Download Spanish KS3 Grade Descriptors

Listening (Strand 1)
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Speaking (Strand 2)
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Reading (Strand 3)
Beginning Stage
I can demonstrate
understanding of familiar words,
spoken clearly and repeated if
necessary. I am beginning to
demonstrate understanding of a
range of familiar phrases and
opinions, spoken clearly.
Grade 1
I can demonstrate understanding
of main points and simple opinions
from short passages using familiar
vocabulary, short phrases and
common verbs in the present
tense, spoken clearly. I can
transcribe familiar words.
Grade 2
I can demonstrate understanding
of main points, opinions and some
details in short passages which
include reference to either the
present or another tense. I can
recognise and understand some of
the Grade 2 grammatical
structures. I can transcribe short
phrases.
Grade 3
I can demonstrate understanding
of a variety of short passages
which include opinions with basic
reasons and details. There may be
reference to either the present
and the past, or the present and
the future, spoken clearly. I can
recognise some Grade 3
grammatical structures and use
them to accurately determine the
meaning of spoken language. I can
transcribe short sentences.
Grade 4
I can demonstrate understanding
of short and longer passages
which include opinions with
reasons and a range of basic
grammatical structures. There may
be reference to the present, the
past and the future, spoken
clearly. I can recognise and
understand some Grade 4
grammatical structures and use
them to accurately determine the
meaning of spoken language. I
can transcribe sentences.
Grade 5
I can deduce meaning and
demonstrate understanding of the
overall message and key points in
a variety of passages which may
contain three different tenses. I
can identify justified opinions that
use familiar and unfamiliar
vocabulary. I can recognise and
understand some of the Grade 5
grammatical structures and use
them to accurately determine the
meaning of spoken language.
Grade 6
I can deduce meaning and
demonstrate understanding of
detail in longer passages, including
some authentic sources, which
include a range of at least three
different tenses and justified
opinions. I will use strategies to
cope with unfamiliar language and
grammatical structures, including
some Grade 6 grammatical
structures, spoken clearly.
Grade 7
I can deduce meaning and
demonstrate understanding of
overall message and detail in
longer passages including
authentic sources which include a
range of at least three different
tenses, opinions and some more
complex grammatical structures,
including some Grade 7
grammatical structures and less
familiar vocabulary, spoken
clearly.
Grade 8
I can recognise themes and ideas
in longer passages, including
authentic sources, covering some
contemporary and cultural
themes. These longer passages
will include some different types of
spoken language, a combination of
complex tenses and Grade 8
grammatical structures and some
less common vocabulary.
Beginning Stage
I can say single words and short
phrases with support. I can use
correct pronunciation and
intonation based on what the
teacher models for me. I am
beginning to answer simple
questions and give basic
information about myself using
familiar vocabulary.
Grade 1
I can answer simple questions and
present simple opinions. I can take
part in short dialogues, using short
phrases in the present tense. I am
starting to understand how to
pronounce new vocabulary
independently.
Grade 2
I can take part in simple
conversations by asking and
answering questions. I can
exchange opinions and give simple
reasons using familiar vocabulary
and common Grade 2 grammatical
structures. I am beginning to
understand how to speak
spontaneously in response to
familiar questions.
Grade 3
I can take part in short
conversations on a range of
familiar topics, expressing opinions
and giving reasons. I may be able
to refer to the past or future, as
well as the present, using familiar
vocabulary and some Grade 3
grammatical structures. My
pronunciation and intonation are
becoming more accurate.
Grade 4
I can take part in more detailed
conversations which refer to more
than one tense. I am able to
express and justify opinions. I can
use a range of common vocabulary
and some Grade 4 grammatical
structures. My pronunciation and
intonation are becoming more
accurate. I am beginning to
understand how to develop
conversation by thinking of my
own questions to ask.
Grade 5
I can start and develop
conversations. I can use a wide
range of common vocabulary and
some Grade 5 grammatical
structures which may contain
three different tenses. I can ask
questions and give detailed
answers. I can also respond to
unexpected questions and expand
answers where appropriate. My
pronunciation and intonation are
becoming more accurate.
