Instead of a specific level, the expectations center around the student demonstrating progress in several key areas, including:
* Reading: Comprehending increasingly complex texts, identifying different literary techniques, and making inferences and deductions from what they read. They should be able to analyse texts from different perspectives and genres.
* Writing: Producing clear, coherent and well-structured pieces of writing in a variety of forms (e.g., narratives, persuasive writing, descriptive writing, transactional writing). Grammar, punctuation and spelling accuracy are expected to improve.
* Speaking and Listening: Contributing effectively to discussions, presenting information clearly and confidently, and actively listening to and responding to others.
Assessment is often based on:
* Teacher assessment: Ongoing observation of progress in class.
* End-of-year tests or assessments: These can vary widely depending on the school and exam board. They won't necessarily give a single "level" but rather a measure of attainment against age-related expectations.
* Progress against individual targets: Students will often have individual learning goals set based on their prior attainment.
In short, the expectation is demonstrable progress towards age-related expectations, not a specific attainment level. To understand what's expected of a specific Year 7 student, you should look at their school's curriculum, individual learning targets, and teacher feedback.