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IdeasIdeas are unrelated to the topic.

OR

One brief, simple idea related to the topic.
Text has a few simple unelaborated ideas related to the topic.Text has many simple, unelaborated ideas related to the topic.

OR

An idea is related to the topic and has some basic elaboration.
Ideas are relevant and begin to show some complexity.

AND

Text has one elaborated idea.

OR

Text has several ideas that have some elaboration.
Ideas are complex and elaborated.Ideas show insight, originaliity and some authority and/or reflection on the wider world.

Ideas are deliberately selected, effective and elaborated.
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Structure and LanguageStructural features and language features are inappropriate for purpose or absent.Some structural features are appropriate to purpose.

AND / OR

Some language features are appropriate to purpose.
Some structural features are appropriate to purpose.

AND

Language features are mostly appropriate to purpose.
Structural features are appropriate to purpose and some show development (may be one well developed element with others less developed).

AND

Language features are appropriate to purpose.
Structural features are appropriate to purpose and are developed and mostly controlled.

AND

Language features are appropriate to purpose and mostly controlled.
Structural features and language features are appropriate to purpose, controlled and effective.
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OrganisationIdeas are disconnected and/or random.

OR

Text lacks coherence.
Text attempts to group or sequence ideas.

Text has some coherence.
Ideas are grouped and sequenced, and text generally flows.

Text may be brief but coherent.
Text shows control over grouping and sequencing of ideas but paragraphs are not used or are indicated incorrectly.

Text is coherent.
Ideas are organised into basic paragraphs.Paragraphs support the development of the text. Paragraphs are deliberately structural to direct the reader.

Ideas are linked effectively within and across paragraphs.
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VocabularyUses a small range of simple, everyday words and phrases from personal vocabuary. Uses a range of simple, everyday words and phrases from personal vocabulary. Uses a range of everyday words and phrases, with a small number of precise words to add detail.Uses a variety of precise words and phrases to add information and/or interest.Selects words and phrases to enhance meaning and/or mood.Precise language choices consistently enhance meaning and/or mood.
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Sentence OrganisationFew correct sentences.Correct sentences are short and may have minimal extension.Correct sentences begin to show variety in structure and type.Most sentences are correct.

Correct sentences show variety in structure, length and type and have extending phrases and/or clauses.

OR

All sentence are correct but repetitive.
Sentences are controlled and show variety in structure, length and type and have extending phrases and/or clauses.Sentences are deliberately crafted to impact and engage.
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PunctuationLittle or no punctuation.Experimentation with sentence punctuation.Some correct use of sentence punctuation.Correct punctuation of most sentences ~ beginning and end ~

AND

Some correct use of other punctuation

OR

Correct punctuation of all sentences ~beginning and end ~ with no other punctuation used.
Correct sentence punctuation.

AND

Correct use of other punctuation (contractions, commas in lists) with experimentation in complex punctuation (eg. direct speech, commas for phrases and clauses).
Punctuation assists meaning.

Sentence punctuation is correct.

AND

A wider range of other punctuation is used correctly, including capital letters.
Control of punctuation to enhance meaning.

Few or no errors in punctuation.
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SpellingUses some letters to represent meaning.

Single letters or strings of letters that do not support meaning.
Spells a few personal high-frequency words correctly (eg. my, it, if).

Attempts words using phoneme-grapheme relationships.

Essential Lists 1-3 words.
Spells a range of personal and high-frequency words correctly (eg. school, friend, outside, playing).

Attempts difficult words using phoneme-grapheme relationships and developing knowledge of spelling rules and morphemes.

Essential Lists 3-7.
Spells high-frequency words and some difficult words correctly.

Attempts difficult words using phoneme-grapheme relationships and developing knowledge of spelling rules and morphemes.

Essential Lists CMSW +
Spells high-frequency words and some difficult words correctly.

Attempts difficult words using diverse phoneme-grapheme relationships and knowledge of spelling rules and morphemes.
Spells high frequency words and a range of difficult words with few or no errors.
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