YEAR 5 ENGLISH JUDGING STANDARDS
A B
Excellent achievement
Analyses and explains, in detail, literal
and implied information, integrating
ideas from a variety of texts.
Reads a large range of unfamiliar texts
Interpreting
for specific purposes, using a range of
appropriate text processing strategies to
read fluently.
Identifies language features and
vocabulary and explains how they
Conventions of
influence interpretations of characters,
language
settings and events in range of text
types.
Compares variations in text structure
Text structure according to purpose and explains how
this assists in understanding the text.
Analyses and explains literal and implied
information, describing the connection of
Interpreting
text and visual elements, from a variety
of texts.
Identifies elements of visual language
Conventions of and explains how they influence
language interpretations of characters, settings
and events in range of text types.
Compares variations in text structure and
organisation according to the purpose
Text structure
and explains how it assists in
understanding visual texts.
Describes how visual language influences
depictions of events, characters and
Use of evidence
settings in texts and develops an opinion
in response.
Creates texts, combining features of
structures, ideas and stylistic devices
Creating texts
demonstrated in visual texts they have
experienced.
Selects information, ideas and images
from a range of resources to clearly
Text structure develop and explain a point of view.
NAME: _______________________________
C D E
High achievement Satisfactory achievement Limited achievement Very low achievement
Reading
Analyses and explains, in detail, literal Analyses and explains literal and Describes literal and implied Does not meet the
and implied information from a variety implied information from a variety of information from a variety of requirements of a D
of texts. texts. texts. grade.
Reads for specific purposes and uses a Decodes unfamiliar words, using Attempts to decode unfamiliar
range of text processing strategies to phonic, grammatical, semantic and words, using phonic,
decode unfamiliar words, using phonic, contextual knowledge. grammatical, semantic and
grammatical, semantic and contextual contextual knowledge.
knowledge.
Identifies language features and Identifies how language features and With assistance, recognises how Does not meet the
vocabulary and discusses how they vocabulary influence interpretations language features and vocabulary requirements of a D
influence interpretations of characters, of characters, settings and events. influence interpretations of grade.
settings and events. characters, settings and events.
Explains how text structure varies Explains how text structures assist in Uses text structure to assist in Does not meet the
according to purpose and assists in understanding the text. understanding the text. requirements of a D
understanding the text. grade.
Viewing
Analyses and explains literal and Analyses and explains literal and States literal and implied Does not meet the
implied information, connecting text implied information from a variety of information from a variety of requirements of a D
and visual elements, from a variety of visual texts. visual texts. grade.
texts.
Identifies elements of visual language Identifies how elements of visual With assistance, recognises how Does not meet the
and discusses how they influence language influence interpretations of elements of visual language requirements of a D
interpretations of characters, settings characters, settings and events. influence interpretations of grade.
and events. characters, settings and events.
Explains how text structure and Explains how text structure and Uses text structure and Does not meet the
organisation varies according to the organisation assist in understanding organisation to assist in requirements of a D
purpose and assist in understanding visual texts. understanding a visual text. grade.
visual texts.
Describes the effects of visual language Describes how elements of visual States responses to depictions of Does not meet the
on events, characters and settings in language depict events, characters events, characters and settings in requirements of a D
texts and explains their own responses and settings in texts and explains visual texts. grade.
to them. their own responses to them.
Creates texts, adapting structures, Creates texts, drawing on structures Creates simple texts that are Does not meet the
ideas and stylistic devices and stylistic devices demonstrated in influenced by structures requirements of a D
demonstrated in visual texts they have visual texts they have experienced. demonstrated in visual texts. grade.
experienced.
Writing & Creating
Selects information, ideas and images Selects information, ideas and images Attempts to develop a point of Does not meet the
from a range of resources to clearly from a range of resources to develop view using some information, requirements of a D
communicate a point of view. a point of view. ideas and images. grade.
 A B
Excellent achievement
Creates appropriately structured written,
Text Structure digital and multimodal imaginative,
informative and persuasive texts,
experimenting with stylistic features for a
range of different purposes and
audiences.
Selects and uses a range of sophisticated
and effective vocabulary, and uses some
figurative language, to extend ideas and
meet the purpose of the text.
Language
features
Uses a variety of sentence types for
effect, and uses a range of word
groups/phrases, conjunctions and
connectives to create cohesive texts.
Spells familiar words, and uses phonic
and spelling knowledge to spell less
Spelling
familiar and new words, with accuracy.
Punctuation Uses boundary punctuation with
consistency and accuracy and uses more
complex punctuation to support meaning
with greater accuracy.
Editing Develops criteria, including cohesive
structure and meaning, to edit and revise
their work.
Creates well-structured and detailed oral
texts for specific purposes and
audiences, effectively using relevant
language features to extend ideas.
Plans, rehearses and delivers detailed
and sequenced presentations that
include a considered selection of
multimodal elements, and are highly
Creating and relevant to the audience and purpose.
responding Extends ideas and selects relevant
information and images from a wide
range of sources to explain a point of
view about a text, using appropriate
metalanguage.