Grade 6
I can speak with confidence on a
variety of topics. I can use and
adapt language for new purposes
and narrate events. I am beginning
to use some less common
vocabulary and some more
complex Grade 6 grammatical
structures which refer to the past,
present and future. I can ask
questions, respond to unexpected
questions and give detailed
answers where appropriate. My
pronunciation and intonation are
mostly accurate.
Grade 7
I can start and develop discussions
on a wide variety of topics. I
understand which register to use
depending on who I am speaking
to. I can narrate events
coherently. I can use some less
common vocabulary and more
complex Grade 7 grammatical
structures which refer to the past,
present and future. I can ask
spontaneous questions, respond
to unexpected questions and
points of view, and expand on my
answers where appropriate. I have
a range of strategies to deal with
unknown words and phrases. My
pronunciation and intonation are
mostly accurate.
Grade 8
I can confidently start and sustain
a detailed conversation and / or
discussion. I can narrate events
and express my views on a wide
range of topics. I can use a range
of less common vocabulary and
some more complex Grade 8
grammatical structures which
employ a range of tenses including
less common tenses such as the
conditional. I can interact naturally
with little hesitation and little
rephrasing. My pronunciation and
intonation would be understood
by a native speaker with some
clarification or repetition.
Beginning Stage
I can understand familiar written
words and can read them aloud.
I am beginning to understand a
range of familiar written phrases
and opinions.
Grade 1
I can understand the main points
in short texts which use familiar
language. I can translate familiar
words and short phrases into
English. I can use my knowledge of
phonics to try and pronounce
words / phrases that I read
correctly.
Grade 2
I can understand the main points
in short written texts, including
opinions. I can understand a
variety of short texts, such as
menus, short adverts and simple
songs and poems. I am beginning
to use a bilingual dictionary or
glossary to look up unfamiliar
words. I can translate simple
sentences which contain familiar
vocabulary and some Grade 2
grammatical structures into
English.
Grade 3
I can understand a range of short
and longer texts. There may be
reference to more than one tense.
I can use reading strategies to
work out the main message in
short authentic texts (e.g. adapted
adverts, poems and songs). I can
translate longer sentences into
English, showing awareness of
familiar grammar, including some
Grade 3 grammatical structures
and especially tenses.
Grade 4
I can understand the main points
in a range of short and longer texts
which include opinions and may
refer to more than one tense. I can
read short authentic texts (e.g.
adapted adverts, information
leaflets, poems and songs). I can
translate short passages, including
some Grade 4 grammatical
structures, into English.
Grade 5
I can understand the overall
message and key points in a range
of texts, including extracts from
literary texts. These texts will
include opinions as well as less
familiar vocabulary and more
complex Grade 5 grammatical
structures. I can use a range of
reading strategies to work out the
meaning in a variety of short and
longer authentic texts (e.g. emails
and short magazine extracts, and
adapted or abridged short stories).
I can translate short passages into
English with increasing accuracy.
Grade 6
I can work out the meaning of
longer texts in greater detail,
including extracts from literary
texts. These may include three or
more different tenses, opinions
and some familiar and unfamiliar
language, including some more
complex Grade 6 grammatical
structures. I can understand
longer authentic texts (e.g. longer
blogs, letters, extracts from novels
and short articles). I can translate
short passages into English on a
range of topics which employ
more complex structures and less
common vocabulary, though there
may be occasional errors.
Grade 7
I can work out the meaning of
longer texts, including extracts
from literary texts, which include a
combination of different tenses,
opinions, some more complex
Grade 7 grammatical structures
and some less common
vocabulary. I can understand
longer authentic texts (e.g. news
magazine articles, email exchanges
and extracts from plays). I can
translate short passages
accurately into English, containing
more complex language and
grammar, with occasional errors.
Grade 8
I can draw inferences from longer
texts, including extracts from
literary texts. I can organise and
present the relevant details. I can
respond to information in texts,
which include authentic sources
containing occasional unfamiliar
material and which include a
combination of complex tenses,
complex grammatical Grade 8
structures and less common
vocabulary (e.g. international
news articles, factual websites). I
can translate longer passages
accurately into English , containing
complex grammatical structures
and less common vocabulary, with
occasional errors.
