Assessment summary

The evidence for James' writing is based on a range of work from the summer term. He is taught in a mixed Reception, Year 1 and Year 2 class. The work is based on the Primary Framework units, including those on narrative and instructional writing. The collection includes cross-curricular examples.

James is a very able writer and is included on the school's gifted and talented register for his literacy skills.


James is working within level 3 at AF5. He is using a range of connective words such as 'and', 'but', 'so', with some subordination with 'because'/'if'. He also uses adverbials to extend and link sentences. This enables him to vary sentence openings and sentence lengths in ways appropriate for the task and with the effect of engaging the reader, something especially evident in his narrative writing.


While James can use a range of punctuation in most of his writing, including some attempts at speech punctuation, his punctuation does not always make his meaning clear despite the grammatical accuracy of his clause structure. At times additional full stops or commas are needed to clarify his meaning. He is working at level 2 in this assessment focus.


James tends to produce better endings than beginnings to what he writes, suggesting that his ideas develop as he goes along. His writing is organised logically with actions having consequences and effects, although the main organising principle is chronology of events. Pieces tend not to have titles, assuming that the reader can contextualise as necessary. Level 2 awarded for AF3.


There is some evidence that James can write in paragraphs or sections, but mostly his writing is presented in a continuous block. There are clear cohesive links within potential sections, notably through the use of adverbials, but movement from one idea to the next is sometimes abrupt. The criteria for level 3 are not securely met for this assessment focus, so level 2 awarded.


James frequently selects his content imaginatively to interest and entertain the reader, e.g. his discussion with his teacher about Tobias and the angel confirms that he writes to amuse himself and the reader. He elaborates his ideas, sometimes by expanding on his nouns but more often through varied and interesting verb choices. In many pieces there is evidence of a particular viewpoint. Level 3 achieved for AF1.


James adopts the main features of several different genres of writing, taking on an appropriate style for each one. He also shows an awareness of the reader in what he writes, e.g. in his use of repetition to establish the character's state of mind in 'An Amazing Egg'. However, the evidence is heavily weighted to narrative, and his teacher reports that James has still to 'find his voice' in non-narrative forms, although the piece about 'My house' shows promise. Despite having freedom to make choices about content and style, James is still learning the conventions of particular forms of writing and reproducing these within a supported context rather than making his own choices about the types of text to write. Level 2 awarded for AF2.


James demonstrates his ability for using effective words, and the choices that he makes add excitement and interest to his work. He is ambitious in his language choices. Level 3 awarded for AF1.


James spells high frequency grammatical function words correctly as well as common single morpheme words but not yet compound words or words with more than one morpheme. His errors are mostly phonetically plausible. Level 2 awarded for AF8.

Handwriting and presentation

His handwriting is clear and legible, with ascenders and descenders distinguished and letters clearly orientated. There is as yet no joining. Level 2 awarded for Handwriting and presentation.