Kent Tracking Statements to support Assessment in the Primary English National Curriculum

2014

Overview
Kent Local Authority has produced the following guidance to help Primary schools form their assessments without levels,
within and across year groups in the new Primary English Curriculum. The document has been designed to allow schools to
track pupil progress in English, support progression and ensure that children are given a breadth of experience.

It is expected that, by the end of each key stage, the majority of pupils will meet the programme of study. In English, key stage
2 includes two phases (lower and upper) rather than being broken down into further detail for separate year groups. In key
stage 1, detail is provided for each year group. Schools may decide to cover some aspects of the curriculum in years 3 or 4, and
in years 5 or 6. Schools can interpret each programme at their own discretion, provided that the curriculum demands have
been met by the end of each programme.

It will therefore be a challenge, at the end of each academic year, to establish whether or not pupils are on track to meet the
end of key stage requirements. Schools will want to track pupils year by year, and within year, in order to make judgements
about pupils’ attainment and progress.

In response to this, we have developed a series of statements which aim to make this more manageable. In this document,
expectations for reading and writing have been broken down into separate year groups in order to correspond with the
common arrangement of grouping children. Where year groups are mixed, schools can select appropriately from the
statements, according to their chosen contexts for learning and to meet the needs of their pupils. Provided that end-of-key
stage expectations have been met, the order in which the various requirements are achieved has inbuilt flexibility.

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(Spoken language will not be split into separate term-by-term statements. The document ‘Supporting Assessment of Spoken
Language 2014’ supports schools in their assessment of spoken language within each year and across the primary school. This
is available on the Literacy toolkit for Kent schools, within the ‘new curriculum’ area.)

A set of statements has been created for each strand across key stage 1, and lower and upper key stage 2, under the following
headings:

Reading
 Word reading
 Comprehension

Writing
 Spelling
 Handwriting
 Composition
 Grammar, vocabulary and punctuation

Statements have been prepared to match as closely as possible the ‘expected’ or ‘at national’ standard for each year group,
together with contributory statements to help teachers make judgements about those pupils who might be ‘emerging’
towards the expected standard (working towards national standard) or even exceeding it (above/mastery).

As far as possible, and where relevant, statements match in context between each of the three standards: emerging /
expected / exceeding.

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Assessment of Reading

Matching the Text

When making judgements about children’s reading skills, it can be helpful to consider the texts which are appropriate for each
age-related standard. National Curriculum expectations for reading are easier to interpret when used within the context of a
book or text. The more complex skills such as using deeper levels of inference, or retrieving information across a number of
texts, can only be assessed by using more demanding reading material.

A selection of suggested texts has therefore been added to each year group or phase, in order to provide further guidance.
This is not a definitive list and many other texts could be equally appropriate. It must be emphasised that the difficulty level of
a particular book does not necessarily indicate a child’s reading standard. It is the way the child uses, understands and
interprets that text which is important.

How to use the Tracking Statements

While we await confirmation of the DfE agreed performance descriptors, schools will need support to help them make
judgements about whether pupils have reached their age-related expectations, or whether they are working towards them or
indeed surpassing them. There is no guidance yet as to the weighting which may be awarded to different elements of reading
or writing. Therefore, it is appropriate to establish a ‘best fit’ judgement of pupil attainment across a broad range of evidence,
using the tracking statements as either ‘emerging’ (towards national standard), ‘expected’ (at national standard) or ‘exceeding’
(above / mastery of national standard). Pupils who cannot demonstrate sufficient evidence of their age-related statements,
should be assessed as ‘below’ their national standard.

3
 Year 1 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Apply growing phonic knowledge to decode  Listen to and talk about some poems and stories read to them.
some words.  Become familiar with some key stories, fairy stories and traditional tales;
 Respond with the correct sound to graphemes with support, attempt to retell them orally; begin to know their
for the phonemes taught so far, including some characteristics.
alternative sounds.  Link what they read to their own experiences.
 Know how to segment and blend sounds in  Recognise and join in with some predictable phrases in stories and poems,
some unfamiliar words, using the GPCs taught. usually in a group.
 Read a number of simple common exception  Enjoy some rhymes and poems; join in with others to recite some by heart.
Emerging

words, adding to these over time, e.g. a, the, to,  Talk about new words and what they mean.
today, of, are, was, is, his, has, I, you, be, he, me.  Talk about and enjoy some non-fiction texts, becoming aware of their
 Read some words with the following endings: -s, difference from stories. Talk about the information they are finding out.
-es, -ing, -ed and -est.  Read aloud and sometimes notice that the text does not make sense. Re-
 Read familiar words with more than one syllable read with support or guidance.
which contain known GPCs.  Say what the title means and how it relates to the events.
 Begin to recognise and read contractions e.g.  Draw simple inferences e.g. know that the king is happy by looking at the
I’m, I’ll, can’t. pictures, or by what he says and does;
 Read phonically-decodable books which match  With help, begin to make predictions about what might happen next.
their developing phonic knowledge.  Participate in discussion about what is read to them, sometimes being able
 Read a growing number of pseudo [alien] words, to answer questions or offer comments.
beginning with CVC words.  Provide a simple explanation of an aspect of what is happening in a text.

