ASSESSMENT RUBRICS – YEAR 1



WRITING ASSESSMENT RUBRIC TEXT TYPE - NARRATIVE Kindergarten

|Indicator Organisers |Criteria |Limited Achievement |Basic Achievement Level 2 –(D) |Sound Achievement |High Achievement |Outstanding Achievement |

| | |Level 1- (E) | |Level 3 –(C) |Level 4 –(B) |Level 5 –(A) |

| | | | |Text = 10+ words | | |

|Audience and Ideas |Skilful crafting of |Symbols or drawings which |Very little written content. For |Beginning awareness of audience. |Basic awareness of audience using |An internally consistent story that can |

|WES1. 9 + 13 |ideas for a narrative |have an intended meaning. |example: unrelated words. |For example: self, family or |simple narrative markers and |be followed fairly easily and attempts to|

|Producing Texts |to engage and affect | | |friends. |predictable ideas - |engage reader. |

|Context and Text |the reader. | | | |E.g. title, formulaic opening, | |

| | | | | |description of people or places. | |

|Character and Setting |Portrayal and |No discernable reference to|Character introduction is vague. |Characterisation is limited to the |Characterisation is limited to the |Brief description (2 or 3 features), with|

| |development of |character and / or setting.|For example He. |character’s name. |character’s name and one |some reference to actions, thoughts |

|WES1.9 |character. | |Story setting is not identifiable.|Setting is mentioned but may be |distinguishing feature. |and/or feelings. |

|Producing Texts | | |E.g. He went there. |vague. |Brief description of setting (time |Brief description of setting (time and |

| |Development of a sense| | | |and place). |place). |

| |of time, place and | | |NB Experiments with stage | | |

| |atmosphere. | | |appropriate language and literary |NB Uses stage appropriate language |NB Competent at own stage level and |

| | | | |devices - e.g. adjectives, nouns |and literary devices. |attempts skills beyond stage level. |

| | | | |and pronouns, adverbial phrases, | | |

| | | | |action verbs. | | |

|Vocabulary |Use of a variety of |Mostly uses symbols or |Very short script and few content |Uses familiar verbs, adjectives and|Includes some precise words (may be|Sustained and consistent use of precise |

|WES1.9 |precise words e.g. |drawings. |words. |nouns, and word groups (when or |verbs, adjectives or nouns) or word|words and phrases that enhance the |

|Producing Texts |nouns, adjectives, | | |where). |groups. |meaning or mood. |

| |verbs or adverbs. | | | | | |

|Punctuation |Correct and |No evidence of punctuation.|Punctuation is minimal and / or |Uses accurate sentence punctuation |Uses accurate sentence punctuation |Uses greater variety of correct and |

| |appropriate | |not used correctly. |– capitals and full stops - and |– capitals and full stops - and |appropriate punctuation correctly most of|

|WES1.10 |punctuation to aid | | |correct spacing most of the time. |correct spacing all of the time. |the time to aid reading of text. |

|Skills and Strategies |reading of text. | | | | | |

|Spelling |Accurate spelling at |Engages in writing-like |Copies one or more recognisable |Attempts most high frequency words |Spells all high frequency and grade|Spells all high frequency and grade |

|WES1.11 |grade appropriate |behaviour using random |words related to a known text. |and grade appropriate words that |appropriate words correctly. |appropriate words correctly as well as |

|Skills and Strategies |level. |letters or scribble. | |have been taught. | |more challenging words. |

|Text Structure |Organisation of |Cannot yet copy a simple |Copies a simple text structure |Provides a Who, When/Where and one |Provides orientation in the |Provides orientation and complication. |

|WES1. 9 + 14 |narrative features |text structure from a given|from a given model. |event (What) in the retelling of an|retelling of an invented or |Attempts resolution, but it may be |

|Producing Texts |into appropriate and |model. | |invented or familiar story. |familiar story. Introduces a |contrived or weak. |

|Language Structures and |effective text | | | |complication. | |

|Features |structure. | | | | | |

|Sentence |Production of |Groups letters / words in |Attempts to write a simple |Writes two simple sentences |Writes at least two simple |Correct sentences are predominantly |

|Structure |grammatically correct,|an attempt to form a |sentence correctly. Word order may|correctly. May also attempt to use |sentences and one compound sentence|simple. Also attempts compound and/or |

|WES1.10 + 14 |structurally sound and|sentence or uses symbols |be incorrect. |a compound sentence. Meaning is |correctly. Meaning is clear. |complex sentences. May include run on |

|Skills and Strategies |meaningful sentences. |that may be unconventional.| |predominantly clear. | |sentences. Meaning is predominantly |

|Language Structures and | | | | | |clear. |

|Features | | | | | | |

WRITING ASSESSMENT RUBRIC TEXT TYPE - NARRATIVE YEAR 1

|Indicator Organisers |Criteria |Limited Achievement |Basic Achievement Level 2 –(D) |Sound Achievement |High Achievement |Outstanding Achievement |