Beginning Stage
I can write or copy simple words
correctly. I can label items. I can
write a few short sentences with
support, giving basic
information. I can write some
familiar words from memory.
Spelling and accents may not be
accurate, but the meaning is
clear.
Grade 1
I can write several short sentences
with support to give information. I
can translate familiar words and
short phrases into the target
language. My writing may lack
accuracy, however the message is
clear. I can use straightforward
language and am beginning to use
the present tense of frequentlyused verbs with increasing
accuracy.
Grade 2
I can write short texts for different
purposes using familiar language. I
am beginning to express opinions
and give simple reasons. I can
translate simple sentences into the
target language which include
some Grade 2 grammatical
structures and contain familiar
words. My writing may contain
errors, however the meaning is
clear when I use straightforward
language.
Grade 3
I can write short texts which give
information and opinions. There
may be reference to more than
one tense. I can translate longer
sentences into the target language
which include some Grade 3
grammatical structures. Although I
am developing my accuracy and
the meaning of my writing is clear I
may make some minor errors (e.g.
spellings, genders, agreements)
and some errors with verbs and
tenses.
Grade 4
I can write more detailed texts
giving information and opinions. I
am able to translate longer
sentences containing linked ideas
into the target language which
include some Grade 4 grammatical
structures. My writing is mostly
accurate and the meaning is clear,
but I may make some minor errors
(e.g. spellings, genders,
agreements) and an occasional
major error (e.g. with verbs). I am
beginning to use a variety of
tenses, although there may be
some ambiguity.
Grade 5
I can write longer texts for
different purposes and in different
settings, which may include
descriptions, narrations and
personal opinions with some
justification in a range of tenses. I
can translate longer sentences into
the target language which contain
linked ideas, a variety of
vocabulary and some Grade 5
grammatical structures. My
writing is increasingly accurate and
the meaning is clear, but I may
make some minor errors (e.g.
spellings, genders, agreements)
and some errors with more
complex structures.
Grade 6
I can write longer texts on a variety
of topics. These include
descriptions and narrations in the
past, present and future. I can
express my opinion and can give
reasons for the things that I like /
dislike. I can link sentences and
paragraphs and can structure my
ideas coherently. I can translate a
short passage containing linked
longer sentences into the target
language which use more complex
Grade 6 grammatical structures.
My writing is mostly accurate and
the meaning is clear in familiar
language, with a few errors when
using more complex structures.
Grade 7
Grade 8
I can write extended texts about a
variety of topics, which contain
detailed descriptions, narrations and
personal opinions in the past, present
and future. I can link sentences and
paragraphs, structure my ideas and
adapt previously-learned language. I
can use a variety of grammatical
structures accurately, including some
more complex forms. I can use familiar
language creatively. I can translate a
short passage into the target language
which contains more complex Grade 7
language structures. My writing is
mostly accurate and the meaning is
clear, though there may be some
minor or occasional grammatical
errors (e.g. spellings, genders,
agreements and complex structures).
I can coherently write at length about
a wide variety of topics, using
language effectively to narrate,
inform, interest and convince. I can
use language creatively to express my
thoughts and opinions. I can use a
range of grammatical structures,
including a combination of tenses
(incuding less common tenses such as
the conditional) and structures. I can
translate a passage into the target
language whch contains a range of
complex Grade 8 grammatical
structures. My writing is mostly
accurate and the meaning is clear
though there may be some minor or
occasional grammatical errors (e.g.
spellings, genders, agreements and
complex structures).
