Key Stage 3 · Marking rubrics

Marking rubrics

Three years × four strands × four levels. Each cell is the descriptor a marker reads when awarding the level. Skill-code chips link back to the master skills list.

As per school policy students should receive What Went Well (WWW) and Even Better If (EBI) feedback every 8 lessons - in English that means once every two weeks. Feedback is constructive and based on outcomes recently covered in class.

Year 7 - Foundations

Reading

Below target

Working towards

Expected

Greater depth

Identifies simple ideas. Limited evidence. Basic or unclear comments.

7R.1

Shows some understanding. Uses some evidence. Begins to comment on language.

7R.1 7R.2 7R.3

Explains ideas clearly using relevant evidence. Makes supported inferences. Explains effects.

7R.1 7R.2 7R.4 7R.5

Interprets meaning confidently. Selects precise evidence. Explains how and why methods shape meaning. Makes connections.

7R.2 7R.5 7R.6

Writing

Below target

Working towards

Expected

Greater depth

Writes simple ideas with limited structure. Little control.

7W.1

Some structure and paragraphing. Ideas partly developed. Some control.

7W.1 7W.2 7W.3

Clear paragraphs. Developed ideas. Writes for purpose with some control of viewpoint.

7W.1 7W.2 7W.5 7W.6

Well-crafted, controlled writing. Shapes meaning through vocabulary, tone, and viewpoint.

7W.3 7W.5 7W.6 7W.9

Language, grammar and control

Below target

Working towards

Expected

Greater depth

Frequent errors. Limited control of punctuation and spelling.

7W.4

Some accuracy. Attempts control of sentences and punctuation.

7W.3 7W.4

Mostly accurate punctuation and spelling. Some deliberate choices.

7W.3 7W.4 7W.7

Accurate and controlled. Edits effectively. Adapts language for purpose and audience.

7W.4 7W.7 7W.9

Speaking and Listening

Below target

Working towards

Expected

Greater depth

Shares simple ideas with limited clarity.

7SL.1

Responds to others. Some clarity in ideas.

7SL.1 7SL.2

Clear ideas. Uses evidence. Responds appropriately.

7SL.1 7SL.2 7SL.3

Justifies ideas with evidence. Builds and challenges ideas. Structured, confident delivery.

7SL.2 7SL.3

Year 8 - Development

Reading

Below target

Working towards

Expected

Greater depth

Identifies basic meaning. Quotations are loose or paraphrased.

8R.1

Explains meaning. Uses embedded quotations sometimes. Single inferences with brief explanation.

8R.1 8R.2 8R.3

Embeds quotations confidently. Explains effects with "this suggests… because…". Compares texts.

8R.2 8R.4 8R.5 8R.6

Develops multiple interpretations. Uses precise terminology. Sustained comparison across texts.

8R.4 8R.5 8R.6 8R.7

Writing

Below target

Working towards

Expected

Greater depth

Some structure but ideas under-developed.

8W.2

Coherent paragraphs. Ideas developed with detail. Beginning to make deliberate choices.

8W.1 8W.2 8W.4

Logically organised writing. Deliberate sentence and structural choices. Tone matches purpose.

8W.2 8W.4 8W.5 8W.7

Sustained craft. Imagery, perspective and structure shape reader experience deliberately.

8W.5 8W.6 8W.7

Language, grammar and control

Below target

Working towards

Expected

Greater depth

Errors disrupt meaning. Inconsistent register.

8W.3

Mostly accurate punctuation. Distinguishes formal from informal in places.

8W.3 8W.8

Accurate punctuation and spelling. Adapts vocabulary and syntax for audience.

8W.3 8W.8 8W.9 8W.10

Secure register control. Self-edits to refine effectiveness. Wide vocabulary deployed precisely.

8W.8 8W.9 8W.10

Speaking and Listening

Below target

Working towards

Expected

Greater depth

Speaks briefly. Limited contribution to discussion.

8SL.2

Speaks clearly. Some building on others’ contributions.

8SL.1 8SL.2

Confident speaker. Builds on others. Presents ideas in structured way.

