Writing Progression

Progression in Writing at James Dixon Primary School

Effect on Audience

Writing Composition (across a range of texts)

Year One

Year Two

Year Three

Year Four

Year Five

Year Six

Writes in a range of genres/forms, taking account of different audiences Writes in a range of genre/forms, and purposes Writes in a range of genres/forms, taking account of different Makes precise vocabulary, sentence taking account of different audiences audiences and purposes length, sentence complexity and Uses story language, and purposes Evaluates the effectiveness of own punctuation choices sentence patterns and Begins to consciously control sentence and others’ writing and suggest Moves between standard and sequencing words to structures in their writing [single clause improvements non-standard forms of English organise events, e.g. then, sentences and multi-clause sentences Writes in a range of genres/forms, Includes descriptive detail and appropriately next etc. (using coordinating conjunctions) and taking account of different makes writing more vivid using Chooses register (formal/informal, Writes simple non-fiction multi-clause sentences (using audiences and purposes. specific nouns, adjectives, personal/impersonal) appropriately text types linked to topics subordinating conjunctions) broadly Imitates authorial techniques expanded noun phrases and and for effect of interest/study or to Writes stories often based on accurate gathered from reading figurative language including both Writes well-structured openings / personal experience, e.g. personal experiences or Develops some aspects of Uses some detail in the simile and metaphor e.g. ‘The introductions with appropriate endings recount or explanation, using typical settings, characterisation through what description of setting or tropical forest with its dense / conclusions using the language of characters and events characters say and do characters’ feelings or motives canopy…, ‘…eyes of fire…’

Interweaves elements of dialogue, texts read as models for Writes familiar stories/about Engages reader and sustains interest in Uses dialogue to reveal detail Sequences events clearly and action, description appropriately own writing familiar characters including narrative and non-fiction about character/ move the shows how one event leads to Consciously controls sentence Discusses what they have relevant details that sustain Uses vocabulary choice, word order, narrative forward another using appropriate structures in their writing e.g. single written with the teacher or the reader/listener’s interest sentence length, sentence complexity Begins to use figurative language conjunctions and adverbials clause sentences, multi-clause other pupils Re-reads to check that their and punctuation for effect including similes Develops mood and atmosphere sentences using coordinating Re-tells/imitates familiar writing makes sense, and that Makes use of structures that do not Attempts to adopt a viewpoint (NB using a range of vocabulary, conjunctions and multi clause stories and recounts tenses are consistent reflect spoken language e.g. ‘It had been fiction and non-fiction) including figurative language, and sentences using subordinating events; includes main Evaluates their writing with a strange day and it was about to get Selects and uses formal and dialogue between characters ∙ conjunctions broadly accurate events in sequence, the teacher and other pupils stranger’; ‘brazenly, without a care in the informal styles and vocabulary includes character descriptions Proposes changes to vocabulary, focusing on who is in the world…’ appropriate to the purpose/reader designed to provoke a particular grammar and punctuation to enhance event, where events take Uses the features of the chosen form Shows awareness of the reader in feeling in the reader e.g. sympathy effects and clarify meaning place and what happens independently and confidently in a range own proof reading and editing or dislike Evaluates and edits own and others’ in each event of conventional text types e.g. graphic Organises or categorises writing against specific criteria for Acts out stories and devices such as charts and diagrams, information based on notes from audience and purpose portrays characters and straightforward instructions several sources Creates vivid imagery through their motives Evaluates and adapts own and others’ Uses techniques to get the reader expressive and figurative language writing for purpose and audience, with on side i.e. addresses them to consistent with mood/atmosphere and guidance engage or influence can develop these images throughout a narrative/poem e.g. a recurring motif

Sentence Structure

Writing Composition (across a range of texts)

