You are on page 1of 2

Yr 0

Yr 1

Yr 2

Yr 3

Yr 4

Yr5

Yr6

Yr 7

Yr 8

* With support, plans, writes,


revises, edits and publishes;
* Improve and make changes with
feedback;
* Proof read for correct spelling,
punctuation and that it makes
sense;
* Use dictionaries and thesaurus to
check meanings and find new
words;
* Reread throughout to check
meaning and meeting purpose;
* Seeks feedback and makes
changes to improve clarity,
meaning;
* Is reflective about own text,
describing progress with some
confidence;
* Choose appropriate ways to
publish, including variety of digital
and visual media.
* Select and use tools (e.g. graphic
organisers) and strategies (e.g.
using headings) to plan and
organise ideas and information;
* Plan to meet the purpose for
writing.

* Follows the process of planning,


writing, revising, editing, evaluating
and publishing;
* Creates a range of texts by
integrating information and
strategies with increasing
confidence;
* Seeks feedback and makes
changes to improve clarity, meaning
and effect;
* Is reflective about own text,
monitoring and self-evaluating with
increasing confidence.

* Follows the process of planning,


writing, revising, editing, evaluating and
publishing;
* Creates a range of texts by integrating
information and strategies with
increasing confidence;
* Seeks feedback and makes changes
to improve clarity, meaning and effect;
* Is reflective about own text, monitoring
and self-evaluating with increasing
confidence.

* Creates a range of texts with confidence;


* Seeks feedback and makes changes to improve clarity, meaning and
effect;
* Reflective about own text, monitors and self-evaluates progress;
* Articulates learning with confidence.

* Use a variety of planning activities,


such as constructing flow charts, for
those writing tasks that need to be
planned.

* Use a variety of planning activities,


such as constructing flow charts, for
those writing tasks that need to be
planned.

* Plan effectively, where appropriate, by using strategies such as mind


mapping or graphic organisers;
* Use skills such as information-literacy skills to find and record the
information they need for their writing.

Writing
Process

* High scaffolding;
* Securely hold a pencil or other
writing tool;
* Explicit connection between
reading and writing.
* Create many texts for range of
purposes across curriculum.

* Write largely by themselves to


meet instructional purpose.
* Write about own experiences
and ideas;
* Range of contexts across
curriculum and topics;
* Seeks feedback and makes
changes to text;
* Beginning to reflect, selfevaluate and describe progress.

* Create texts for instructional writing


purposes;
* Write to support their other learning
across curriculum;
* Write in order to communicate relating
to curriculum topics;
* Seeks feedback and makes changes
to text;
* Beginning to reflect, self-evaluate and
describe progress.

*Create texts for instructional writing


purposes;
* Write to support their other
learning across curriculum;
* Write independently using process
to help achieve specific purpose;
* Where appropriate, text clearly
directed to a particular audience
* Revise to make sense;
* Proof read to check spelling and
punctuation using what they know
and class tools: cards and junior
dictionaries.
* Seeks feedback and makes
changes to improve clarity,
meaning;
* Is reflective about own text,
describing progress with some
confidence;
* Publish in variety of media.

Planning

* Plan for writing, using talk and


pictures;
*Attempt to record their ideas
and experiences;
* Hold an idea in their head long
enough to write it down.

* Plan for writing, using talk, text,


or drawing.

* Use simple planning strategies to


organise their ideas (brainstorming self,
buddy, class, tchr);
* Apply their planning as they turn ideas
into connected sentences.

* Use planning strategies to


organise ideas for writing (e.g. by
using lists and mind maps that
distinguish main idea from details)
and to generate language for
writing.

Purpose
and
Audience

* Writing for themselves about


own experiences #

*Increasingly aware of the


purposes for their writing;
*Use a range of text forms;
* Demonstrate some awareness
of audience through appropriate
choice of language;
* Developing and conveying
some personal voice where
appropriate.

* Understand purpose for writing;


* Use an appropriate simple process to
help achieve purpose;
* Demonstrate some awareness of
audience through appropriate choice of
language;
* Developing and conveying some
personal voice where appropriate.