| | |Level 1- (E) | |Level 3 –(C) |Level 4 –(B) |Level 5 –(A) |

| | | | |Text = 30+ words | | |

|Audience and Ideas |Skilful crafting of |Symbols or drawings which |Some simple written content but |Basic awareness of audience using |An internally consistent story that|An internally consistent story that is |

|W1. 9 + 13 |ideas for a narrative |have an intended meaning. |ideas are sketchy or appear |simple narrative markers and |can be followed fairly easily and |easy to follow, and engages reader with a|

|Producing Texts |to engage and affect | |unrelated. |predictable ideas - |attempts to engage reader. |story suggesting a recognisable |

|Context and Text |the reader. | | |E.g. title, formulaic opening, | |underlying theme (e.g. friendship, |

| | | | |description of people or places. | |overcoming fear, courage). |

|Character and Setting |Portrayal and |No discernable reference to|Character introduction is vague. |Characterisation is limited to the |Brief description (2 or 3 |More detailed description (at least 3 |

| |development of |character and / or setting.|For example He. |character’s name and one |features), with some reference to |features), with some reference to |

|W1.9 |character. | |Story setting is not identifiable.|distinguishing feature. |actions, thoughts and/or feelings. |actions, thoughts and/or feelings. May |

|Producing Texts | | |E.g. He went there. |Setting is mentioned but may be |Brief description of setting (time |include dialogue. |

| |Development of a sense| | |vague. |and place). |Setting emerges through description of |

| |of time, place and | | | | |time and place. |

| |atmosphere. | | |NB Experiments with stage |NB Uses stage appropriate language | |

| | | | |appropriate language and literary |and literary devices. |NB Competent at own stage level and |

| | | | |devices - e.g. adjectives, nouns | |attempts skills beyond stage level. |

| | | | |and pronouns, adverbial phrases, | | |

| | | | |types of verbs, creative word play.| | |

|Vocabulary |Use of a variety of |Very short script and few |Mostly simple verbs, adjectives or|Includes some precise words (may be|Sustained and consistent use of |A range of effective words and phrases |

|W1.9 |precise words e.g. |content words. |nouns. May include two or three |verbs, adverbs, adjectives or |precise words and phrases that |used in a natural and articulate manner. |

|Producing Texts |nouns, adjectives, | |precise words. |nouns) or word groups. |enhance the meaning or mood. |Language choice is well matched to the |

| |verbs or adverbs. | | | | |genre. |

|Punctuation |Correct and |No evidence of punctuation.|Punctuation is minimal and / or |Uses accurate sentence punctuation |Uses most common punctuation |Uses greater variety of correct and |

| |appropriate | |not used correctly. |– capitals and full stops - and |accurately - capitals and full |appropriate punctuation to aid reading of|

|W1.10 |punctuation to aid | | |correct spacing most of the time. |stops (.!?) - and correct spacing |text. |

|Skills and Strategies |reading of text. | | | |most of the time. Experiments with | |

| | | | | |greater variety of punctuation. | |

|Spelling |Accurate spelling at |Cannot yet spell high |Attempts most high frequency words|Spells most high frequency and |Spells all high frequency and grade|Spells all high frequency and grade |

|W1.11 |grade appropriate |frequency and grade |and grade appropriate words with |grade appropriate words correctly. |appropriate words correctly. |appropriate words correctly as well as |

|Skills and Strategies |level. |appropriate words |invented spelling. | | |more challenging words. |

| | |independently. | | | | |

|Text Structure |Organisation of |Needs assistance to attempt|Minimal evidence of narrative |Provides orientation and |Contains orientation, complication |Contains a time sequenced orientation, |

|W1. 9 + 14 |narrative features |writing or does not |structure or simply a recount of |complication. Resolution not |and resolution. |complication and resolution. |

|Producing Texts |into appropriate and |narrate. |events. |evident or weak. | | |

|Language Structures and |effective text | | | | | |

|Features |structure. | | | | | |

|Sentence |Production of |Groups letters / words in |Attempts to write simple sentences|Writes simple sentences with |Correct sentences are predominantly|Simple and compound sentences are |

|Structure |grammatically correct,|an attempt to form a |correctly. Word order may be |correct word order and meaning is |simple. Also attempts compound |correct. Meaning is clear. May attempt |

|W1.10 + 14 |structurally sound and|sentence or uses symbols |incorrect. |predominantly clear. |and/or complex sentences. May |complex sentences using a variety of |

|Skills and Strategies |meaningful sentences. |that may be unconventional.| | |include run on sentences. Meaning |effective conjunctions like because, so, |

|Language Structures and | | | | |is predominantly clear. |when, until, if, as. |