Punctuates single clause Composes sentences sentences and multi-clause Makes precise and effective use of orally, using a variety of sentences using co-ordinating Uses single clause sentences and expanded noun phrases modifiers grammatical structures conjunctions mostly accurately multi-clause sentences (using before and after the noun, and through Retains and transcribes Uses sentences with different coordinating conjunctions), and considered use of adverbials e.g. a shy own sentences a key forms: statement, question, multi-clause sentences (using boy with pale, delicate features; a soft Varies length and focus of sentences phrase at a time, exclamation, command subordinating conjunctions) broadly material that can be moulded to express subtleties in meaning and maintaining sense most of Expands sentences using Uses single clause sentences and accurately Uses a range of conjunctions and focus on key ideas the time co-ordination (using or, and, multi-clause sentences (using Uses Standard English forms for adverbials to link, compare and contrast Uses a variety of simple, compound Leaves spaces between but) and subordination (using coordinating conjunctions) mostly verb inflections instead of local and extend ideas, information and and complex sentences where words when if, that, because) accurately and some multi clause spoken forms e.g. we were instead events appropriate according to the demands Uses simple clause Uses expanded noun phrases sentences (using subordinating of we was, or I did instead of I done Ensures correct subject and verb of the text type, including embedded sentences to recount own to describe and specify e.g. conjunctions) accurately Uses noun phrases expanded by agreement when using singular and subordinate clauses for economy of experiences in writing the blue butterfly Expresses time, place and cause the addition of modifying plural expression Uses capital letters for Shows some variation in using conjunctions [e.g. when, adjectives, nouns and preposition Where appropriate, maintains tense Where appropriate, maintains tense names people, days of the sentence openings (not before, after, while, so, because], phrases e.g. ‘the teacher’ expanded consistently; where shifts in tense occur, and person consistently; where shifts week, places and the always opening with the adverbs [e.g. then, next, soon, to ‘the strict maths teacher with moves between past, present and future in tense occur, moves between them personal pronoun 'I' subject) therefore], or prepositions [e.g. curly hair’ with some confidence (limited slips may with some confidence ∙ uses full range Punctuates most single Uses appropriate adjectives before, after, during, in, because Uses fronted adverbials e.g. Later occur) of punctuation accurately to clause sentences with a and adverbs to give essential of] that day, I heard the bad news ∙ Uses relative clauses beginning with demarcate sentences; within capital letter and full stop information e.g. ‘plain flour’ Uses inverted commas to uses inverted commas and other who, which, where, when, whose, that or sentences uses commas to mark Punctuates multi-clause rather than ‘flour’ or ‘fluffy, punctuate direct speech punctuation to indicate direct an omitted relative pronoun e.g. the grammatical boundaries (with sentences, which use the white flour’ Proof reads for spelling and speech i.e. a comma after the dress that she wore/the dress she wore occasional lapses in accuracy), co-ordinating conjunction Uses both familiar and new punctuation errors. reporting clause; end punctuation Selects the appropriate level of apostrophes and ellipsis for omission 'and' some of the time punctuation correctly most of Proposes changes and edits own within inverted commas e.g. The sentence complexity, recognising when a or to suggest a shift in time, place, Punctuates sentences the time, including full stops, and others’ writing for vocabulary, conductor shouted, “Sit down!” simple construction or succinctness is mood or subject using question marks and capital letters, exclamation punctuation, spelling and grammar Selects appropriate pronoun or most appropriate Proof reads for spelling and exclamation marks some marks, question marks, noun within and across sentences Evaluates and edits own and others punctuation of the time commas for lists and to aid cohesion and avoid repetition writing for vocabulary, punctuation, Re-reads what they have apostrophes for contracted Proof reads for spelling and grammar and spelling written to check sense forms and the possessive punctuation errors Proof reads for spelling and punctuation and attempts to edit for (singular) errors sense Proof reads for spelling and punctuation errors

Writing Composition (across a range of texts)

Orally rehearses, plans and develops own imaginative ideas Sequences sentences to form short narratives and Plans and writes stories based on simple non-fiction text types own experience using the structure Uses devices to build cohesion within a Writes own version of a (opening, dilemma/ conflict/ problem, paragraph e.g. adverbials: shortly, familiar story using a series resolution, ending), ending texts afterwards, eventually; pronouns: Friday had Plans and writes own stories with of sentences to sequence effectively ∙ begins to use paragraphs arrived at last. It had been a long time a logical sequence of events, events to group related materials coming using complete sentences Includes story language and Includes a structured sequences of Controls the length, pacing and detail in grouped together to tell the patterns e.g. one day, events linked using conjunctions and their writing; varies pace through the use of different parts of the story Text suddenly, in the end adverbs ∙ links events using a wider Uses paragraphs to organise ideas different sentence lengths, moving between Describes characters and around a theme. range of conjunctions and adverbs dialogue and reported speech or verb Orga Makes some choices of includes some dialogue (NB no appropriate vocabulary e.g. ‘after a while’, ‘early one morning Groups information, often moving from strings e.g. He dashed to the waiting limo, expectation of speech nisat conveys information and (emerging use of adverbials to lay the general to more specific detail and wrenched the door open and leapt into the punctuation) ground for year 4) ∙ uses either 1st or examples or elaborations driver’s seat ion ideas in simple Assembles information on a non-narrative forms such as 3rd person consistently Ensures that ideas or materials and their subject and uses texts read as a simple lists for planning or Turns notes into sentences grouping development are generally logical, but the template for writing, using reminding information, often moving from overall direction of the writing may not language appropriate to the text uses simple features general to more specific detail always be clearly signalled type correctly e.g. greeting in a Includes the use of organisational Experiments with form in narrative writing letter, numbers in a list… devices to aid conciseness such as e.g. flashbacks; concurrent events, independently chooses what numbered lists or headings, based on alternative perspectives to write about notes from several sources lists words and phrases to describe details of first hand experiences using the senses

Gra Noun, noun phrase, adjective, Letter (Reception ARE), Preposition, conjunction, word family, adverb, verb, statement, mma capital letter, word prefix, clause, subordinate clause, determiner, pronoun, possessive question, exclamation, command, (Reception ARE), singular, direct speech, consonant, consonant tical pronoun, adverbial. compound, suffix, tense (past, plural, sentence, letter, vowel, vowel letter, inverted Continues to use terminology from present), apostrophe, comma.