* Tells a simple story;


* Some shared knowledge of the
topic with the audience;
* Recognises they are writing for an
audience other than themselves;
* Write how they speak;
* Expect their text to understood
and appreciated by others;
* Develop and convey personal
voice where appropriate;
* May attempt to include a hook at
the beginning to grab the reader.

* Writer shows a growing awareness


of purpose and audience through the
choice of content, language and
writers style;
* Gives the audience most
information needed to inform,
entertain or persuade;
* Conveys and sustains personal
voice where appropriate.

* Writer shows some awareness of


purpose and audience through the
choice of content, language and writers
style;
* Gives the audience most information
needed to inform, entertain or persuade;
* Conveys and sustains personal voice
where appropriate.

* Deliberately choosing a clear and logical text structure to suit their purpose
and audience;
* Sometimes innovating in order to achieve purpose;
* Conveys and sustains personal voice where appropriate.

Content
and Ideas

Willingness, and the


confidence, to talk about things
happening
now, in the past, and in the
future;
experiment with capturing
words from their oral vocabulary.

Ability to retell an experience,


an event, or a known text;
Using vocabulary drawn from
their own oral language or
encountered in their reading or
other classroom activities;
* Uses high-frequency, topic
specific, and personal content
words;
Convey simple ideas,
responses, opinions, or
questions;
* Forms simple ideas and
information, usually drawing on
personal experience and
knowledge;
* Begins to support idea with
some detail.

Develop content that is related to the


curriculum topic, with some (mostly
relevant) detail;
* Uses high-frequency, topic specific,
and personal content words;
Convey simple ideas, responses,
opinions, or questions;
* Forms simple ideas and information,
usually drawing on personal experience
and knowledge;
* Begins to support idea with some
detail.

Ideas are mostly related to the


purpose or curriculum task;
* Writing covers a range of ideas,
experiences or items of information;
* Often includes detail and/or
comments that support main ideas;
May include direct speech;
* Some aspects of content might be
seen if appropriate to style of writing
settings, characters, plot,
orientation, complication, resolution
and (sometimes) coda;

* With guidance, use a text structure


that is appropriate for the purpose
(eg orientation, complication,
resolution) - (include specific
features for the different genre)
* Elaborate main ideas;
* Content is usually relevant;
* Ideas suggest awareness of range
of dimensions or viewpoints.

*Use a text structure that is appropriate


for the purpose (eg orientation,
complication, resolution) - (include
specific features for the different genre)
* Elaborate main ideas;
* Content is usually relevant;
* Ideas suggest awareness of range of
dimensions or viewpoints.

Words and phrases that are


appropriate to the topic, register,
and purpose, including expressive,
academic, and subject-specific
vocabulary;
* Content that is concise and
relevant to the curriculum task
* Often includes detail and/or
comment supporting or
elaborating on the
main points;
* Forms and communicates ideas
clearly;
* Increasing awareness of range
of dimensions and viewpoints.

Structure

* Write from left to right and


leave spaces between words.

* Understanding simple text types


(e.g. personal recounts and
simple descriptions);
* Compose simple sentences and
some compound sentences;
* Use conjunctions such as and
or but;
* Begin to sequence ideas or
information;
* Begin to gain control over using
more complex structures,
including varied sentence
beginnings.

* Compose mainly simple and


compound sentences, with some
variation in beginnings;
* Begin to sequence ideas or
information;
* Using appropriate text structures for
text types such as simple recounts,
descriptions and reports;
* May attempt compound and complex
sentences.