|Features | | | | | | |

WRITING ASSESSMENT RUBRIC TEXT TYPE - NARRATIVE YEAR 2

|Indicator Organisers |Criteria |Limited Achievement |Basic Achievement Level 2 –(D) |Sound Achievement |High Achievement |Outstanding Achievement |

| | |Level 1- (E) | |Level 3 –(C) |Level 4 –(B) |Level 5 –(A) |

| | | | |Text = 60+ words | | |

|Audience and Ideas |Skilful crafting of |Symbols or drawings or limited |Basic awareness of audience using |An internally consistent story that|An internally consistent story |Ideas are deliberately chosen and |

|W1. 9 + 13 |ideas for a narrative |written content with very few |simple narrative markers and |can be followed fairly easily and |that is easy to follow and engages|elaborated to explore a recognisable, |

|Producing Texts |to engage and affect |ideas. |predictable ideas - |attempts to engage reader. |reader with a story suggesting a |central story line or theme and |

|Context and Text |the reader. | |E.g. title, formulaic opening, | |recognisable underlying theme |directly appeal to and influence the |

| | | |description of people or places. | |(e.g. friendship, overcoming fear,|reader. May explore a sub-genre theme |

| | | | | |courage). |(e.g. fable, animal fiction, fairy |

| | | | | | |tale). |

|Character and Setting |Portrayal and |Character introduction is absent |Characterisation is limited to the|Brief description (1 or 2 |More detailed description (at |Characterisation emerges through |

| |development of |or vague. For example He. |character’s name and one |features), with some reference to |least 3 features), with some |description, actions and reactions |

|W1.9 |character. |Story setting is absent or not |distinguishing feature. |actions, thoughts and/or feelings. |reference to actions, thoughts |(verbal, physical and emotional). |

|Producing Texts | |identifiable. E.g. He went there. |Setting is mentioned but may be |Brief description of setting (time |and/or feelings. May include |Setting emerges through description of|

| |Development of a sense | |vague. |and place). |dialogue. |time, place and atmosphere. |

| |of time, place and | | | |Setting emerges through | |

| |atmosphere. | | |NB Attempts stage appropriate |description of time and place. |NB Competent at own stage level and |

| | | | |language and literary devices - | |attempts skills beyond stage level. |

| | | | |e.g. adjectives, nouns and |NB Uses stage appropriate language| |

| | | | |pronouns, adverbial phrases, types |and literary devices. | |

| | | | |of verbs, creative word play. | | |

|Vocabulary |Use of a variety of |Very short script and few content |Mostly simple verbs, adverbs, |Includes some precise words (may be|Sustained and consistent use of |A range of effective words and phrases|

| |precise words e.g. |words. |adjectives or nouns. May include |verbs, adverbs, adjectives or |precise words and phrases that |used in a natural and articulate |

|W1.9 |nouns, adjectives, | |two or three precise words. |nouns) or word groups. |enhance the meaning or mood. |manner. Language choice is well |

|Producing Texts |verbs or adverbs. | | | | |matched to the genre. |

|Punctuation |Correct and appropriate|Punctuation is minimal and/or not |Uses capitals, full stops and |Uses sentence punctuation correctly|Uses most common punctuation |Uses most common punctuation correctly|

| |punctuation to aid |used correctly. |correct spacing most of the time. |- capitals and full stops (.!?) - |correctly - e.g. capitals, full |all of the time. May experiment with a|

|W1.10 |reading of text. | | |and correct spacing most of the |stops (.!?), commas, contraction |greater variety of punctuation. |

|Skills and Strategies | | | |time. Experiments with other common|apostrophes and speech marks - | |

| | | | |punctuation e.g. commas, |most of the time. | |

| | | | |apostrophes (e.g. I’m) and speech | | |

| | | | |marks. | | |

|Spelling |Accurate spelling at |Cannot yet spell high frequency |Attempts most high frequency words|Spells most high frequency and |Spells all high frequency and |Spells all high frequency and grade |

|W1.11 |grade appropriate |and grade appropriate words |and grade appropriate words with |grade appropriate words correctly. |grade appropriate words correctly.|appropriate words correctly as well as|

|Skills and Strategies |level. |independently. |invented spelling. | | |more challenging words. |

|Text Structure |Organisation of |Needs assistance to attempt |Minimal evidence of narrative |Provides orientation and |Contains orientation, complication |Contains a time sequenced orientation, |

|W1. 9 + 14 |narrative features into|writing or does not narrate. |structure or simply a recount of |complication. Attempts resolution, |and resolution. |complication and resolution. Paragraphs are|

|Producing Texts |appropriate and | |events. |but it may be contrived or weak. |Beginning sense of paragraphing. |evident but may be incorrectly organised. |

|Language Structures |effective text | | | | | |

|and Features |structure. | | | | | |

|Audience and Ideas |Skilful crafting of |Symbols or drawings or limited|Basic awareness of audience using|An internally consistent story that|An internally consistent story that|Ideas are deliberately chosen and |

