Pupilsâ responses show their appreciation of, and ability to comment on, a range of texts, and they evaluate how authors achieve their effects through the use of linguistic, structural and presentational devices. Pupilsâ writing is fluent and often engages and sustains the readerâs interest, showing some adaptation of style and register to different forms, including using an impersonal style where appropriate. A variety of grammatical constructions and punctuation is used accurately, appropriately and with sensitivity. Pupils begin to show confidence in talking and listening, particularly where the topics interest them. They summarise a range of information from different sources. In non-fiction, they express complex ideas clearly and present them coherently, anticipating and addressing a range of different viewpoints. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. They listen to others and usually respond appropriately. They express their response to poems, stories and nonfiction by identifying aspects they like. Ideas are often sustained and developed in interesting ways, with organisation generally appropriate for purpose. In developing and explaining their ideas they speak clearly and use a growing vocabulary. A consolidated set of the level descriptions which should be used are set out below. They understand that texts reflect the time and culture in which they were written. National curriculum in England . Pupils talk and listen with confidence in an increasing range of contexts. Characters and settings are developed in their narrative writing. They read independently, using strategies appropriately to establish meaning. Sheet for students to shade in their achievement in each skill area over key stage 3. Covers Speaking and Listening, Reading and Writing, condensed onto 2 sides of A4. Their talk engages the interest of the listener through the variety and liveliness of both vocabulary and expression. Square Spelling is usually accurate, including that of common, polysyllabic words. In their reading or their writing, pupils begin to show awareness of how full stops are used. They refer to the text when explaining their views and are able to locate and use ideas and information. Sentences, including complex ones, and paragraphs are coherent, clear and well developed. Science – key stage 3 2 ... that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere the adaptations of leaves for photosynthesis. They adapt their spoken language appropriately and use some of the features of standard English vocabulary and grammar. They understand why some texts are particularly valued and influential. Paragraphing and correct punctuation are used to make the sequence of events or ideas coherent and clear to the reader. History / Historical skills and investigation, Why was the Roman Army so successful? Created: Aug 26, 2008| Updated: Feb 22, 2018. KS3 English: Student friendly level descriptors, Lord of the Flies: Complete Revision SoW & Resources (Higher), Inspector Calls Key Quotations and Analysis, SENTENCE STARTERS FOR DESCRIPTIVE WRITING. Pupils show understanding of the ways in which meaning and information are conveyed in a range of texts. Vocabulary choices are often adventurous and words are used for effect. Assessment Resource, Stone Age Artefacts and Sources of Evidence (Lesson for KS2). At Key Stage 3 (Y7-9), this is level 5/6 in all subjects. registered in England (Company No 02017289) with its registered office at 26 Red Lion Pupils are beginning to use grammatically complex sentences, extending meaning. Square Pupils talk and listen confidently in different contexts, exploring and communicating ideas. It sets out which subject areas must be covered and also determines how children are tested and what standards they should achieve. National Curriculum Levels and Age Expectancy There is a national benchmark laid down at the end of each key stage which highlights the expected performance of a pupil. Their narrative writing shows control of characters, events and settings, and shows variety in structure. Spelling, including that of irregular words, is generally accurate. Science – key stage 3 7 . Read more… Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. A table with levels 2-8 from the new National Curriculum for English in student-friendly language. Pupilsâ writing in a range of forms is lively and thoughtful. In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. Conditions. Pupils' reading of simple texts shows understanding and is generally accurate. Created: Mar 8, 2007| Updated: Nov 20, 2017, Skill_Specific_NC_Levels_Student_Friendly, Student_Tracking_Doc_NC_Level_in_all_5_Skills. Following the government's decision not to proceed with the revisions to level descriptions consulted on in 2009, schools should use the level descriptions contained in the secondary curriculum handbook for end of key stage 3 statutory assessment at the end of Year 9 from 2011 until further notice (from 2010 for schools which have a compressed, two-year key stage 3). They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. Handwriting is neat and legible. Pupils talk about matters of immediate interest. They use their knowledge of the alphabet to locate books and find information. Their non-fiction writing is coherent and gives clear points of view, taking account of different perspectives. Useful for self- and peer- assessment. Also student friendly generic level descriptors and skill specific level descriptors. A table with levels 2-8 from the new National Curriculum for English in student-friendly language. London WC1R 4HQ. QCDA is not responsible for the content of external websites, Design and technology exemplification standards file level 8, Design and technology exemplification standards file level 7, KS3 teacher assessment and reporting arrangements. Teaching should equip pupils to ask perceptive questions, Pupils recognise familiar words in simple texts. They demonstrate their knowledge of language variety and usage effectively and use standard English fluently in formal situations. Pupils’ attainment is assessed in relation to the national curriculum programmes of study, and pupils are awarded levels on the national curriculum scale to reflect their attainment. of study: key stage 3 . They retrieve and collate information from a range of sources. Expected attainment was set nationally and Key Stage 3 target levels were set based on performance at Primary School. Purpose of study . key stage 3 National curriculum in England . Pupils' writing is often organised, imaginative and clear. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They make apt and careful comparisons between texts, including consideration of audience, purpose and form. Pupils show creativity in the way they select specific features or expressions to convey effects and to interest the reader. Grammatical features and vocabulary are used accurately and effectively. Their talk engages the interest of the listener as they begin to vary their expression and vocabulary. Pupilsâ writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate.