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Progression In Writing

Pre-Expected Standard

Composition and purpose	Organisation and style	Technical aspects
Write their own name and a few other simple words correctly from memory Copy letter forms, e.g. labels and/or captions for pictures or for displays. Differentiate between letters and symbols Produce letters and words relating to familiar objects and own name Attempts to write short sentences in meaningful contexts Think about and discuss what they are going to write	Continue a rhyming string Communicate & present ideas pictorially on screen Think about & say what they are going to write Begin to be aware of story language and structure Uses some conventions of print e.g. left to right & top to bottom Leaves spaces between words and/or groups of letters	Can segment the sounds in simple words and blend together Link sounds to letters, naming and sounding the letters of the alphabet Know initial phoneme in own name Upper & lower case letters may be mixed randomly Hold a pencil effectively Know shapes and sounds of letters important to them Show increasing control of mark making May experiment with full stops

Year 1 Expected Standard

Composition and purpose	Organisation and style	Technical aspects
Write sentences by saying out loud what they are going to write Compose a sentence orally before writing Sequence sentences to form short narratives Re-read what they have read to ensure it makes sense Discuss what they have written with adults and peers Read aloud their writing so they can be clearly heard Use information & ideas from own experience as basis for writing Writing can be largely read without mediation Compose & write simple sentences independently to communicate meaning Begin to write for familiar audiences Begin to show consistency in basic narrative & non-narrative forms, including use of person & tense Write about main events in a familiar story Label information appropriately Write captions in the form of simple statements Write two-step instructions Write about main events in a recount based on own experience or role-play	Leave spaces between words Join words and clauses using ‘and’ Create & sequence simple pictures & captions on screen Begin to sequence simple sentences to form short narratives Use recognisable words & simple statements Begin to incorporate new vocabulary into their writing Develop their awareness of grammatical structures Write some compound sentences Use simple conjunctions other than 'and' Write both statements & questions Compose sentences using adjectives	Spell words containing each of the 40+ phonemes taught Can recognise and write the first 100 high frequency words Spell common exception words and days of the week Can name the letters of the alphabet in order Use letter names to distinguish between alternative spellings of the same sound Use the spelling rule for adding s/es to plurals and the third person singular marker for verbs Use the prefix un Use ing, ed, er and est where the root is not affected Apply simple spelling rules Write from memory dictated simple sentences that include words using GPC and common exception words taught Apply phonic knowledge & skills to spelling unfamiliar words that are not completely decodable Begin to use capital letters, full stops, question marks and exclamation marks Use a capital letter for proper nouns Use a comfortable & efficient pencil grip and sit correctly Form & orientate all lower-case letters correctly Form all capital letters and digits 0-9 Join all letters correctly Identify constituent parts of 2- and 3- syllable words to support the application of phonic knowledge & skills Spell some common monosyllabic words correctly

Year 2/End of KS1 Expected Standard

Composition and purpose	Organisation and style	Technical aspects
Plan writing by noting down ideas and/or key words, including new vocabulary Plan with reference to form & features of specific text types Write down ideas and/or key words, including new vocabulary before they write Write narratives about personal experience and those of others (real and fictional) Develop writing for different purposes including writing about real events and poetry Evaluate their writing with the teacher and other pupils Re-read during & after writing to ensure the writing makes sense and for errors in spelling, grammar and punctuation Read aloud what they have written with appropriate intonation to make the meaning clear Begin to identify success criteria to evaluate writing Write stories with a beginning, middle & end Show some variety in story openings Begin to develop characters by describing their feelings Show some awareness of reader & some detail to engage reader	Use sentences with forms (statements, questions, exclamations and commands) Using some expanded noun phrases to describe and specify Use coordination (or/and/but) and subordinating conjunctions (when/if/that/because) Use present and past tense correctly and consistently including the progressive form Draw on and use new vocabulary Use some features of written Standard English Write simply structured sentences with some variation in openings Use a range of time conjunctions and begin to use simple causal conjunctions e.g. because, so Writing draws generally on written language Compose sentences using adjectives and adverbs Sustain form & features in narrative & non-narrative, including use of person and tense	Segment words into phonemes and represent these by graphemes, spelling many correctly Spell common exception words Spell words with contracted forms Add suffixes to spell some longer words including: ment, ness, ful, less, ly Learn new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones Distinguish between homophones and near-homophones Demarcates sentences with capital letters & full stops, question marks & exclamation marks Use commas for lists, apostrophes for contractions and the possessive apostrophe (singular) Letters consistent in size, orientation and to each other. Join letters in their writing Use appropriate spacing between words Spelling is phonetical plausible Spell a range of prefixes & suffixes, understanding how they modify meaning & spelling Spell common monosyllabic words accurately Spell high & some medium frequency words

