---[]simple, generally appropriate vocabulary used, limited in range (in most writing)
---[]some words selected for effect or occasion (in most writing)
--AF8 - use correct spelling
---[]correct spelling of some common grammatical function words (in most writing)
---[]correct spelling of common content/lexical words with more than one morpheme, including compound words (in most writing)
---[]likely errors inflected endings, e.g. past tense, comparatives, adverbs (in most writing)
---[]likely errors some phonetically plausible attempts at content/ lexical words (in most writing)
--Handwriting and presentation
---[]legible style, shows accurate and consistent letter formation, sometimes joined (in most writing)
-Level 4
--AF5 - vary sentences for clarity, purpose and effect
---[]some variety in length, structure or subject of sentences (across a range of writing)
---[]use of some subordinating connectives, e.g. if, when, because throughout the text (across a range of writing)
---[]some variation, generally accurate, in tense and verb forms (across a range of writing)
--AF6 - write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
---[]sentences demarcated accurately throughout the text, including question marks (across a range of writing)
---[]speech marks to denote speech generally accurate, with some other speech punctuation (across a range of writing)
---[]commas used in lists and occasionally to mark clauses, although not always accurately (across a range of writing)
--AF3 - organise and present whole texts effectively, sequencing and structuring information, ideas and events
---[]ideas organised by clustering related points or by time sequence (across a range of writing)
---[]ideas are organised simply with a fitting opening and closing, sometimes linked (across a range of writing)
---[]ideas or material generally in logical sequence but overall direction of writing not always clearly signalled (across a range of writing)
--AF4 - construct paragraphs and use cohesion within and between paragraphs
---[]paragraphs / sections help to organise content, e.g. main idea usually supported or elaborated by following sentences (across a range of writing)
---[]within paragraphs / sections, limited range of connections between sentences, e.g. overuse of 'also' or pronouns (across a range of writing)
---[]some attempts to establish simple links between paragraphs / sections not always maintained, e.g. firstly, next (across a range of writing)
--AF1 - write imaginative, interesting and thoughtful texts
---[]relevant ideas and content chosen (across a range of writing)
---[]some ideas and material developed in detail, e.g. descriptions elaborated by adverbial and expanded noun phrases (across a range of writing)
---[]straightforward viewpoint generally established and maintained, e.g. writing in role or maintaining a consistent stance (across a range of writing)
--AF2 - produce texts which are appropriate to task, reader and purpose
---[]main purpose of writing is clear but not always consistently maintained (across a range of writing)
---[]main features of selected form are clear and appropriate to purpose (across a range of writing)
---[]style generally appropriate to task, though awareness of reader not always sustained (across a range of writing)
--AF7 - select appropriate and effective vocabulary
---[]some evidence of deliberate vocabulary choices (across a range of writing)
---[]some expansion of general vocabulary to match topic (across a range of writing)
--AF8 - use correct spelling
---[]correct spelling of most common grammatical function words, including adverbs with -ly formation (across a range of writing)
---[]correct spelling of regularly formed content/lexical words, including those with multiple morphemes (across a range of writing)
---[]correct spelling of most past and present tense inflections, plurals (across a range of writing)
---[]likely errors homophones of some common grammatical function words (across a range of writing)
---[]likely errors occasional phonetically plausible spelling in content/lexical words (across a range of writing)
-Level 5
--AF5 - vary sentences for clarity, purpose and effect
---[]a variety of sentence lengths, structures and subjects provides clarity and emphasis (across a range of writing)
---[]wider range of connectives used to clarify relationship between ideas, e.g. although, on the other hand, meanwhile (across a range of writing)
---[]some features of sentence structure used to build up detail or convey shades of meaning, e.g. variation in word order, expansions in verb phrases  (across a range of writing)
--AF6 - write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
---[]full range of punctuation used accurately to demarcate sentences, including speech punctuation (across a range of writing)
---[]syntax and punctuation within the sentence generally accurate including commas to mark clauses, though some errors occur where ambitious structures are attempted (across a range of writing)
--AF3 - organise and present whole texts effectively, sequencing and structuring information, ideas and events
---[]material is structured clearly, with sentences organised into appropriate paragraphs (across a range of writing)
---[]development of material is effectively managed across text, e.g. closings refer back to openings (across a range of writing)
---[]overall direction of the text supported by clear links between paragraphs (across a range of writing)
--AF4 - construct paragraphs and use cohesion within and between paragraphs
---[]paragraphs clearly structure main ideas across text to support purpose, e.g. clear chronological or logical links between paragraphs (across a range of writing)
---[]within paragraphs / sections, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text (across a range of writing)
---[]links between paragraphs / sections generally maintained across whole text (across a range of writing)
--AF1 - write imaginative, interesting and thoughtful texts
