Literacy progressions to end of year 8
The following examples illustrate aspects of the tasks and texts and demonstrate how each student engages with both task and text to meet the writing demands of the curriculum. A number of such examples would be used to inform the overall teacher judgment for these students.
Key characteristics of students' writing at this level
Students will write for a range of different purposes on topics and themes across the curriculum at this level, selecting and applying a process appropriate to the task and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions.
Students will independently write texts, choosing language and a clear and logical text structure that they have deliberately chosen for their specific audience and purpose, drawing on their knowledge of the conventions for particular text forms (for example, when writing personal narratives, poems, arguments, feature articles, character profiles, research reports, essays, responses to literature, and short answers).
These texts will include, when appropriate:
• content that is concise and relevant to the curriculum task and that often includes detail and/or comment supporting or elaborating on the main points;
• paragraphs within which the ideas are clearly related and links within and between paragraphs;
• grammatically correct sentences;
• words and phrases that are appropriate to the topic, register, and purpose, including expressive, academic, and subject-specific vocabulary.
- Study the material on this page to develop an understanding of what is required of your students.
- Refer to any planning guidelines your school may have. Writing should be authentic and relevant to what students are or will be involved with in the classroom. Provide cross curricula opportunities for writing where appropriate.
- Collect texts that illustrate effective / non effective writing for analysis with your students.
- Develop or copy templates for students to use during the writing process.