English progression map guide

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English progression map

guide

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Introduction

English progression maps

There are maps for reading, writing and speaking and listening. These can be found at www.standards.dcsf.gov.uk/nationalstrategies (search for progression maps). They are resources designed to help teachers plan tailored support for pupils identified as needing to make better progress.

What is a progression map?

A map is useful if you are going on a journey. You need to know your starting point, your destination and the points in between. The progression map is to help you plan the learning journey for pupils who are achieving below expectations and need to make better progress. It helps you identify where the pupils are, where they need to go next and how you can help them get there.

About this booklet

This booklet summarises the model of progression in writing that is at the heart of the English progression maps. It is in two parts: the first part showing a typical model of pupils’ progression; the second part listing recommended curricular targets for pupils.

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Progression in writing

A typical pattern of progression in writing is described below by characterising six stages of development:

 the budding writer

 the developing writer

 the competent writer

 the active writer

 the reflective writer

 the versatile writer.

Each stage is subdivided to make 12 steps altogether, with each step aligned to a National Curriculum level or GCSE grades that are the likely attainment measures. This progression map is designed to help teachers recognise next steps in learning for pupils who need to make better progress. For guidance on assessment standards teachers are advised to refer to the National Curriculum level descriptions, the Assessing Pupils’ Progress (APP) assessment criteria and standards files for writing (available at www.standards.dcsf.gov.uk/nationalstrategies or as part of the Assessing Pupils’ Progress in English at Key Stage 3 – Teachers’ handbook Ref: 00643-2008PCK-EN). Standards at GCSE are described in specifications issued by examination boards.

Budding writer

Likely to be assessed as low level 2 in Key Stage 3

Pupils at this stage are beginning to write with some relevant content which may be either brief and underdeveloped or repetitive. In some forms of writing, their purpose is clear and some of the expected features of the type of writing are present. Sequencing and grouping of ideas is at a basic level.

Pupils write mainly in simple sentences with limited use of connectives apart from ‘and’. Some straightforward sentences are demarcated accurately with full stops and capital letters.

Words are likely to be chosen from a simple, almost ‘speech-like’ vocabulary.

These writers are likely still to need targets to take them to level 2 in some AF areas.

Likely to be assessed as secure or high level 2 in Key Stage 3

Pupils' writing is beginning to express their own ideas and sometimes engages the reader’s interest with an apt choice of words. In some forms of writing, they try to match the style to the task. While the overall organisation is basic, openings and closings are sometimes successfully managed.

Mostly simple sentences are still used but some variety in sentence openings is now evident. There is some use of punctuation marks apart from the full stop. Use of present and past tenses is now usually consistent.

Pupils are beginning to try out the effect of newly learned words in their own writing.

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Developing writer

Likely to be assessed as low level 3 in Key Stage 3 or GCSE grade G in Key

Stage 4

Pupils at this stage are beginning to write with a sense of audience and purpose. They are beginning to establish a viewpoint and maintain it in their writing for some of the time. There is an attempt to sequence ideas or material logically.

Pupils write mainly in simple sentences with and, but, then and so as the most common connectives. Some straightforward sentences are demarcated accurately with full stops, capital letters and question marks.

In most writing, pupils use simple, generally appropriate vocabulary.

Likely to be assessed as secure or high level 3 in Key Stage 3 or GCSE

grade G/F in Key Stage 4

Likely to be assessed as secure or high level 3 in Key Stage 3 or GCSE grade

G/F in Key Stage 4

Pupils' writing is often imaginative and clear and is beginning to be adapted to different readers. In most writing, there is an attempt to organise ideas with some related points

placed next to each other. Within paragraphs/sections pupils attempt to link sentences. There is usually a sense of a beginning and an end to a piece of writing.

Pupils are starting to write longer sentences and sometimes choose from the wider range of connectives that will support this. There is some variation in tenses and verb forms and use of a wider range of punctuation, for example the use of speech marks, although commas may sometimes be used incorrectly in place of full stops.

Pupils are beginning to use vocabulary for effect.

These writers are likely to need targets to take them to level 4 in some AF areas.

Competent writer

Likely to be assessed as low level 4 in Key Stage 3 or GCSE grade F in

Key Stage 4

Pupils who are becoming competent writers have relevant ideas, some of which are developed with some detail. They can usually establish a viewpoint and maintain it most of the time. They are usually clear about the purpose of their writing and can sometimes sustain consistently the form and style that matches it. They are beginning to organise their writing by clustering ideas or by using a time sequence. These writers often produce work that starts with promise.

Sentences are beginning to vary in length and structure. There is increasing use of complex sentences with connectives such as if, when, because. Most sentences are correctly demarcated with capital letters and full stops. They are starting to develop the use of commas.

The range of their vocabulary is growing and words are occasionally chosen for effect.