|W2. 9 + 13 |ideas for a narrative |written content with very few |simple narrative markers and |can be followed fairly easily and |is easy to follow, and engages |elaborated to explore a recognisable, |

|Producing Texts |to engage and affect |ideas. |predictable ideas - |attempts to engage reader. Story |reader with a story exploring a |central story line or theme and directly |

|Context and Text |the reader. | |E.g. title, formulaic opening, |suggests a recognisable underlying |recognisable underlying theme (e.g.|appeal to and influence the reader. May |

| | | |description of people or places. |theme (e.g. friendship, overcoming |friendship, overcoming fear, |explore a sub-genre theme (e.g. fable, good|

| | | | |fear, conflict). |conflict). |vs evil, whodunit) |

|Character and Setting |Portrayal and |Character introduction is |Characterisation is limited to |More detailed description (at least|Characterisation emerges through |Effective characterisation -e.g. precise |

| |development of |absent or vague. For example |the character’s name and a very |3 features), with some reference to|description, actions and reactions |description, convincing dialogue, actions |

|W2.9 |character. |He. |sketchy description (1 or 2 |actions, thoughts and/or feelings. |(verbal, physical and emotional). |and reactions that create distinct |

|Producing Texts | |Story setting is absent or not|features). |May include dialogue. |Setting emerges through description|characters, characters who evaluate events.|

| |Development of a sense |identifiable. E.g. He went |Setting is mentioned but may be |Setting emerges through description|of time, place and atmosphere. |Details are selected to create and maintain|

| |of time, place and |there. |vague. |of time and place. | |a sense of time, place and atmosphere |

| |atmosphere. | | |NB Attempts stage appropriate |NB Uses stage appropriate language |throughout the story. |

| | | | |language and literary devices - |and literary devices. | |

| | | | |e.g. referring pronouns, direct | |NB Competent at own stage level and |

| | | | |speech, opinion / comparison | |attempts skills beyond stage level. |

| | | | |adjectives, similes, relating | | |

| | | | |verbs. | | |

|Vocabulary |Use of a variety of |Very short script and few |Mostly simple verbs, adverbs, |Includes some precise words (may be|Sustained and consistent use of |A range of effective words and phrases used|

| |precise words e.g. |content words. |adjectives or nouns. May include |verbs, adverbs, adjectives or |precise words and phrases that |in a natural and articulate manner. |

|W2.9 |nouns, adjectives, | |two or three precise words. |nouns) or word groups. |enhance the meaning or mood. |Language choice is well matched to the |

|Producing Texts |verbs or adverbs. | | | | |genre. |

|Punctuation |Correct and appropriate|Punctuation is omitted, |Inconsistently uses common |Uses correct spacing most of the |All common punctuation correct. |Uses a greater variety of punctuation |

| |punctuation to aid |minimal (only capitals and/or |punctuation – capitals, full |time. Uses most common punctuation |Experiments with a greater variety |correctly to pace and control reading of |

|W2.10 |reading of text. |full stops) and/or incorrectly|stops (.?!), commas, speech |correctly. |of punctuation. *Allowance can be |the text. |

|Skills and Strategies | |used. |marks, apostrophes (I’m) - or | |made for occasional omission of |*Allowance can be made for occasional |

| | | |uses them incorrectly. | |sentence punctuation. |omission of sentence punctuation. |

|Spelling |Accurate spelling at |Cannot yet spell high |Attempts most high frequency |Spells most high frequency and |Spells all high frequency and grade|Spells all high frequency and grade |

|W2.11 |grade appropriate |frequency and grade |words and grade appropriate words|grade appropriate words correctly. |appropriate words correctly. |appropriate words correctly as well as more|

|Skills and Strategies |level. |appropriate words |with invented spelling. | | |challenging words. |

| | |independently. | | | | |

|Text Structure |Organisation of |No evidence of any structural |Minimal evidence of narrative |Provides orientation and |Contains a time sequenced |Contains a time sequenced orientation, |

|W2. 9 + 14 |narrative features |component of a time sequenced |structure or simply a recount of |complication. Attempts resolution, |orientation, complication and |complication and resolution and paragraphs |

|Producing Texts |into appropriate and |text. |events. |but it may be contrived or weak. |resolution. Paragraphs are evident |mostly organised logically. |

|Language Structures |effective text | | |Beginning sense of paragraphing. |but may be incorrectly organised. | |

|and Features |structure. | | | | | |

|Audience and Ideas |Skilful crafting of |Symbols or drawings or limited |Basic awareness of audience using|An internally consistent story that|Ideas are deliberately chosen and |Precise, sustained choice and use of |

|W2. 9 + 13 |ideas for a narrative |written content with very few |simple narrative markers and |can be followed fairly easily, and |elaborated to explore a |language and narrative devices to engage |