8SL.1 8SL.2 8SL.3

Sustained, organised analytical talk. Develops and challenges peers with evidence.

8SL.2 8SL.3

Year 9 - Mastery

Reading

Below target

Working towards

Expected

Greater depth

Some understanding. Single, surface-level inferences.

9R.1

Multiple inferences attempted. Quotations mostly embedded. One method analysed at a time.

9R.1 9R.2 9R.3

Sustained conceptual argument. Fluent integrated quotations. Multiple methods analysed together. Evaluative voice.

9R.2 9R.3 9R.4 9R.5 9R.7

Original conceptual reading. Judicious selection. Comparative or contextual framing. Sophisticated terminology.

9R.3 9R.5 9R.6 9R.7

Writing

Below target

Working towards

Expected

Greater depth

Paragraphs present but not cohesive across whole text.

9W.1

Cohesive structure emerging. Ideas developed critically. Sentence variation present.

9W.1 9W.3 9W.4

Cohesive whole-text structure. Critical depth. Crafted tone and imagery. Sustained control.

9W.1 9W.3 9W.4 9W.6 9W.7

Confident manipulation of voice and structure. Tone and imagery deliberately shape reader response.

9W.5 9W.6 9W.7

Language, grammar and control

Below target

Working towards

Expected

Greater depth

Errors limit precision. Register slips.

9W.2

Wide punctuation used accurately. Register controlled.

9W.2 9W.8

Punctuation used deliberately for effect. Vocabulary precise. Edits critically.

9W.2 9W.8 9W.9 9W.10

Sophisticated syntactic manipulation. Independent critical editing. Deliberate stylistic choices.

9W.9 9W.10

Speaking and Listening

Below target

Working towards

Expected

Greater depth

Speaks audibly. Contributions descriptive rather than analytical.

9SL.2

Develops own ideas with evidence. Contributes to discussion.

9SL.1 9SL.2

Develops AND challenges peer ideas. Fluent across contexts. Structured analytical register.

9SL.1 9SL.2 9SL.3

Sustained sophisticated debate. Critical challenge with precise terminology. Presents ideas memorably.

9SL.1 9SL.3

Key Stage 3 · Marking rubrics

Marking rubrics

Three years × four strands × four levels. Each cell is the descriptor a marker reads when awarding the level. Skill-code chips link back to the master skills list.

Year 7 - Foundations

Reading

Below target

Working towards

Expected

Greater depth

Identifies simple ideas. Limited evidence. Basic or unclear comments.

7R.1

Shows some understanding. Uses some evidence. Begins to comment on language.

7R.1 7R.2 7R.3

Explains ideas clearly using relevant evidence. Makes supported inferences. Explains effects.

7R.1 7R.2 7R.4 7R.5

Interprets meaning confidently. Selects precise evidence. Explains how and why methods shape meaning. Makes connections.

7R.2 7R.5 7R.6

Writing

Below target

Working towards

Expected

Greater depth

Writes simple ideas with limited structure. Little control.

7W.1

Some structure and paragraphing. Ideas partly developed. Some control.

7W.1 7W.2 7W.3

Clear paragraphs. Developed ideas. Writes for purpose with some control of viewpoint.

7W.1 7W.2 7W.5 7W.6

Well-crafted, controlled writing. Shapes meaning through vocabulary, tone, and viewpoint.

7W.3 7W.5 7W.6 7W.9

Language, grammar and control

Below target

Working towards

Expected

Greater depth

Frequent errors. Limited control of punctuation and spelling.

7W.4

Some accuracy. Attempts control of sentences and punctuation.

7W.3 7W.4

Mostly accurate punctuation and spelling. Some deliberate choices.

7W.3 7W.4 7W.7

Accurate and controlled. Edits effectively. Adapts language for purpose and audience.

7W.4 7W.7 7W.9

Speaking and Listening

Below target

Working towards

Expected

Greater depth

Shares simple ideas with limited clarity.

7SL.1

Responds to others. Some clarity in ideas.

7SL.1 7SL.2

Clear ideas. Uses evidence. Responds appropriately.