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Likely to be assessed as secure or high level 4 in Key Stage 3 or GCSE

grade F/E in Key Stage 4

Pupils who are securely established as competent writers can be relied upon to choose relevant content and to develop some aspects of it by adding detail. They establish a straightforward viewpoint and manage to maintain it with good consistency. The writing has clarity of purpose and the main features of the selected form are deployed appropriately, although there is still the possibility of some inconsistencies. The organising principles behind their writing will be simple but usually strong enough to link the openings and the endings.

Secure competent writers sometimes make conscious attempts to vary the length, structure and subject of sentences. Changes of verb tense are now managed without confusion. Complex sentences are used more frequently with the range of connectives that these require. The accuracy of sentence demarcation may decrease a little as sentences become longer and more varied in structure. There is emerging evidence that these writers are beginning to understand the use of commas to mark clause boundaries. Other punctuation such as speech marks and

question marks is used.

Words are now sometimes chosen deliberately for impact and the vocabulary used may be extended beyond the everyday to incorporate specialist words linked to the subject matter.

Active writer

Likely to be assessed as low level 5 in Key Stage 3 or GCSE grade E in

Key Stage 4

Pupils who are becoming active writers have relevant ideas that are developed with some imaginative detail. They are usually clear about the purpose of their writing, and are able to write in a form and style that matches it. They are beginning to organise their writing in

paragraphs to give it an overall structure, and are starting to manage the development of their material effectively across the whole text.

Sentences usually link together well within paragraphs and show a variety of lengths, structures and subjects. There may be some examples where this variation has been

consciously chosen for a particular effect. A wider range of connectives is now used to show the relationship between ideas. There may be a greater use of modal verbs to express shades of meaning. Active writers use a full range of punctuation. Sentence demarcation is mostly reliable, but punctuation within sentences often still poses problems, particularly in longer and more ambitious sentences.

Some words are chosen for effect and attempts at a wider, more ambitious vocabulary are often successful.

Likely to be assessed as secure or high level 5 in Key Stage 3 or GCSE grade

E/D in Key Stage 4

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Paragraphs are built from well-linked sentences with a variation in length, structure and subject. The secure active writer knows that there are choices that can be made when

composing sentences and is sometimes able to exercise that choice to good effect – perhaps for emphasis or greater clarity. Active writers can deploy a range of verb forms and

connectives to express meanings that are more complex. Punctuation, both at sentence boundaries and within sentences, is usually reliable: where mistakes occur, it will be in ambitious structures.

Active writers use a wider vocabulary to match the needs of their subject and make

conscious word choices for effect. Inappropriate choices are still possible but will usually be 'near misses'.

Reflective writer

Likely to be assessed as low level 6 in Key Stage 3 or GCSE grade D in

Key Stage 4

Reflective writers are beginning to write with a convincing individual voice, selecting an appropriate level of formality. They can adapt or combine the usual conventions of certain text types in order to create more imaginative and effective pieces of writing. Control over structure across the whole text is becoming more secure.

The development of topics within paragraphs is often well managed so that meaning and purpose are clear. Links between paragraphs usually ensure that the development of ideas is clearly signalled to the reader. Reflective writers are becoming increasingly confident in deploying a range of sentences that contribute to the overall effect of their writing. Punctuation within longer sentences is still developing and there may still be occasional errors, as they are beginning to deploy a full range of punctuation marks.

Likely to be assessed as secure or high level 6 in Key Stage 3 or GCSE

grade D/C in Key Stage 4

These pupils write with a convincing individual voice, selecting an appropriate level of

formality. The range of text types within which they can adapt the usual conventions in order to create more imaginative and effective pieces of writing is widening. Reflective writers have enough control over text and sentence structure to decide confidently what is required to take account of the needs of the reader.

The development of topics within paragraphs is well managed so that meaning and purpose are clear. Links between paragraphs ensure that the development of ideas is clearly signalled to the reader. Reflective writers reliably deploy a range of sentences that contribute to the overall effect of their writing. Within longer sentences they deploy a full range of punctuation marks to increasingly good effect.

Vocabulary is chosen to match purpose and audience, is varied in range and includes ambitious choices.

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Versatile writer

Likely to be assessed as low level 7 in Key Stage 3 or GCSE grade C in

Key Stage 4

Like the reflective writer, versatile writers engage and sustain the reader's interest. They adapt style and register to different forms, including using an impersonal style where

appropriate. They use a range of sentence structures and varied vocabulary to create effects.

Paragraphing and correct punctuation are used to make the sequence of events or ideas coherent and clear to the reader. Versatile writers can, however, do all these things with greater reliability in a wider range of contexts. They can work independently and successfully on a wider range of writing tasks, bringing to bear more experience and deploying a larger repertoire of responses.