|Producing Texts |to engage and affect |ideas. |predictable ideas - |engages reader with a story |recognisable, central story line or|and directly influence reader: |

|Context and Text |the reader. | |E.g. title, formulaic opening, |suggesting a recognisable |theme and directly appeal to + |e.g. |

| | | |description of people or places. |underlying theme (e.g. friendship, |influence the reader. May explore a|Include fantasy, humour, suspense or irony |

| | | | |overcoming fear, conflict). |sub-genre theme (e.g. fable, good |Subvert expectations (less predictable |

| | | | | |vs evil, whodunit). |script) |

| | | | | | |Reveal stance, values, attitudes, purpose |

| | | | | | |Evoke reader response / reflection. |

|Character and Setting |Portrayal and |Character introduction is |Characterisation is limited to |More detailed description (at least|Characterisation emerges through |Effective characterisation -e.g. precise |

| |development of |absent or vague. For example |the character’s name and a very |3 features), with some reference to|description, actions and reactions |description, convincing dialogue, actions |

|W2.9 |character. |He. |sketchy description (1 or 2 |actions, thoughts and/or feelings. |(verbal, physical and emotional). |and reactions that create distinct |

|Producing Texts | |Story setting is absent or not |features). |Attempts dialogue. |Setting emerges through description|characters, characters who evaluate events.|

| |Development of a sense|identifiable. E.g. He went |Setting is mentioned but may be |Setting emerges through description|of time, place and atmosphere. |Details are selected to create and maintain|

| |of time, place and |there. |vague. |of time and place. | |a sense of time, place and atmosphere |

| |atmosphere. | | |NB Includes stage appropriate |NB Uses stage appropriate language |throughout the story. |

| | | | |language and literary devices - |and literary devices effectively. | |

| | | | |e.g. referring pronouns, direct | |NB Competent at own stage level and |

| | | | |speech, opinion / comparison | |attempts skills beyond stage level. |

| | | | |adjectives, similes, relating | | |

| | | | |verbs. | | |

|Vocabulary |Use of a variety of |Very short script and few |Mostly simple verbs, adverbs, |Includes some precise words (may be|Sustained and consistent use of |A range of effective words and phrases used|

| |precise words e.g. |content words. |adjectives or nouns. May include |verbs, adverbs, adjectives or |precise words and phrases that |in a natural and articulate manner. |

|W2.9 |nouns, adjectives, | |two or three precise words. |nouns) or word groups. |enhance the meaning or mood. |Language choice is well matched to the |

|Producing Texts |verbs or adverbs. | | | | |genre. |

|Punctuation |Correct and |Omits or inconsistently uses |Attempts correct use of sentence |Uses correct spacing most of the |All common punctuation correct. |Uses a greater variety of punctuation |

| |appropriate |common punctuation – capitals, |punctuation. May have stray |time. Uses most common punctuation |Experiments with a greater variety |correctly to pace and control reading of |

|W2.10 |punctuation to aid |full stops (.?!), commas, |capitals. Experiments with other |correctly. |of punctuation. |the text. |

|Skills and Strategies |reading of text. |speech marks, apostrophes (I’m)|common punctuation. | | | |

| | |- or uses them incorrectly. | |*Allowance can be made for |*Allowance can be made for |*Allowance can be made for occasional |

| | | | |occasional omission of sentence |occasional omission of sentence |omission of sentence punctuation. |

| | | | |punctuation. |punctuation. | |

|Spelling |Accurate spelling at |Cannot yet spell high frequency|Attempts most high frequency |Spells most high frequency and |Spells all high frequency and grade|Spells all high frequency and grade |

|W2.11 |grade appropriate |and grade appropriate words |words and grade appropriate words|grade appropriate words correctly. |appropriate words correctly. |appropriate words correctly as well as more|

|Skills and Strategies |level. |independently. |with invented spelling. | | |challenging words. |

|Text Structure |Organisation of |No or minimal evidence of any |Provides orientation and |Provides a time sequenced |Contains a time sequenced |Coherent, controlled and complete |

|W2. 9 + 14 |narrative features |structural component of a time |complication. Attempts |orientation, complication and |orientation, complication and |narrative, employing effective plot devices|

|Producing Texts |into appropriate and |sequenced text or simply a |resolution, but it may be |resolution. Paragraphs are evident |resolution and paragraphs mostly |in an appropriate structure, including an |

|Language Structures |effective text |recount of events. |contrived or weak. |but may be incorrectly organised. |organised logically. |adequate ending with ‘wrap up’ statement / |

|and Features |structure. | |Beginning sense of paragraphing. | | |coda. |

|Cohesion |Use of referring |Uses symbols or drawings or |Short script. Attempts links |Some correct links between |Cohesive devices are used correctly|Arrangement of cohesive devices used |