Beginning Stage
Understand the following
grammatical terms in English:
Grade 1
Understand and use:
Grade 2
Understand and use:
Grade 3
Understand and use:
Grade 4
Understand and use:
Grade 5
Understand and use:
Grade 6
Understand and use:
Grade 7
Understand and use:
Grade 8
Understand and use:
Common patterns of adjectival
agreement (singular and plural):
-o, -a, -os, -as plus -e or
consonant in singular changing to es in plural
Expressions of opinion followed by
the infinitive ( e.g. me gusta
mucho, me encanta, no me gusta
nada )
The preterite tense of regular -ar,
-er and -ir verbs
The preterite tense of common
irregular verbs (hacer, tener, ver )
and stem-changing verbs (jugar,
sacar )
Direct object pronouns:
lo/la/los/las
The future tense of regular verbs
(e.g. compraré )
The imperfect tense
The perfect tense
Possessive adjectives: mi/mis,
tu/tus, su/sus
Present tense verbs from 2nd and
3rd steps (plural as well as singular
forms)
The present tense of estar and use
for location
The preterite tense of ir and ser
The present tense of poder
Se debería + infinitive
The future tense of irregular verbs
(e.g. haré, podré )
Possessive pronouns (el mío , la
mía )
Two tenses together (present and
preterite or present and
near/immediate future)
Se puede + infinitive
Use of desde hace with present
tense
Relative pronouns (quien, lo que,
el que, cual )
The present tense of querer
Me gustaría + infinitive
Se debe/No se debe + infinitive
The imperfect tense of haber,
tener, estar and ser (3rd person
singular only) plus estar and
hacer in weather expressions
Quisiera
Si clauses using the present and
the future (e.g. Si hace sol, iré a la
playa. )
The perfect tense of regular verbs
plus common irregulars (e.g.
hecho , visto )
The present continuous tense
(estar + gerund: estoy hablando )
Simple questions using ¿Qué?,
¿Cómo?, ¿Dónde?, ¿Te gusta?
The near/immediate future tense
(ir a + infinitive)
Tener que and hay que + infinitive
Soler + infinitive
The present tense of reflexive
verbs (full paradigm)
Hay/No hay…
I mpersonal verbs (most common)
(e.g. llueve, nieva, hace sol/frío )
Comparative and superlative
adjectives including, mejor, peor,
mayor, menor
Other negatives: nunca, no… nada
I nvariable neuter article lo +
adjective (lo fácil , lo bueno , lo
mejor, lo justo )
acabar de…
The imperative (tu form only)
The different uses of ser/estar
Demonstrative pronouns (éste,
ése, aquél, esto, eso, aquello )
The present tense of regular -ar, er and -ir verbs (singular forms
only)
Other connectives (e.g. porque,
cuando )
Modes of address: tú,
vosostros/as, usted, ustedes
The present tense of reflexive
verbs (singular forms only)
Reflexive constructions (se
necesita, se habla )
Preposition: the personal a
Time expressions, including future
(e.g. los lunes, por la mañana, a
las tres de la tarde, mañana por la
tarde )
Past expressions (e.g. el año
pasado, el sábado pasado )
Three tenses together (present,
preterite and near/immediate
future)
Understand only:
Comparative and superlative
adverbs
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Writing (Strand 4)
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Grammar
Noun, article, adjective,
pronoun, verb, tense
Understand and use:
Nouns (singular and plural)
Gender and articles: definite and
indefinite articles (masculine,
feminine and plural)
Simple opinions using me gusta
and no me gusta
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Key high-frequency verb forms:
tengo, soy, es
The present tense of key irregular
verbs (hacer, ir, ser, tener ) and
the stem-changing verb jugar
(singular forms only)
Expressions of frequency (e.g. a
veces, todos los días )
Common adjectival agreement
(singular forms only): -o, -a
Simple negative using no with
regular verbs
Simple connectives: y, pero,
también
I ndefinite pronouns: algo, alguien
Me duele/Me duelen + noun
Use of desde hace with present
tense
Understand only:
I nvariable neuter article lo +
adjective (lo fácil, lo bueno, lo
mejor, lo justo )
I ntensifiers/Qualifiers: muy,
bastante, un poco
Adverbs of time and place (e.g.
aquí , allí , ahora, ya )
Demonstrative adjectives:
este/esta/estos/estas
Disjunctive pronouns: conmigo,
para mí
Questions using a range of
question words: ¿quién?,
¿adónde?, ¿por qué?, ¿cuándo?,
¿cuánto?, ¿cuál?
I ndefinite adjectives: cada, otro,
todo, mismo, alguno
Prepositions por and para
Understand only:
I mperfect tense (full paradigm)
Understand only:
The pluperfect
Understand only:
The present subjunctive in
exclamatory phrases (e.g. ¡Viva!
¡Dígame! )
Understand only:
Relative pronouns (quien, lo que,
el que, cual )
Understand only:
The gerund
Understand only:
Possessive adjectives: long form
(mío )