Likely to be assessed as secure or high level 7 in Key Stage 3 or GCSE

grade C/B in Key Stage 4

The secure versatile writer has mastered the key aspects of the craft of writing. They have confidence in using their writing skills and can respond clearly and coherently across the full range of forms they have encountered, taking account of purpose and audience. They perform well in a range of contexts including when they need to write without support under pressure of time. They recognise that they still have much to learn but the foundations are in place, so that through increasing maturity, continued application to their individual targets, wider experience of reading and writing, increasing care and accuracy, their writing will continue to improve.

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Writing targets

Curricular targets are an integral part of tailored intervention support for pupils. Once the teacher and the pupil have agreed a small number of targets which are the pupil’s next crucial steps in learning, the teacher can take account of these in lessons in:

 questioning

 guided group work

 directing a TA or learning support assistant

 task setting

 resources

 marking.

Pupils can expect to:

 be given opportunities to develop the target areas

 focus on the targets when they are working

 evaluate themselves on progress towards them

 receive feedback from the teacher in these areas.

Setting curricular targets

Use the pupil’s APP assessment guidelines sheet to identify target assessment focus areas and choose pupil targets from those shown below. Alternatively, if APP assessment is not available, select the most appropriate targets based on your knowledge of the pupil’s work.

Aim to set a strictly limited number of targets and support the pupil in achieving them as quickly as possible.

You can see teaching ideas which exemplify the targets by visiting the progression maps on the National Strategies web area.

Targets for pupils working towards level 2 in Key Stage 3 in

aspects of their writing

AF1

Targets for writers working towards level 2 in this AF area 1. Include ideas that fit the topic

2. Use words that will make my writing more interesting

3. Write some of my own ideas

AF2

Target for writers working towards level 2 in this AF area 1. Write in a way that matches the task

AF3

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1. Make sure my writing has a proper beginning and ending

2. Put what I want to say in the right order

AF4

Target for writers working towards level 2 in this AF area 1. Group ideas on the same topic together

AF5

Targets for writers working towards level 2 in this AF area 1. Start my sentences in different ways

2. Join some sentences together with words like and

3. Know whether I am writing about the past or the present and use the right words to show this

AF6

Targets for writers working towards level 2 in this AF area

1. Write sentences that start with a capital letter and end with a full stop

2. Use question marks and exclamation marks at the right time

3. Use commas to separate items in a list

AF7

Target for writers working towards level 2 in this AF area 1. Choose to use some new words that I would like to try out

AF8

Targets for writers working towards level 2 in this AF area 1. Make sure I spell ‘everyday’ short words correctly

2. Try to spell the endings of words correctly

Targets for pupils working towards level 3 in Key Stage 3 or

GCSE grade G/F in Key Stage 4 in aspects of their writing

AF1

Targets for writers working towards level 3 in this AF area 1. Include ideas that fit the topic

2. Give more information by adding detail into my sentences

3. Try to express my own thoughts and ideas

AF2

Target for writers working towards level 3 in this AF area

1. Choose a way of writing that matches the purpose of the task

AF3

Targets for writers working towards level 3 in this AF area 1. Decide the best order for what I want to say

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AF4

1. Show which ideas belong together by organising my writing in sections

AF5

Targets for writers working towards level 3 in this AF area 1. Write sentences of different lengths

2. Join some sentences together with and, but, so, because

AF6

1. Start my sentences with a capital letter and end them with a full stop, question mark or exclamation mark

2. Use speech marks to show the words characters actually say

AF7

1. Choose some words that will have a special effect on my reader

AF8

Targets for writers working towards level 3 in this AF area 1. Make sure I spell ‘everyday’ words correctly

2. Make sure I spell the endings of words correctly

Targets for pupils working towards level 4 in Key Stage 3 or

GCSE grade F/E in Key Stage 4 in aspects of their writing

AF1

Targets for writers working towards level 4 in this AF area 1. Include more detail when I write

2. Make sure that everything I write is connected with the topic and does not go off the point

3. Make sure the reader understands my point of view

AF2

1. Choose a way of writing that matches the purpose of the task and try to stick to it

AF3

Targets for writers working towards level 4 in this AF area 1. Organise my writing with a good beginning and ending

2. Plan and organise my writing so that my reader will be able to follow it easily from beginning to end

AF4

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1. Begin to use paragraphs/sections to organise my writing using topic sentences to help my reader make sense of the text.