|W2.10 + 14 |words, connectives, |limited script. No links. May |and/or referring words but |sentences. |to support reader understanding in |correctly and deliberately to enhance |

|Skills and Strategies |word associations and |be difficult to decipher. |sometimes incorrect. Requires |Most referring words are accurate. |a sustained piece of writing. |reading. |

|Language Structures |substitutions to | |some re-reading. |May require some re-reading. |Accurate use of referring words. | |

|and Features |create an extended, | | | |Clear meaning and good text flow. | |

| |highly cohesive piece | | | | | |

|*Do not penalise for |of writing. | | | | | |

|poor punctuation. | | | | | | |

WRITING ASSESSMENT RUBRIC TEXT TYPE - NARRATIVE YEAR 5

|Indicator Organisers |Criteria |Limited Achievement |Basic Achievement Level 2 |Sound Achievement |High Achievement |Outstanding Achievement |

| | |Level 1- (E) |–(D) |Level 3 –(C) |Level 4 –(B) |Level 5 –(A) |

| | | | |Text = 180+ words | | |

|Audience and Ideas |Skilful crafting of |Symbols or drawings or limited |Basic awareness of audience |An internally consistent story that|Ideas are deliberately chosen and |Precise, sustained choice and use of |

|W3. 9 + 13 |ideas for a |written content with very few |using simple narrative |is easy to follow, and engages |elaborated to explore a recognis-able, |language and narrative devices to engage |

|Producing Texts |narrative to engage |ideas. |markers and predictable ideas|reader with a story exploring a |central story line/theme and directly |and directly influence reader: e.g. |

|Context and Text |and affect the | |- |recognisable underlying theme (e.g.|appeal to and influence reader. May |Include fantasy, humour, suspense or irony |

| |reader. | |E.g. title, formulaic |friendship, overcoming fear, |explore a sub-genre theme (e.g. good vs|Subvert expectations (less predictable |

| | | |opening, description of |conflict). |evil, whodunit, heroic quest, |script) |

| | | |people or places. | |overcoming the odds). |Reveal stance, values, attitudes, purpose |

| | | | | | |Evoke reader response / reflection. |

|Character and Setting |Portrayal and |Character introduction is |Characterisation is limited |More detailed description (at least|Characterisation emerges through |Effective, distinct characterisation -e.g. |

| |development of |absent or vague. For example |to the character’s name and a|3 features), with some reference to|description, actions and reactions |precise description; convincing dialogue; |

|W3.9 |character. |He. |very sketchy description (1 |actions, thoughts and/or feelings. |(verbal, physical and emotional). |character introspection, reactions and |

|Producing Texts | |Story setting is absent or not |or 2 features). |Uses dialogue. |Setting emerges through description of |evaluation of events. |

| |Development of a |identifiable. E.g. He went |Setting is mentioned but may |Setting emerges through description|time, place and atmosphere. |Maintains a sense of setting throughout. |

| |sense of time, place|there. |be vague. |of time and place. | |Details selected to create a sense of time |

| |and atmosphere. | | |NB Includes stage appropriate |NB Uses stage appropriate language and |and place. Use of specific literary devices|

| | | | |language and literary devices - |literary devices effectively. |to create atmosphere e.g. weather, |

| | | | |e.g. metaphor, personification, | |darkness. |

| | | | |idiom, relative pronouns, dialogue | |NB Competent at own stage level and |

| | | | |patterns, additional elements of | |attempts skills beyond stage level. |

| | | | |noun group. | | |

|Vocabulary |Use of a variety of |Very short script and few |Mostly simple verbs, adverbs,|Includes some precise words (may be|Sustained and consistent use of precise|A range of effective words and phrases used|

| |precise words e.g. |content words |adjectives or nouns. May |verbs, adverbs, adjectives or |words and phrases that enhance the |in a natural and articulate manner. |

|W3.9 |nouns, adjectives, | |include two or three precise |nouns) or word groups. |meaning or mood. |Language choice is well matched to the |

|Producing Texts |verbs or adverbs. | |words | | |genre. |

|Punctuation |Correct and |Inconsistently or incorrectly |Uses spacing and sentence |Mostly uses common punctuation |Uses a greater variety of punctuation |Consistently uses a greater variety of |

| |appropriate |uses common punctuation – |punctuation correctly most of|correctly, including apostrophes, |correctly most of the time. |punctuation correctly to pace and control |

|W3.10 |punctuation to aid |capitals, full stops (.!?), |the time. Some errors with |commas and quotation marks. |Consistently adds to known repertoire. |reading of the text - e.g. commas between |

|Skills and Strategies |reading of text. |commas, quotation marks and |apostrophes. Experiments with|Experiments with a greater range of| |phrases and clauses; correct punctuation |

| | |apostrophes. |commas and quotation marks. |punctuation. | |with quotation marks; ellipses, hyphens or |

