Spreadsheet: 225482d1365014095-copying-the-column-header-text-and-name-of-row-to-another-worksheet-if-criteria-not-met-another-example-of-what-is-in-my-head
Sheet: WRITING

This is an example of what I hope for but have no idea where to start - so if [NAME] gets a 1 for that criteria above, then it will copy his name and the criteria he didn’t pass alongside it onto some sort of table- See sheet 1. On my example you can [NAME] also didnt pass the first criteria because he got a 1 so that too would be copied to a specific place on the table. |  |  |  |  | Level 2 | I can write! |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 1B |  | I can write! |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 1A |  | I can write! |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 2C |  | I can write! |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 2B |  | I can write! |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 2A |  | I can write! |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | [NAME]
 |  |  |  |  | AF1 and AF7 |  |  |  | AF2 |  |  | AF3 and AF4 |  |  | AF5 |  | AF6 | AF8 |  |  | Presentation |  |  |  | AF1 and AF7 |  |  |  |  | AF2 |  |  | AF3 and AF4 |  |  |  | AF5 |  | AF6 |  | AF8 |  | Presentation |  |  |  | AF1 and AF7 |  |  |  |  | AF2 |  |  | AF3 and AF4 |  |  | AF5 |  | AF6 |  | AF8 |  |  | Presentation |  |  |  |  | AF1 and AF7 |  |  |  |  |  | AF2 |  |  |  | AF3 and AF4 |  |  | AF5 |  | AF6 |  | AF8 |  | Presentation |  |  |  |  | AF1 and AF7 |  |  |  |  |  | AF2 |  |  | AF3 and AF4 |  |  | AF5 |  |  |  | AF6 |  |  | AF8 |  |  | Presentation |  |  |  | AF1 and AF7 |  |  |  |  |  |  |  |  |  |  | AF2 |  |  | AF3 and AF4 |  |  |  |  | AF5 |  |  |  | AF6 |  |  | AF8 |  |  | Presentation
 |  |  |  |  | Write my own name. | Produce some simple words or phrases to convey meaning. | Most of my work can be read by an adult without my help. |  | Tell you what my writing is for. |  |  | Use some basic phrases to open and end a story orally. |  |  | Use simple words and phrases to communicate meaning (often using simple oral language patterns). |  | Write my own name with correct upper and lower case letters | Beginning to make phonetic attempts at words. | Spell my name and use capital letters in the right place. | Write a few of the simple, common R sets of words. | Form most letters correctly. | Use finger spaces between words / clusters of letters. |  |  | Beginning to produce my own ideas for writing. | Show some control over word order producing logical statements. | My choice of words relate to the topic. | Sometimes use words to describe (colour, size, simple emotion). |  | My writing is beginning to show some awareness of purpose (basic story, label, message). |  |  | Start and end a story using story language. |  | Beginning to write down my ideas in an appropriate order (time sequence). |  | Sometimes use and to connect my ideas. | Beginning to write in a series of sentence like structures. | My statements are most grammatically accurate (he was…we were…the dog is). | Beginning to use full stops in my writing. | Spell some common cvc words correctly. | Have a go at spelling unknown words phonetically. | Form all my letters correctly. | Some control over the size of my letters. |  |  | Produce my own ideas for writing. | My words are chosen because they relate to the topic. |  | Can use some describing words. |  | Write simple texts such as lists, stories, explanations. |  |  | My story writing is beginning to show a clear beginning and ending. | Write my ideas in the correct order. | Beginning to make connections between ideas events (repeated nouns/pronouns relate to main idea). | Use and to join ideas. | Beginning to write simple sentences. | Sometimes use a capital letter and a full stop in my writing. |  | Spell most of the common Y1 sets of words. | Most of my cvc words are correct. | Have a go at more tricky words using phonetic strategies. | Form all my letters clearly. | Use finger spaces correctly. | Sometimes use capital letters correctly. |  |  | Write a series of simple sentences with meaning. | Choose words that relate to the topic. |  | Develop some of my ideas. |  | My writing may sound like spoken language rather than written language. | My writing shows I am beginning to have some awareness of the purpose of the task. |  | Include some of the main features of the genre style. |  | Beginning to use some time words to sequence my writing. | My writing has a beginning and ending. | My writing shows connections between ideas and events. | Use any connective to join two simple sentences. | Beginning to show that