2. Begin to link paragraphs/sections of my writing together

AF5

Targets for writers working towards level 4 in this AF area 1. Vary my sentences in length and structure

2. Use a wider range of connectives such as if, when, because

AF6

1. Write in sentences that start with a capital letter and end with the right punctuation mark

2. Use commas to break down long sentences

3. Use speech marks correctly

AF7

Targets for writers working towards level 4 in this AF area 1. Choose words that match my topic

2. Use describing words and phrases to add detail, interest and variety to my writing

AF8

Targets for writers working towards level 4 in this AF area 1. Use a range of strategies to improve my spelling

2. Improve my knowledge of common spelling patterns, including words that sound the same but have different spellings and meanings

Targets for pupils working towards level 5 in Key Stage 3 or

GCSE grade E/D in Key Stage 4 in aspects of their reading

AF1

1. Add more detail to my writing to make it clearer and more interesting

2. Make my point of view very clear and make sure it stays the same all the way through a piece of writing

AF2

1. Choose a style that matches the task and keeps my reader interested

2. Be clear about the purpose of my writing and stick to it

AF3

1. Plan my writing so that I know how it will develop all the way through

2. Organise my sentences into paragraphs

3. Make sure that my paragraphs follow on from each other

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1. Use paragraphs to show my reader how I have organised my ideas

2. Use connecting words to link my paragraphs together

AF5

Targets for writers working towards level 5 in this AF area 1. Vary my sentences in length and structure

2. Use a wider range of connectives to show the links between my ideas

3. Choose the kind of sentence to write by thinking how it will affect my reader

AF6

1. Use punctuation accurately to show the beginnings and ends of sentences

2. Use punctuation for speech

3. Use commas correctly in long sentences to mark clause boundaries

AF7

Targets for writers working towards level 5 in this AF area 1. Use a wide range of words in my writing

2. Choose words that will have an impact on my reader

AF8

1. Identify my most common spelling mistakes and find my own way to reduce them, including words with syllables that you don’t hear

2. Make sure that I understand how prefixes and suffixes work

Targets for pupils working towards level 6 in Key Stage 3 or

GCSE grade D/C in Key Stage 4 in aspects of their writing

AF1/AF2

Targets for writers working towards level 6 in this AF area 1. Plan my writing so that I am using an appropriate style

2. Choose and sustain an appropriate style right through my writing

3. Adapt the conventions of the text type where this will add originality and interest

AF3

1. Link paragraphs together so my reader can see clearly how my piece of writing is developing

2. Organise my writing in a way that will have an impact on my reader

AF4

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2. Connect the sentences within paragraphs so that my meaning and purpose are clear

AF5

1. Choose to write the kinds of sentences that will give the effect I want

2. Make sure I use a variety of sentences

AF6

1. Use commas and other punctuation correctly in longer sentences to help the reader follow my meaning

2. Check my writing for the grammar mistakes I commonly make, for example, using commas instead of full stops

AF7

1. Always choose the best words to match the subject of my writing

2. Choose my words carefully and ambitiously so that my writing is precise and has an impact on the reader

AF8

Targets for writers working towards level 6 in this AF area 1. Check my writing for the spelling mistakes I commonly make

2. Learn the spellings of uncommon and difficult to spell words that I want to use, especially those with syllables that you don’t hear

Targets for pupils working towards level 7 in Key Stage 3 or

GCSE grade C/B in Key Stage 4 in aspects of their writing

AF1/AF2

Targets for writers working towards level 7 in this AF area 1. Sustain my writing in a formal way when I need to

2. Write with my reader in mind, using and adapting the conventions of text types flexibly

AF3

1. Shape my writing so that my reader responds in the way I want

AF4

Target for writers working towards level 7 in this AF area 1. Craft my paragraphs to create an impact on the reader

AF5/6

1. Use the full range of punctuation to create an effect on my reader

2. Use a variety of sentences to create effects that emphasise what I want to say

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1. Choose my words carefully and ambitiously, so that my writing is precise and has an impact on the reader

2. Choose and use words imaginatively, in ways that match my purpose and my reader

AF8

1. Use the strategies I have learnt to ensure correct spelling throughout my work

Targets for pupils working towards level 8 in Key Stage 3 or

GCSE grade B/A in Key Stage 4 in aspects of their writing

AF1/AF2

Targets for writers working towards level 8 in this AF area 1. Improve the types of writing that I know I need to develop

2. Write in a style of my own that matches the task

AF3/4

1. Construct and shape my writing so the reader responds as I intend

AF5/6

1. Write sentences that will have the effect I want on the reader

AF7

Targets for writers working towards level 8 in this AF area 1. Choose words wisely and ambitiously

2. Use an increasingly wide range of vocabulary with imagination and precision

AF8

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Appendix

Assessment focuses for writing

AF1 – write imaginative, interesting and thoughtful texts

AF2 – produce texts which are appropriate to task, reader and purpose

AF3 – organise and present whole texts effectively, sequencing and structuring information, ideas and events

AF4 – construct paragraphs and use cohesion within and between paragraphs AF5 – vary sentences for clarity, purpose and effect

AF6 – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences AF7 – select appropriate and effective vocabulary

AF8 – use correct spelling

GCSE English assessment objectives (2010)

AO3 Writing

 Write clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader.

 Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence.

English progression map guide