| | | | |*Allowance can be made for |*Allowance can be made for occasional |brackets; colons and semi-colons. |

| | | | |occasional omission of sentence |omission of sentence punctuation. | |

| | | | |punctuation. | | |

|Spelling |Accurate spelling at|Cannot yet spell high frequency|Attempts most high frequency |Spells most high frequency and |Spells all high frequency and grade |Spells all high frequency and grade |

|W3.11 |grade appropriate |and grade appropriate words |words and grade appropriate |grade appropriate words correctly. |appropriate words correctly. |appropriate words correctly as well as more|

|Skills and Strategies |level. |independently. |words with invented spelling.| | |challenging words. |

|Text Structure |Organisation of |Minimal evidence of narrative |Provides orientation and |Contains a time sequenced |Contains extended narrative - a time |Coherent, controlled and complete |

|W3. 9 + 14 |narrative features |structure or simply a recount |complication. Resolution not |orientation, complication and |sequenced orientation, complication and|narrative, employing effective plot devices|

|Producing Texts |into appropriate and|of events. Beginning sense of |evident or weak. Paragraphs |resolution and paragraphs mostly |resolution - with paragraphs organised |in an appropriate structure, including an |

|Language Structures and |effective text |paragraphing. |are evident but may be |organised logically. |logically. |adequate ending with ‘wrap up’ statement / |

|Features |structure. | |incorrectly organised. | | |coda. |

|Cohesion |Use of referring |Links are missing or incorrect.|Some correct links between |Cohesive devices are used correctly|Cohesive devices are used correctly to |Arrangement of cohesive devices used |

|W3.10 + 14 |words, connectives, |Short script. May be confusing |sentences. |to support reader understanding in |support reader understanding in an |correctly and deliberately to enhance |

|Skills and Strategies |word associations |to reader. |Most referring words are |a sustained piece of writing. |extended and sustained piece of |reading. |

|Language Structures and |and substitutions to| |accurate. |Accurate use of referring words. |writing. Accurate use of referring | |

|Features |create an extended, | |May require some re-reading. |Clear meaning and good text flow. |words. Clear meaning and good text | |

| |highly cohesive | | | |flow. | |

|*Do not penalise for |piece of writing. | | | | | |

|poor punctuation. | | | | | | |

| | | | | | | |

WRITING ASSESSMENT RUBRIC TEXT TYPE - NARRATIVE YEAR 6+

|Indicator Organisers |Criteria |Limited Achievement |Basic Achievement Level 2 –(D) |Sound Achievement |High Achievement |Outstanding Achievement |

| | |Level 1- (E) | |Level 3 –(C) |Level 4 –(B) |Level 5 –(A) |

| | | | |Text = 240+ words | | |

|Audience and Ideas |Skilful crafting of |Symbols or drawings or limited |Basic awareness of audience using|An internally consistent story that|Ideas are deliberately chosen and |Precise, sustained choice and use of |

|W3. 9 + 13 |ideas for a narrative |written content with very few |simple narrative markers and |is easy to follow, and engages |elaborated to explore a |language and narrative devices to engage |

|Producing Texts |to engage and affect |ideas. |predictable ideas - |reader with a story exploring a |recognisable, central story line or|and directly influence reader: |

|Context and Text |the reader. | |E.g. title, formulaic opening, |recognisable underlying theme (e.g.|theme and directly appeal to and |e.g. |

| | | |description of people or places. |friendship, overcoming fear, |influence the reader. May explore a|Include fantasy, humour, suspense or irony |

| | | | |conflict). |sub-genre theme (e.g. good vs evil,|Subvert expectations (less predictable |

| | | | | |whodunit, heroic quest, overcoming |script) |

| | | | | |the odds). |Reveal stance, values, attitudes, purpose |

| | | | | | |Evoke reader response / reflection. |

|Character and Setting |Portrayal and |Character introduction is |Characterisation is limited to |More detailed description (at least|Characterisation emerges through |Effective, distinct characterisation -e.g. |

| |development of |absent or vague. For example |the character’s name and a very |3 features), with some reference to|description, actions and reactions |precise description; convincing dialogue; |

|W3.9 |character. |He. |sketchy description. |actions, thoughts and/or feelings. |(verbal, physical and emotional). |character introspection, reactions and |

|Producing Texts | |Story setting is absent or not |Setting is mentioned but may be |Uses dialogue. |Setting emerges through description|evaluation of events. |

| |Development of a sense|identifiable. E.g. He went |vague. |Setting emerges through description|of time, place and atmosphere. |Maintains a sense of setting throughout. |

| |of time, place and |there. | |of time and place. | |Details selected to create a sense of time |

| |atmosphere. | | |NB Includes stage appropriate |NB Uses stage appropriate language |and place. Use of specific literary devices|

| | | | |language and literary devices - |and literary devices effectively. |to create atmosphere e.g. weather, |