Ter punctuation, full stop, commas (or ‘speech marks’). previous year groups. mino question mark, exclamation Continues to use terminology Continues to use terminology from mark previous year groups. from previous year groups. logy

Uses paragraphs purposefully and creatively to clearly structure main ideas across the text Makes some links across paragraphs using a wider range of cohesive devices which may include: - signalling forwards or backwards (e.g. questions /statements to bridge: ‘It was at this point that Dr Barnardo decided he must take action and the next stage of his work began…’, ‘Dr Barnardo knew that providing children with an education…’)

Makes some links across paragraphs using a wider range of cohesive devices which may include: - confident use of a range of adverbials of time/ frequency and subordinating conjunctions to link, compare or contrast

modal verb, relative pronoun, relative clause, subject, object, active, passive, synonym, parenthesis, bracket, dash, cohesion, antonym, ellipsis, hyphen, colon, ambiguity semi-colon, bullet points Continues to use terminology from previous Continues to use terminology from year groups. previous years.

Handwriting Spelling

Writing Transcript

Uses tripod grip with a range Forms lower-case letters of the of writing implements correct orientation and size Begins to form lower-case relative to one another letters in the correct direction, Starts writing at the middle or Beginning to use the diagonal and starting and finishing in the top of letters and leaves the horizontal strokes that are needed right place i.e. middle or top end ready to join later to join letters and understands Forms capital letters Has begun to use some of the which letters, when adjacent to one Forms digits 0-9 diagonal and horizontal strokes another, are best left un-joined Understands which letters needed to join letters and Increases the legibility, consistency belong to which handwriting understands which letters, and quality of handwriting e.g. by ‘families’ (i.e. letters that are when adjacent to one another, ensuring that the down strokes of formed in similar ways) are best left un-joined letters are parallel and equidistant; Makes distinctions in most Writes capital letters and digits that lines of writing are spaced writing between ascenders of the correct size, orientation sufficiently so that the ascenders and descenders and other and relationship to one another and descenders of letters do not ‘between the line’ letters and to lower case letters touch Clearly distinguishes between Uses spacing between words similar looking letters, e.g. h/n, that reflects the size of the a/g, a/e etc letters

Writes legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given Securing the use of the diagonal and choices and deciding whether or not to horizontal strokes that are needed to Writes legibly, fluently and with increasing join specific letters, e.g. using un-joined join letters and understands which speed by: script for captions, diagram labels, letters, when adjacent to one Choosing which shape of a letter to use headings in non-fiction, slogans in another, are best left un-joined when given choices and deciding whether posters, filling in a form, in algebra AND Increases the legibility, consistency or not to join specific letters, e.g. using choosing the writing implement that is and quality of handwriting e.g. by un-joined script for captions, diagram best suited for a task ensuring that the down strokes of labels, headings in non-fiction, slogans in Makes appropriate choices in letters are parallel and equidistant; posters, filling in a form, in algebra presenting information and ideas on that lines of writing are spaced Choosing the writing implement that is paper and when using ICT; uses sufficiently so that the ascenders and best suited for a task presentational features (e.g. bullet lists, descenders of letters do not touch headings/subheadings, diagrams, graphs, captions) to organise information and to aid understanding

Spells most words relating to the Y2 curriculum statements spells most words relating to correctly, after independent the Y1 curriculum statements proof-reading correctly, building on Spells most words relating to Reception spelling the statements from previous Spells some words relating to the expectations (according to year groups correctly, after Y3/4 curriculum statements and phonics scheme used) independent proof-reading word lists correctly, after Spells by segmenting spoken Segments spoken words into independent proof-reading words into phonemes phonemes and representing Spells most words relating to the (containing each of the 40+ these by graphemes, spelling statements from previous year phonemes already taught) and many correctly groups correctly, after independent representing these by Spells many common exception proof-reading graphemes, including words correctly plausible attempts, spelling Spells some words with some correctly contracted forms correctly Spells the days of the week Adds suffixes to spell some words correctly in their writing e.g. -ment, -ness, -ful, -less, -ly

Spells most words relating to the Y3/4 curriculum statements and word lists correctly, after independent proof-reading Spells most words relating to the statements from previous year groups correctly, after independent proof-reading

Spells most words relating to the Y5/6 Spells some words relating to the Y5/6 curriculum statements and word lists curriculum statements and word lists correctly, after independent correctly, after independent proof-reading proof-reading Spells most words relating to the Spells most words relating to the statements from previous year groups statements from previous year groups correctly, after independent proof reading correctly, after independent proof-reading