Set out below are the matrices of progress indicators for Written Language. They illustrate the English curriculum achievement objectives across levels 1 to 5 as demonstrated in students' work.
|
Each matrix can be viewed in two formats |
|
 |
Levels 1–5 displayed horizontally as in the sets distributed to schools. |
 |
Levels 1–5 displayed vertically. |
Deeper features
Transactional Writing
Transactional Writing
Poetic Writing
Poetic Writing
Surface features
Transactional Writing and Poetic Writing
Transactional Writing and Poetic Writing
The writer – context and process
Transactional Writing and Poetic Writing
Transactional Writing and Poetic Writing
These indicators have been developed to help teachers to understand and evaluate their students' progress and achievement in transactional and poetic writing. The indicators link closely with the annotations on the exemplars. Teachers can refer to the progress indicators to:
- form a judgment on the level which their students' writing best fits
- annotate selected pieces of writing on the basis of this judgment of "best fit"
- help inform their feedback to and conversations with students about their progress and achievement as writers.
"Best fit" means where the piece of writing most predominantly sits: it does not need to meet all the progress indicators for that particular level. Please note that level 1 is subdivided into three stages of progression: 1i, 1ii, 1iii. This recognises that most students make rapid advances in acquiring written language during their initial years of schooling. Levels 2 to 5 are not similarly subdivided.
Download progress indicators PDF, 46kb
 |
 |
