| Year 9 Writing Targets |
| Level 5 (14 - 16 out of 20) |
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| Only occasionally make basic mistakes |
Understand the purpose of the text you are writing and shape your work accordingly
Use paragraphs to structure your writing
Use connectives to link sentences effectively
Vary past tense forms (eg were swimming; had been swimming)
Use modal verbs (eg. could; should; may; must)
Use sentences correctly and begin to use more complex sentences
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Level 6 (16 - 18 out of 20) |
| Very rarely make basic mistakes! |
Have a definite viewpoint in writing
Use rhetorial features
Use a variety of devices to link paragraphs
Consciously vary sentence structure for effect
Use direct and indirect speech correctly at all times
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| Level 7 (18 to 19 out of 20, 20 means you are working at level 8) |
| Never make basic mistakes! |
Vary writing form so that it interests the reader
Use a range of devices to position the reader where you want them
Link paragraphs subtly and effectively
Shape your writing so that you can reflect and sum up effectively
Vary clause and sentence structure for effect
Use a wider range of more complex punctuation (eg. semi-colons, parentheses) to shape your writing and guide the reader's response |
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| Year 9 Reading Targets |
| Level 5 (14 - 18 out of 20) |
Refer to the text, selecting evidence to back up your ideas
Understand how structure contributes to text organisation
Shakespeare - relate characters' speech and action to motives rather than simply describing what they do. Begin to consider the dramatic effects of characters' language and how the audience might respond |
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| Level 6 (16 to 18 out of 20) |
Understand how to "read between the lines" for hidden meanings
Understand how figurative language works
Be able to comment precisely on the writer's purpose, ideas and attitudes
Shakespeare - interpret characters' speech and action, the dramatic effects of characters' language and how the audience might respond. Begin to select appropriate quotations. |
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| Level 7 (18 to 19 out of 20, 20 means you are working at level 8) |
Say lots about how a text is structured for effect
Explain how there might be more than one meaning, or complex meansings, by referring to key moments in the text
Explain how attitudes and values are revealed by a range of "special effects" in the texts you study
Shakespeare - interpret characters' speech and action, the dramatic effects of characters' language and how the audience might respond. Draw close evidence from the text, forming a succinct, coherent argument |
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| Year 9 Speaking & Listening |
| Level 5 |
Speak clearly, using correct Standard English
Listen carefully to others and be able to join in with discussion confidently
Use a wide range of words
Change your talk to match the needs of the purpose and the audience |
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| Level 6 |
As Level 5
Join in more with class discussion and share your ideas
Show confidence in the use of Standard English in formal situations
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| Level 7 |
As Level 6
Be confident in a wide range of different talk situations
Make significant contributions to group/class that clearly shape the direction of discussion
Be able to organise your own talk spontaneously |
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