Year 3 Expected Standard

Composition and purpose	Organisation and style	Technical aspects
Plan writing and its structure by noting down ideas and/or key words, including new vocabulary Use success criteria to evaluate writing and begin to edit work in relation to the criteria Edit work to check that it makes sense and for errors in spelling, grammar and punctuation Write narrative & non-narrative texts using structures of different text types, which is mostly consistent in purpose, person & tense Make & use simple notes from relevant texts Use story elements such as setting, story language & structures & show some consistency in characters Use beginning, middle & end to write narratives in which events are sequenced logically & conflicts resolved, not necessarily well paced	Begin to vary sentence structure to interest reader e.g. use of prepositions, fronted openers Write simple & compound sentences & use subordinating and coordinating conjunctions in relation to time, reason and cause Compose sentences using a wider range of adjectives, adverbs, verbs & nouns to interest the reader Begin to organise ideas and events logically & clearly in sections in narrative & non-narrative texts Begin to use simile and metaphor Begin to use personification and ‘show not tell’ Begin to use more adventurous words and language choices, although may not always be appropriate	Spell simple plurals accurately e.g. s, es, ies Spell accurately common homophones Spell all words with contracted forms accurately Demarcate most sentences using capital letters, full stops, question marks, exclamation marks, apostrophes & use commas to separate items in a list Begin to use commas after a fronted clause and before a coordinating conjunction in a compound sentence Write with consistency in the size & proportion of letters & spacing within & between words Spell most words from year 3-4 word list Spell less common alternative graphemes including trigraphs Use an ellipsis for a range of purposes

Year 4 Expected Standard

Composition and purpose	Organisation and style	Technical aspects
Choose appropriate way to plan and make notes In narratives, create settings, character and plot Assess the effectiveness of their own and others’ writing and suggest improvements Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns Proof-read writing for spelling and punctuation errors Read aloud writing using appropriate intonation and controlling the tone and volume so that the meaning is clear Know some differences between Standard and non-Standard English Evaluate & edit writing based on identified success criteria, audience & purpose Use different ways to plan & note make e.g. bullet points, diagrams Begin to adapt writing to be concise & clear Make decisions about form & purpose Apply elements such as setting, dialogue, characterisation, story language & structures Use beginning, middle & end to write narratives in which events are sequenced logically, showing an awareness of pace, & conflicts resolved Write narrative & non-narrative texts using structures & forms of different text types	Organise paragraphs around a theme In non-narrative, use simple organisational devices Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns Extend sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Use the present perfect form of verbs in contrast to the past tense Use conjunctions, adverbs and prepositions to express time and cause Use fronted adverbials Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition Begin to use complex sentences as well as simple & compound sentences Begin to know and when to use, Standard and non-standard English Begin to use some examples of impersonal language in non-narrative Make adventurous word & language choices generally appropriate to style/purpose of text Select & use a range of technical and descriptive vocabulary (e.g. simile, personification, rhetorical questions etc.) and consider language impact on the reader	Recognise a range of prefixes & suffixes, understanding how they modify meaning & spelling, & how they assist in decoding long complex words Distinguish the spelling & meaning of homophones Spell words that are often misspelt Use the possessive apostrophe for regular plurals and in words with irregular plurals Use the first few letters of a word to check its spelling in a dictionary Use dictionaries efficiently Have legible, consistent handwriting Proof read for spelling and punctuation errors Use a comma after fronted adverbials and before coordinating conjunctions Use possessive apostrophe with plural nouns Punctuate direct speech Spell unfamiliar words using known conventions including grapheme-phoneme correspondences & morphological rules Spell all words from year 3/4 word list correctly Spell common polysyllabic words accurately Begin to use commas to mark clauses Use indefinite article a/an accurately