* Tells a simple story;


* Assumes shared knowledge of the
topic with the audience;
* Beginning to recognise they are
writing for an audience other than
themselves;
* Write how they speak;
* Expect their text to understood
and appreciated by others;
* Develop and convey personal
voice where appropriate;
* May attempt to include a hook at
the beginning to grab the reader.
Create content, mostly relevant,
that conveys several experiences,
items of information, and/
or ideas relating to the topic or task
and that sometimes includes details
and/or comment;
Use increasingly specific words
and phrases (e.g., adjectives and
more precise nouns and
verbs) that are appropriate to the
content of the text;
* Writes about several experiences,
items of information, or ideas;
* Sometimes includes detail and/or
personal comments;
* Most of the ideas are related to the
task;
* Includes some descriptive
vocabulary about the topic;
* May include speech.
* Use both simple and compound
sentences;
* Vary these in beginnings and
lengths;
* Attempts to write complex
sentences;
* Uses basic text structure to
organise text effectively for purpose
(e.g. a story with a beginning,
middle, end);
* Use a variety of simple
conjunctions (with, to, because);

* Use correct structure to meet the


purpose: orientation, sequenced
events described in past tense, time
connectives (recounting);
* Sequenced events using linking
words to show evidence (as, so,
when, first, next, after that, finally);
* Varies beginnings, structures and
lengths;
* Use mainly simple and compound
sentences;
* Uses some complex sentences;
mostly grammatically correct.

* Organises ideas into paragraphs


with increasing confidence;
* Entire piece is structured in a
logical sentence.
* May link sentences using
connectives (words and phrases, eg.
later that evening, because).
* Uses a variety of sentence
structures, beginnings and lengths.
* Uses simple and compound
sentences correctly;
* Uses some complex sentences.

* Organises and sequences ideas and information within a text for purpose
and effect;
* Achieves some coherence and wholeness of text;
* Paragraphs with ideas that are clearly related
* Links within and between paragraphs;
* Using a variety of sentence structures, beginnings, and lengths for effect;
* Uses complex sentences that are grammatically correct.

Language
Features

* Use oral language to support


language features in writing;
experiment with rhyme and
alliteration

* Wide oral vocab of nouns and


verbs and many adjectives and
prepositions.

* Attempting a variety and some


precisions in adjectives, nouns and
verbs.

* Simple language features such as


alliteration;
* Can use visual language features
such as labelled diagrams to
support meaning.
* Topic specific words and phrases
to suit task, including adjectives,
nouns and verbs;

* Uses similes, onomatopoeia,


illustrations and diagrams, to
support meaning.
* Topic specific words and phrases
to suit task, including adjectives,
nouns and verbs;
* Writes legibly with increasing
fluency;

* Uses written language features


such as emotive and figurative
language.
* Use a range of vocabulary to
communicate meaning;
* Writes legibly, fluently and with
ease when creating texts;
* Uses a range of text conventions

* Entire piece is structured in a logical


sequence;
* May link sentences and paragraphs
using connectives (words and phrases,
eg. later that evening);
* Organises ideas into paragraphs with
increasing confidence (with a topic
sentence and supporting detail that
builds on the main ideas or event);
* Uses a variety of sentence structures,
beginnings and lengths;
* Uses simple and compound correctly;
* Uses some complex sentences that
are mostly grammatically correct.
* Uses written language features such
as emotive and figurative language to
extend or clarify meaning and to engage
their audience;
* Use a range of vocabulary to
communicate meaning;
* Writes legibly, fluently and with ease
when creating texts;

* Words and phrases that are


appropriate to the topic, register, and
purpose,
including expressive, academic, and
subject-specific vocabulary;
* Content that is concise and relevant
to the curriculum task
* Often includes detail and/or
comment supporting or elaborating
on the
main points;
* Forms and communicates ideas
clearly;
* Increasing awareness of range of
dimensions and viewpoints.

* Deliberately uses written language features such as rhetorical questions,


metaphors and visual language features to engage audience and/or convey
meaning.

* Writes legibly with increasing


fluency;
* Increasing control of text
conventions.
* Constructs sentences in which the
tenses are mostly consistent;
* Sentences are usually
grammatically correct.

Grammar

* With support can verbalise a


simple sentence that makes
sense.

* Writes simple sentences

* Sentences make sense most of the


time;
* uses simple conjunctions correctly with
subject-verb agreement and nounpronoun agreement.

Spelling
and
Phonemic
awareness

* Hear and say the initial and


final sounds and some dominant
medial sounds in the words they
want to write;
* Recognise and identify
common sounds in different
words;
* Use their developing memory to
consistently encode (spell) some
known words correctly;
* Make close attempts to encode
words by noticing visual
similarities to known words;
*Identify the first letter of their
name and some other letters;
* Many will have mastered
writing their own name using the
correct letters in the correct
order, and form some other
letters correctly.

