English

EXTENDED WRITING

Emerging

• There may be descriptions of what happens in the plot with no relation to the assessment task
• Characters may be discussed as if they are real people
• There may be a simple statement made, but this is likely to have been scaffolded with the student
• There may be a quotation from a taught extract but it may be misunderstood
• Evidence may not support points, or may be irrelevant
• Points made in paragraphs are isolated and the response shows no awareness of the sequence of the plot

Developing

• Response focusses on the question
• Quotations selected might be relevant to the task, but poorly explored; some points may not match the quotations selected
• Explorations may not always match the leading point or evidence, or they may simply re-state the leading point
• At the bottom of the level, points made in paragraphs may be isolated and the response may show little awareness of the sequence of the plot

Secure

• Points match evidence and subsequent explorations
• Evidence chosen is consistently relevant and appropriate, though choices may be obvious/prescribed
• Some explorations may lack depth
• Range of evidence is selected from different parts of the text
• There may be simple comments on a reader’s response
• Even if explorations occasionally repeat or paraphrase the leading point or evidence, it is consistently followed by a more thoughtful interpretation.

Advancing

• Different aspects of theme/character are discussed and explored
• The plot is well understood and this understanding contributes to discussions
• Analysis of quotations are relevant and add some insight
• There may be comments on how a reader responds
• Discussions may demonstrate good comprehension of a quotation, and how this shows character
• One aspect may be explored in detail, rather than a number of different aspect

Excelling

• Different aspects of theme/character are discussed and explored in detail
• The plot is well understood and this understanding contributes to discussions
• Analysis of all quotations are relevant and add deep insight
• The quotations used may be interesting and original
• There is clear awareness that characters are fictional constructs
• There may be comments on how a reader responds in different ways throughout the text and at different points

KNOWLEDGE

Emerging

• Learning is new/feels difficult. It’s good to make mistakes and is all part of the learning process.

Developing

• You are improving but it may feel difficult to remember all the key knowledge.

Secure

• You are now quite accurate in demonstrating your knowledge and can do so independently.
• You know this really well now and can remember it consistently.

Advancing

• You have a good grasp of the key knowledge.

Excelling

• You are now fluent in this learning. You are quick and you have a comprehensive grasp of the key knowledge.