Year 5 Expected Standard

Composition and purpose	Organisation and style	Technical aspects
Make sensible decisions about which notes are most relevant & how content should be ordered Edit for audience & purpose, justifying choices and produce final form mostly matched to needs of identified reader Begin to adapt form & content to audience & purpose Writing is beginning to engage the reader through empathising with characters, being well paced, language selection and organisation Vary conflicts & endings in narrative Use of Standard English mostly consistent including subject/verb agreement Begin to address reader through commentary & questions to challenge reader's thinking Begin to vary sentences to enhance meaning & pace Begin to show imagination through use of language to create emphasis, humour, atmosphere or suspense	Organise texts into paragraphs around a theme to distinguish between different information, events or processes Some use of modal verbs evident Show relationships of time, reason & cause, through conjunctions & use of relative and subordinate clauses Begin to choose & combine words, images & other features for particular effects Choose nouns and pronouns appropriately for clarity and cohesion and to avoid repetition Extended noun phrases are used to add detail Clarify meaning & point of view by using varied sentence structure (phrases, clauses & adverbials) Select words & phrases in order to write effectively in both narrative & non-narrative forms Vocabulary choices are matched to the subject Mostly use impersonal language in non-narrative Begin to make a generalisation e.g. use 'always,' 'often' Organise & extend ideas logically & clearly, but it may not be sustained	Spell a wider range of polysyllabic words accurately Spell common misspelt words Punctuate sentences accurately: capital letters, full stops, commas to mark clauses and in a list, question marks, ellipsis and exclamation mark. To to use commas, dashes and brackets to indicate parenthesis with some consistency Commas for fronted clause and before coordinating conjunctions in compound sentences are accurate Spell words containing unstressed vowels Spell most words accurately from the year 5/6 list Begin to spell words with ‘silent’ letters Use commas to mark clauses with increasing accuracy Begin to adapt handwriting to specific purposes, e.g. printing, use of italics

Year 6/End of Ks2 Expected Standard

Composition and purpose	Organisation and style	Technical aspects
Plan writing by identifying audience for and purpose for the writing, selecting the appropriate form and using other similar models Plan efficiently, using a range of planning & note making formats, drawing on reading and research where necessary Create atmosphere and integrate dialogue to convey character and advance the action Consider how authors have developed characters and settings In narratives, describe settings, characters and atmosphere and intriguing dialogue to convey character and advance the action Assess the effectiveness of their own and others’ writing Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning Ensure the consistent and correct use of tense Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing appropriate register Proof-read for spelling and punctuation errors Perform own compositions, using appropriate intonation, volume, and movement so that meaning is clear Use Standard English consistently	Use a range of cohesive devices, including adverbials, to build cohesion within and across sentences and paragraphs Use passive and modal verbs mostly appropriately Use modal verbs or adverbs to indicate degrees of possibility Use a wide range of clause structures, sometimes varying their position within the sentence Use adverbs, prepositional phrases and expanded noun phrases effectively to add detail, qualification and precision Select the appropriate grammar and vocabulary to reflect the level of formality required, and understanding how choices can change and enhance meaning Précis longer passages Use organisational and presentational devices to structure text and guide the reader (e.g. headings, underlining) Use the perfect form of verbs to mark relationships of time and cause Use relative clauses with an implied relative pronoun Recognise vocabulary and structures that are appropriate to formal speech and writing, including subjunctive forms Mostly use well-chosen phrases e.g. adverbials & adventurous vocabulary to contribute to effectiveness of writing Use figurative language effectively	Spell words correctly from the year 5/6 word list Use prefixes and suffixes and understand rules for adding them Spell words with silent letters Distinguish between homophones and other words which are often confused Use dictionaries to check the spelling and meaning of words Use a thesaurus Proof-read for spelling and punctuation errors Use inverted commas, commas for clarity and punctuation correctly, and make correct use of semi-colons, dashes, colons and hyphens Use brackets, dashes or commas to indicate parenthesis Punctuate bullet points consistently Maintain legible, fluent handwriting at speed Use different styles of handwriting for different purposes with a range of media, developing a consistent & personal legible style Know & use less common prefixes & suffixes such as cial, tial, ance, able

Monks Orchard Primary School

The Glade, Shirley, Croydon, CR0 7UF

020 8654 2570

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