* Using their personal content


vocabulary of written words as well as
words and phrases that are a part of
their expanding oral vocabulary
* Using their developing phonemic
awareness to form new words aurally by
changing or taking out some of the
sounds in word or by adding new
sounds to words;
* Using their visual memory to spell
personal vocabulary as well as highfrequency words, which could include
most of the words in essential lists 1 and
2 as well as some of the high-frequency
words in essential lists 3 and 4;
*Encoding (spelling) unfamiliar words
by:
- using their knowledge of diverse
phoneme-grapheme relationships to
write some of the sounds of English in
different ways (e.g., photo, laugh,
Friday)
- applying strategies such as sounding
out words, making analogies to words
that sound or look the same, and using
known chucks and rimes.
- using their increasing knowledge of
morphology to correctly spell word
endings and other morphemes (e.g.,
greatest, florist)
- applying their knowledge of simple
spelling rules (e.g., using es for plural
nouns ending in s, such as buses).

* Using their visual memory to spell


personal vocabulary and highfrequency words (e.g., many words
from essential lists 1-4 and some
from list 5 and list 6).
* Encoding (spelling) unfamiliar
words by:
* Use their knowledge of phonemegrapheme relationships, along with
their developing awareness of
spelling conventions, to select
correct spelling patterns for sounds
in words (e.g., spelling k sound
correctly in both catch and kitchen).
- applying their growing knowledge
of useful spelling rules (e.g., the
rules relating to adding simple plural
suffixes such as those in
baby/babies and half/halves) and
their growing knowledge of
morphology (e.g., adding a d to
hear to make heard).
- applying their expanding
knowledge of graphemes (e.g., of
graphemes such as or, awe, oar,
and oor, which records similar
sounds) to write words correctly.

Punctuation

* Attempt to use capital letters


and full stops as they develop
understanding of sentences.

* Use classroom resources such


as wall charts and picture
dictionaries
* Say, hear, and record the
predominant sounds in the words
they want to write;
* Make close attempts to encode
words by using their developing
knowledge of phonemegrapheme relationships, which
enables them to:
- understand that words are
made up of sounds that sounds
are written with letters
- write all consonants sounds,
and represent some vowel
sounds, in at least one way
- attempt to record the sounds
within words in sequence
* Form letters accurately;
* An awareness of rhyme and of
words that start with the same
sound, along with the ability to
hear and distinguish some other
phonemes in spoken words;
* Using their developing
phonemic awareness to aurally
segment words into syllables
(e.g., win-dow, ham-bur-ger) and
one-syllable words into individual
phonemes (e.g., b/a/n/d; sh/i/p);
* Using their developing visual
memory to accurately write some
key personal words and some
high-frequency words;
* Encoding (spelling) unfamiliar
words by using their developing
knowledge of phonemegrapheme relationships, which
enables them to:
- recognise and write most
sounds of English in at least one
appropriate way (e.g., s, t, ch,
ow, k, f, oy)
- recognise that there can be
different ways of representing the
same sound (e.g., phone/father;
keep/cat)
- apply sound-letter relationships
in order to write words they want
to use (e.g., catapulla).
* Encoding (spelling) unfamiliar
words by using their developing
knowledge of morphology to write
word ending correctly (e.g.,
jump/jumped; boy/boys).
* Using capital letters and full
stops to begin and end
sentences.

* Use full stops, question marks, or


exclamation marks to end sentences
and use capital letters correctly to begin
sentences (and for familiar proper
nouns).

* Use capital letters, full stops,


question marks, and exclamation
marks correctly.

Revising

* Re-read what they write as they


are writing;
*Rread (or retell) their writing to
themselves and others.

* Re-read what they have written,


as they write, to maintain
meaning;
*Respond to feedback by making
changes such as adding or
deleting details or changing
punctuation or spelling.

* Revise their text (often in response to


feedback) and edit it for clarity and
accuracy of meaning;
* Proof read their text to check
punctuation and spelling, (e.g., by using
their previous writing and others sources
to find or verify correct spellings).