| | | | |e.g. metaphor, personification, | |darkness. |

| | | | |idiom, relative pronouns, dialogue | |NB Competent at own stage level and |

| | | | |patterns, additional elements of | |attempts skills beyond stage level. |

| | | | |noun group. | | |

|Vocabulary |Use of a variety of |Very short script and few |Mostly simple verbs, adverbs, |Includes some precise words (may be|Sustained and consistent use of |A range of effective words and phrases used|

| |precise words e.g. |content words |adjectives or nouns. May include |verbs, adverbs, adjectives or |precise words and phrases that |in a natural and articulate manner. |

|W3.9 |nouns, adjectives, | |two or three precise words |nouns) or word groups. |enhance the meaning or mood. |Language choice is well matched to the |

|Producing Texts |verbs or adverbs. | | | | |genre. |

| Punctuation |Correct and |Inconsistently or incorrectly |Uses spacing and sentence |Mostly uses common punctuation |Uses a greater variety of |Consistently uses a greater variety of |

| |appropriate |uses common punctuation – |punctuation correctly most of the|correctly, including apostrophes, |punctuation correctly most of the |punctuation correctly to pace and control |

|W3.10 |punctuation to aid |capitals, full stops (.!?), |time. Some errors with |commas and quotation marks. |time. Consistently adds to known |reading of the text - e.g. commas between |

|Skills and Strategies |reading of text. |commas, quotation marks and |apostrophes. Experiments with |Experiments with a greater range of|repertoire. |phrases and clauses; correct punctuation |

| | |apostrophes. |commas and quotation marks. |punctuation. | |with quotation marks; ellipses, hyphens or |

| | | |*Allowance can be made for |*Allowance can be made for |*Allowance can be made for |brackets; colons and semi-colons. |

| | | |occasional omission of sentence |occasional omission of sentence |occasional omission of sentence | |

| | | |punctuation. |punctuation. |punctuation. | |

|Spelling |Accurate spelling at |Cannot yet spell high frequency|Attempts most high frequency |Spells most high frequency and |Spells all high frequency and grade|Spells all high frequency and grade |

|W3.11 |grade appropriate |and grade appropriate words |words and grade appropriate words|grade appropriate words correctly. |appropriate words correctly. |appropriate words correctly as well as more|

|Skills and Strategies |level. |independently. |with invented spelling. | | |challenging words. |

|Text Structure |Organisation of |Minimal evidence of narrative |Provides orientation and |Contains a time sequenced |Contains extended narrative - a |Coherent, controlled and complete |

|W3. 9 + 14 |narrative features |structure or simply a recount |complication. Resolution not |orientation, complication and |time sequenced orientation, |narrative, employing effective plot devices|

|Producing Texts |into appropriate and |of events. Beginning sense of |evident or weak. Paragraphs are |resolution and paragraphs mostly |complication and resolution - with |in an appropriate structure, including an |

|Language Structures |effective text |paragraphing. |evident but may be incorrectly |organised logically. |paragraphs organised logically. |adequate ending with ‘wrap up’ statement / |

|and Features |structure. | |organised. | | |coda. |

|Sentence |Production of |Correct sentences are |Simple and compound sentences are|Simple, compound and some complex |Simple, compound and complex |Sentences demonstrate variety in length, |

|Structure |grammatically correct,|predominantly simple. Also |correct. Meaning is clear. |sentences are correct. Meaning is |sentences are written correctly and|structure and beginnings. For example |

|W3.10 + 14 |structurally sound and|attempts compound and/or |Attempts complex sentences using |clear. Complex sentences use a |show some attempt at variety. |position of dependent clause, embedded |

|Skills and Strategies |meaningful sentences. |complex sentences. May include |a variety of effective |variety of effective conjunctions |Meaning is clear. |clause, non-finite clause. Meaning is clear|

|Language Structures | |run on sentences. Meaning is |conjunctions like because, so, |like because, so, when, until, if, | |and sentences enhance meaning. |

|and Features | |predominantly clear. |when, until, if, as. |as. | | |

|Cohesion |Use of referring |Links are missing or incorrect.|Some correct links between |Cohesive devices are used correctly|Cohesive devices are used correctly|Arrangement of cohesive devices used |

|W3.10 + 14 |words, connectives, |Short script. May be confusing |sentences. |to support reader understanding in |to support reader understanding in |correctly and deliberately to enhance |

|Skills and Strategies |word associations and |to reader. |Most referring words are |a sustained piece of writing. |an extended and sustained piece of |reading. |

|Language Structures |substitutions to | |accurate. |Accurate use of referring words. |writing. Accurate use of referring | |

|and Features |create an extended, | |May require some re-reading. |Clear meaning and good text flow. |words. Clear meaning and good text | |

| |highly cohesive piece | | | |flow. | |

|*Do not penalise for |of writing. | | | | | |

|poor punctuation. | | | | | | |

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