7SL.1 7SL.2 7SL.3

Justifies ideas with evidence. Builds and challenges ideas. Structured, confident delivery.

7SL.2 7SL.3

Year 8 - Development

Reading

Below target

Working towards

Expected

Greater depth

Identifies basic meaning. Quotations are loose or paraphrased.

8R.1

Explains meaning. Uses embedded quotations sometimes. Single inferences with brief explanation.

8R.1 8R.2 8R.3

Embeds quotations confidently. Explains effects with "this suggests… because…". Compares texts.

8R.2 8R.4 8R.5 8R.6

Develops multiple interpretations. Uses precise terminology. Sustained comparison across texts.

8R.4 8R.5 8R.6 8R.7

Writing

Below target

Working towards

Expected

Greater depth

Some structure but ideas under-developed.

8W.2

Coherent paragraphs. Ideas developed with detail. Beginning to make deliberate choices.

8W.1 8W.2 8W.4

Logically organised writing. Deliberate sentence and structural choices. Tone matches purpose.

8W.2 8W.4 8W.5 8W.7

Sustained craft. Imagery, perspective and structure shape reader experience deliberately.

8W.5 8W.6 8W.7

Language, grammar and control

Below target

Working towards

Expected

Greater depth

Errors disrupt meaning. Inconsistent register.

8W.3

Mostly accurate punctuation. Distinguishes formal from informal in places.

8W.3 8W.8

Accurate punctuation and spelling. Adapts vocabulary and syntax for audience.

8W.3 8W.8 8W.9 8W.10

Secure register control. Self-edits to refine effectiveness. Wide vocabulary deployed precisely.

8W.8 8W.9 8W.10

Speaking and Listening

Below target

Working towards

Expected

Greater depth

Speaks briefly. Limited contribution to discussion.

8SL.2

Speaks clearly. Some building on others’ contributions.

8SL.1 8SL.2

Confident speaker. Builds on others. Presents ideas in structured way.

8SL.1 8SL.2 8SL.3

Sustained, organised analytical talk. Develops and challenges peers with evidence.

8SL.2 8SL.3

Year 9 - Mastery

Reading

Below target

Working towards

Expected

Greater depth

Some understanding. Single, surface-level inferences.

9R.1

Multiple inferences attempted. Quotations mostly embedded. One method analysed at a time.

9R.1 9R.2 9R.3

Sustained conceptual argument. Fluent integrated quotations. Multiple methods analysed together. Evaluative voice.

9R.2 9R.3 9R.4 9R.5 9R.7

Original conceptual reading. Judicious selection. Comparative or contextual framing. Sophisticated terminology.

9R.3 9R.5 9R.6 9R.7

Writing

Below target

Working towards

Expected

Greater depth

Paragraphs present but not cohesive across whole text.

9W.1

Cohesive structure emerging. Ideas developed critically. Sentence variation present.

9W.1 9W.3 9W.4

Cohesive whole-text structure. Critical depth. Crafted tone and imagery. Sustained control.

9W.1 9W.3 9W.4 9W.6 9W.7

Confident manipulation of voice and structure. Tone and imagery deliberately shape reader response.

9W.5 9W.6 9W.7

Language, grammar and control

Below target

Working towards

Expected

Greater depth

Errors limit precision. Register slips.

9W.2

Wide punctuation used accurately. Register controlled.

9W.2 9W.8

Punctuation used deliberately for effect. Vocabulary precise. Edits critically.

9W.2 9W.8 9W.9 9W.10

Sophisticated syntactic manipulation. Independent critical editing. Deliberate stylistic choices.

9W.9 9W.10

Speaking and Listening

Below target

Working towards

Expected

Greater depth

Speaks audibly. Contributions descriptive rather than analytical.

9SL.2

Develops own ideas with evidence. Contributes to discussion.

9SL.1 9SL.2

Develops AND challenges peer ideas. Fluent across contexts. Structured analytical register.

9SL.1 9SL.2 9SL.3

Sustained sophisticated debate. Critical challenge with precise terminology. Presents ideas memorably.

9SL.1 9SL.3

KS3 marking rubrics - The English Hub