I can think of different ways to start a sentence. | Beginning to use full stops and capital letters in the correct place. | Write clauses which are grammatically correct most of the time. | Use simple phonic strategies to spell words (cvc accurate, other phonetical words mostly correct). | Can spell all of the R word sets and am beginning to spell some of the Y1 sets. | Control ascenders and descenders. | I do not normally mix upper and lower case letters in a sentence. | My letters may not always be the correct size and shape. |  |  | Communicate ideas and meaning confidently in a series of sentences (sometimes repetitive bu tmainly flows). | Write at length (at least half a page of A4). | Provide enough information to interest the reader (beginning to provide information and description beyond a list). |  | The words I choose are well chosen and match the topic. | Beginning to use some interesting and ambitious words (words not usual for age). | Match organisation to purpose. | My writing shows that I have some awareness of structures of different genres, organisational devices and the importane of the reader. |  | Use time related words to sequence my ideas. | My writing usually has a clear opening and ending. | I am showing some awareness of linking ideas using strategies to create flow (next, then, also). | Vary the structure of my sentences to interest the reader (sometimes using ?s, speech). | Beginning to use different openers (time words and linking words). | Use connectives other than and to join sentences. | Show some awareness of past and present tenses. | My sentences are usually demarcated with a full stop and a capital letter more than half the time. | Beginning to use ? But may not be accurate. | My sentences are usually grammatically correct. | Spell common monosyllabic words accurately. | Use phonetically plausible strategies to spell or attempt unknown polysyllabic words. | Spell most of the Y1 sets of words and some of the y2 sets. | I do not mix upper and lower case letters in sentences. | My letters are usually the correct shape but may be inconsistent in orientation. |  |  | Communicate ideas and meaning confidently in a series of sentences. | My writing shows some evidence of a viewpoint. |  | Write at least 1 side of A4 or more. | Make my writing lively and interesting. | Use adjectives and descriptive phrases for detail. |  | Use some interesting and ambitious words (words not usual for age). |  |  |  | Attempt to adopt the appropriate style for the purpose. | Use features of the given genre (not always accurate). |  | Use a range of time related words and phrases to sequence my writing. |  | Use headings to organise my non-fiction writing. | May group some of my writing or ideas by content (paragraph like structures). | Link ideas using strategies to create flow (another thing, also, then). | Experiment with a range of sentence openers (First, then, next, after that, also, soon, another thing). | Use connectives to link sentences (and, but, so ,then, because). | Use of past and present tenses are generally correct. |  | My sentences are almost always punctuated correctly (capitals and full stops). | I am using ? And , but not always accurately. |  | Spell all of the [NAME] and most of the Y2 word sets. | Usually spell simple words that are linked to the topic. | Spell words containing different spellings for phonemes. | Use accurate and consistent handwriting (correct upper and lower cases, descenders and ascenders). | Beginning to join my writing.
Name | Points | Level | Group | I can Level 1c Success
[NAME] | 34 | 1c | LA |  | 3 | 3 | 3 |  | 3 |  |  | 1 |  |  | 3 |  | 3 | 3 | 3 | 3 | 3 | 3 | 1B CRITERIA |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 1A CRITERIA |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 2C CRITERIA |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 2B CRITERIA |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | 2A CRITERIA |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  |  | LEVEL COMPLETE
A2 | 0 | FSP | SEN
A3 | 0 | FSP | SEN
A4 | 0 | FSP | SEN
A5 | 0 | FSP | SEN
A6 | 0 | FSP | SEN
A7 | 0 | FSP | SEN
A8 | 0 | FSP | SEN
[NAME] | 32 | 1c | LA |  | 1 | 2 | 2 |  | 3 |  |  | 3 |  |  | 3 |  | 3 | 3 | 3 | 3 | 3 | 3
A10 | 0 | FSP | SEN
A11 | 0 | FSP | SEN
A12 | 0 | FSP | SEN
A13 | 0 | FSP | SEN
A14 | 0 | FSP | SEN
A15 | 0 | FSP | SEN
A16 | 0 | FSP | SEN
A17 | 0 | FSP | SEN
A18 | 0 | FSP | SEN
A19 | 0 | FSP | SEN
A20 | 0 | FSP | SEN
A21 | 0 | FSP | SEN
A22 | 0 | FSP | SEN
A23 | 0 | FSP | SEN
A24 | 0 | FSP | SEN
A25 | 0 | FSP | SEN
A26 | 0 | FSP | SEN
A27 | 0 | FSP | SEN
A28 | 0 | FSP | SEN