Contributes actively and purposefully in
class and group discussions, asking
relevant questions to clarify content and
move beyond bare assertions when
Adapted from School Curriculum and Standards Authority, 2017 by A. Frichot
High achievement
Creates written, digital and multimodal
imaginative, informative and
persuasive texts, using appropriate text
structures for different purposes and
audiences.
Selects and uses a range of specific
vocabulary, and experiments with the
use of figurative language, to extend
ideas and meet the purpose of the text.
Uses a variety of sentence types for
effect, and uses simple word
groups/phrases, conjunctions and
connectives to create cohesive texts.
Spells familiar words accurately and
uses phonic and spelling knowledge to
attempt less familiar and new words,
with greater accuracy.
Uses boundary punctuation with
consistency and accuracy and attempts
more complex punctuation to support
meaning with some accuracy.
Edits and revises their work for
cohesive structure and meaning.
Speaking and Listening
Creates structured oral texts for
specific purposes and audiences, using
relevant language features to extend
ideas.
Plans, rehearses and delivers
sequenced presentations that include
multimodal elements, and are relevant
to the audience and purpose.
Presents ideas and selects relevant
information and images from a range
of sources to state a point of view
about a text, using metalanguage.
Contributes actively in class and group
discussions, asking relevant questions
to clarify content and taking into
C D
Satisfactory achievement
Creates written, digital and
multimodal imaginative, informative
and persuasive texts for different
purposes and audiences.
Selects and uses a range of
vocabulary, and experiments with
the use of some figurative language,
in an attempt to extend ideas and
meet the purpose of the text.
Uses a variety of sentence types, and
uses simple word groups/phrases,
conjunctions and connectives to
create cohesive texts.
Spells familiar words accurately and
uses phonic and spelling knowledge
to attempt less familiar and new
words.
Uses boundary punctuation with
consistency and accuracy and
attempts more complex punctuation
to support meaning.
Edits their work for cohesive
structure and meaning.
Creates oral texts for specific
purposes and audiences, using
language features to extend ideas.
Plans, rehearses and delivers
presentations that include some
multimodal elements, and are
relevant to the audience and
purpose.
Presents ideas, information and
images from a range of sources to
develop a point of view about a text.
Contributes actively in class and
group discussions, asking some
questions to clarify content and
E
Limited achievement Very low achievement
Creates simple written, digital
and multimodal imaginative,
informative and persuasive texts
for different purposes.
Uses familiar vocabulary in an Does not meet the
attempt to extend ideas. requirements of a D
grade.
Uses mostly simple and
compound sentences and simple,
repetitive vocabulary.
Spells some common words Does not meet the
accurately and uses phonic requirements of a D
knowledge to attempt less grade.
familiar words.
Uses boundary punctuation and Does not meet the
attempts some use of quotation requirements of a D
marks and commas within grade.
sentences.
Makes simple edits to their work. Does not meet the
requirements of a D
grade.
Creates oral texts, using some Does not meet the
basic language features. requirements of a D
grade.
Makes presentations with some
awareness of audience and/or
purpose.
States a point of view with
limited supporting information.
Shows limited participation in
group and class discussions and
makes attempts to ask questions.
 taking into account differing perspectives
and points of view.
Speaks clearly and coherently, effectively
varying tone, volume, pitch and pace
according to the type of interaction and
needs of the audience.
Purposefully uses body language,
gestures and eye contact to effectively
maintain audience interest.
Can effectively use notes or visual aids to
Communication stay on topic and still engage with the
skills audience and/or group members.
Initiates and actively participates in class
and group discussions, using a range of
strategies to maintain interaction and
work collaboratively and inclusively.
Effectively uses a range of appropriate
props or multimedia to enhance
presentations and support audience
understanding.
Anecdotal Notes
Mindset & response to feedback
Adapted from School Curriculum and Standards Authority, 2017 by A. Frichot
account differing perspectives and
points of view.
Speaks clearly and coherently,
purposefully using tone, volume, pitch
and pace according to the type of
interaction and needs of the audience.
Uses body language, gestures and/or
eye contact to maintain audience
interest.
May use notes or visual aids to stay on
topic and still engage with the
audience and/or group members.
Actively participates in class and group
discussions, using strategies to
maintain interaction and work
collaboratively and inclusively.
Uses relevant props or multimedia to
enhance presentations and support
audience understanding.
Work ethic & presentation
taking into account other
perspectives and points of view.
Speaks clearly and coherently, using Attempts to speak clearly and Does not meet the
tone, volume, pitch and pace for the coherently. requirements of a D
purpose of engaging an audience. grade.
Uses some body language, gestures Attempts to use some Does not meet the
or eye contact in order to maintain non-verbal behaviours. requirements of a D
audience interest. grade.
May use notes or visual aids to stay Relies on notes or visual aids to
on topic and attempt to engage with stay on topic.
the audience and/or group members.
Participates in class and group Attempts to participate in class
discussions, using some strategies for discussions on familiar topics.
interaction and to work
collaboratively and inclusively.
Uses props or multimedia to enhance Attempts to use props or
presentations and/or support multimedia to enhance
audience understanding. presentations.
Participation in class discussions Collaboration