---[]relevant ideas and material developed with some imaginative detail (across a range of writing)
---[]development of ideas and material appropriately shaped for selected form , e.g. nominalization for succinctness (across a range of writing)
---[]clear viewpoint established,  generally consistent, with some  elaboration,  e.g.  some, uneven,  development of individual voice or  characterisation in role  (across a range of writing)
--AF2 - produce texts which are appropriate to task, reader and purpose
---[]main purpose of writing is clear and consistently maintained (across a range of writing)
---[]features of selected form clearly established with some adaptation to purpose (across a range of writing)
---[]appropriate style clearly established to maintain reader's interest throughout (across a range of writing)
--AF7 - select appropriate and effective vocabulary
---[]vocabulary chosen for effect (across a range of writing)
---[]reasonably wide vocabulary used, though not always appropriately (across a range of writing)
--AF8 - use correct spelling
---[]correct spelling of grammatical function words (across a range of writing)
---[]correct spelling of almost all inflected words (across a range of writing)
---[]correct spelling of most derivational suffixes and prefixes (across a range of writing)
---[]correct spelling of most content/lexical words (across a range of writing)
---[]likely errors occasional phonetically plausible spelling of unstressed syllables in content words (across a range of writing)
---[]likely errors double consonants in prefixes (across a range of writing)
-Level 6
--AF5 - vary sentences for clarity, purpose and effect
---[]controlled use of a variety of simple and complex sentences to achieve purpose and contribute to overall effect (across a range of writing)
---[]confident use of a range of sentence features to clarify or emphasise meaning, e.g. fronted adverbials ('Reluctantly, he..., Five days later, it...'), complex noun or prepositional phrases (across a range of writing)
--AF6 - write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
---[]syntax and full range of punctuation are consistently accurate in a variety of sentence structures, with occasional errors in ambitious structures, e.g. only occasional comma splices, some use of semi-colons, not always accurate (across a range of writing)
--AF3 - organise and present whole texts effectively, sequencing and structuring information, ideas and events
---[]material is clearly controlled and sequenced, taking account of the reader's likely reaction, e.g. paragraphs of differing lengths, use of flashback in narrative, anticipating reader's questions (across a range of writing)
---[]a range of features clearly signal overall direction of the text for the reader, e.g. opening paragraphs that introduce themes clearly, paragraph markers, links between paragraphs (across a range of writing)
--AF4 - construct paragraphs and use cohesion within and between paragraphs
---[]construction of paragraphs clearly supports meaning and purpose, e.g. paragraph topic signalled and then developed, withholding of information for effect, thematic links between paragraphs (across a range of writing)
---[]within paragraphs, cohesive devices contribute to emphasis and effect, e.g. adverbials as sentence starters (across a range of writing)
--AF1 - write imaginative, interesting and thoughtful texts
---[]imaginative treatment of appropriate materials, familiarity with conventions of a variety of forms, adapting them when needed to suit purpose and audience, not always successfully, e.g. deliberate use of inappropriate register for humour , clear emphasis on narration rather than plot (across a range of writing)
---[]convincing, individual voice or point of view established and mostly sustained throughout, e.g. authoritative expert view, convincing characterisation , adopting a role (across a range of writing)
---[]level of formality used for purpose and audience generally appropriate and a range of stylistic devices used to achieve effect, not always successfully, e.g. controlled informality, generalisations or shifts between conversational style and more literary language (across a range of writing)
--AF2 - produce texts which are appropriate to task, reader and purpose
---[]imaginative treatment of appropriate materials, familiarity with conventions of a variety of forms, adapting them when needed to suit purpose and audience, not always successfully, e.g. deliberate use of inappropriate register for humour , clear emphasis on narration rather than plot (across a range of writing)
---[]convincing, individual voice or point of view established and mostly sustained throughout, e.g. authoritative expert view, convincing characterisation , adopting a role (across a range of writing)
---[]level of formality used for purpose and audience generally appropriate and a range of stylistic devices used to achieve effect, not always successfully, e.g. controlled informality, generalisations or shifts between conversational style and more literary language (across a range of writing)
--AF7 - select appropriate and effective vocabulary
---[]vocabulary chosen generally appropriate to purpose and audience (across a range of writing)
---[]range of vocabulary generally varied and often ambitious, even though choices not always apt (across a range of writing)
--AF8 - use correct spelling
---[]generally correct spelling throughout, including some ambitious, uncommon words (across a range of writing)
---[]generally correct spelling throughout, including some words with complex sound/symbol relationships (across a range of writing)
---[]generally correct spelling throughout, including some words with unstressed syllables (across a range of writing)
---[]generally correct spelling throughout, including some multiletter vowel and consonant symbols (across a range of writing)
---[]likely errors occasionally in complex words such as outrageous, exaggerated, announcing , parallel (across a range of writing)