* Proofread their writing to check the


spelling, grammar, and punctuation,
drawing on their own developing
knowledge about words and
sentences construction and using
classroom resources such as junior
dictionaries;
* Revise and edit their writing for
sense and impact and give their
peers feedback on their writing.

* Increasing control of text


conventions.

appropriately and with increasing


confidence.

* Uses a range of text conventions


appropriately and with increasing
confidence.

* Simple and compound sentences


grammatically correct;
* Correct tense, pronouns,
prepositions, subject-verb
agreement for simple and
compound sentences and for most
complex sentences.
* Encoding (spelling) by:
- using their knowledge of diverse
phoneme-grapheme relationships
(e.g., ship, chef, ocean, station,
special), of the meaning and
spelling of morphemes (e.g., root
words and affixes), and of common,
reliable spelling rules and
conventions.
* Use their visual memory to help
them spell personal vocabulary and
high-frequency words correctly (the
high frequency words include most
words from essential lists 1-4 and
many from essential lists 5-7).
* Expanding their writing vocabulary
by using strategies such as:
- applying their knowledge of the
meaning of most common prefixes
(e.g., un- , sub-, pre-, non-) and
most common suffices (e.g., -ful, -ly,
-tion, -able/-ible, and ment)

* Simple and compound sentences


grammatically correct;
* Correct tense, pronouns,
prepositions, subject-verb
agreement for simple and compound
sentences and for most complex
sentences.
* Spell words from essential word list
1-5 correctly and many from list 6-7.
* Apply knowledge of common
spelling patterns correctly most of
the time (for example-prefixes,
suffices, blends, root words,
syllables, plurals, spelling rules and
conventions).
* Has some success with multisyllabic (hygienic), irregular (yacht)
or technical words.

* Simple and compound sentences


grammatically correct;
* Correct tense, pronouns, prepositions,
subject-verb agreement for simple and
compound sentences and for most
complex sentences.

* All grammatically correct


sentences.

* Using their knowledge of how words


work
(e.g., knowledge of diverse phonemegrapheme relationships, of common,
reliable spelling rules and conventions,
and of the meanings and spellings of
morpheme), along with their knowledge
of word derivations, to fluently and
correctly encode most unfamiliar words,
including words of many syllables.
* Correctly spelling all high-frequency
words used in their writing.

* Fluently and correctly encoding most unfamiliar words (including words of


many syllables) by drawing on their knowledge of how words work (e.g., in
terms of diverse phoneme-grapheme relationships, common and reliable
spelling rules and conventions, and the meanings and spellings of
morphemes) and their knowledge of word derivations.

* Use capital letters, full stops,


question marks, and exclamation
marks correctly;
* Use speech marks, commas for
lists, and apostrophes for
contractions correctly most of the
time.
* Re-read their writing at various
stages to check for meaning and
fitness for purpose;
* Revise and edit their writing for
clarity, impact, and fitness for
purpose, often in response to
feedback;
* Proof read for accuracy of spelling,
grammar, and punctuation.

* Use capital letters, full stops, question marks, and exclamation marks correctly;
* Use basic punctuation that is mostly correct (e.g., when punctuating dialogue);
Attempt some complex punctuation (e.g., using apostrophes for possession,
commas for
clauses, or semicolons).

* Use all basic punctuation correctly;


* Attempt some complex punctuation (e.g., using
semicolons, colons, and parentheses).

* Independently revises and edits


their writing (adds and deletes
words/sentences/
paragraphs) to clarify meaning and
add impact, often in response to
feedback.
* Proof read to check spelling,
grammar and punctuation, using
appropriate tools.

* Craft and recraft text by revising and editing, checking that the text meets
its purpose and is likely to engage the intended audience;
*Proof reading the text to check the grammar, spelling, and punctuation.

* Independently revise and edit their


writing to clarify its meaning and add
impact, often in response to feedback;
* Proof read to check the spelling,
grammar, and punctuation, using
appropriate computer-based or print
tools.

* All grammatically correct sentences.