4
 Year 1 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...

 Apply phonic knowledge to decode words.  Listen to, discuss and enjoy a wide range of poems and stories at a level
 Respond with the correct sound to graphemes beyond that which they can read independently.
for all 40+ phonemes, including alternative  Become familiar with key stories, fairy stories and traditional tales; retell
sounds. them; know their characteristics.
Expected – (at national standard)

 Read accurately by blending sounds in unfamiliar  Link what they read to their own experiences.
words containing GPCs taught.  Recognise and join in with predictable phrases in poems and stories.
 Read a range of simple common exception  Appreciate some rhymes and poems; recite some by heart.
words e.g. the, said, they, once, she, friend,  Discuss the meanings of new words, linking them to words already known.
school.  Listen to, discuss and enjoy a range of non-fiction texts; draw on what they
 Read words with the endings -s, -es, -ing, -ed already know, and on background information and vocabulary provided by
and -est. the teacher.
 Read words of more than one syllable which  Check that texts make sense when reading; self-correct and re-read
contain GPCs known. inaccurate reading.
 Read contractions e.g. I'm, can’t, we'll. Know  Talk about the significance of the title and events.
that apostrophes represent omitted letters.  Infer on the basis of what is said and done e.g. know that Jack is scared of
 Read some phonically-decodable books, closely the giant because he is hiding; the princess is sad because she has lost her
matched to phonic knowledge. ring.
 Read pseudo (alien) words with accuracy,  Predict what might happen on the basis of what has been read so far e.g. the
including vowel digraphs and trigraphs. boy will be in trouble for stealing the buns.
 Participate in discussion about what is read to them, taking turns and
listening to others.
 Explain clearly their understanding of what is read to them.

5
 Year 1 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...

 Apply phonic knowledge confidently and  Listen to, discuss and enjoy a wide range of poems and stories at a level
accurately to decode appropriate words. beyond that which they can read independently; offer contribution to
 Respond automatically with the correct sound to discussion; raise questions; explain opinions.
graphemes for all 40+ phonemes, including  Securely know a range of key stories, fairy stories and traditional tales; retell
alternative sounds. them orally with confidence and without support; retell in writing.
 Confidently blend sounds where appropriate, in  Link what they read to their own experiences.
unfamiliar words.  Join in automatically with predictable phrases in poems and stories.
Exceeding

 Read the full range of common frequency words  Discuss and clarify the meanings of more challenging words, using other
for YR 1 (Spelling appendix 1). known vocabulary to support explanation.
 Read words with a range of suffixes, including –  Quickly identify when reading has not made sense, or punctuation
s, -es, -ing, -ed and –est. misinterpreted; re-read and self-correct without prompting.
 Independently read words of more than one  Understand and explain how the title relates to the events or information
syllable, appropriate to age-related texts. within the text.
 Automatically read contractions and know the  Make inferences with confidence, on the basis of what is said and done.
omitted letters that the apostrophes represent  Make credible predictions on the basis of what has been read so far.
e.g. don’t, won’t, doesn’t, we’ll, couldn’t, didn’t.  Make useful contributions in discussion about what is read to them,
 Read pseudo (alien) words with accuracy and responding to what others say.
fluency.  Explain clearly their understanding of what is read to them.

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YR 1 - Suggested texts to support assessment of independent reading: *NB - many other texts can be used in the same way.

Book Bands: orange, turquoise (1A-2C) - fiction and non-fiction Picture books:

Collins Big Cat: orange, turquoise - fiction and non-fiction Giraffes Can’t Dance
Collins Big Cat phonic readers (decodable) Six Dinner Sid
Into the Forest
RWInc: Stories set 4: orange (1B-1A) set 5: yellow (1A-2C) Olivia
Oxford Reading Tree: Stage 6 (1B-1A) (Kipper and the giant; Land Edwardo
of the dinosaurs) Mr Magnolia
and Stage 7 (2C) (Lost in the jungle; The broken roof) There was an old lady who swallowed a fly
Mr Gumpy’s Outing / Mr Gumpy’s Motorcar
New Reading 360 Stage 4-5
Any book from the Teacher’s KS1 SATs Handbook Levels 1-3. Use as appropriate to
Usborne First Reading Series: orange, turquoise child’s reading ability e.g. previous level 1: The Very Lazy Ladybird; Aaaarrgghh,
Spider! E.g. previous level 2: George and the Dragon; Ebb and Flo and the Baby
Story Chest: The Kick-a-lot shoes Seal.

Pupils at ‘emerging’ standard: use book bands yellow and blue Collins First Dictionary and Big Cat Picture Dictionary
for assessment.

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 Year 2 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...

 Regularly apply phonic knowledge and  Enjoy some books and texts, sometimes choosing their own, and showing pleasure by
skills to decode unfamiliar words. talking about preferences.
 Know and decode alternative sounds  Listen to and talk about some poems, either contemporary or classical (or both); read
for most graphemes. a few poems independently.
 Read two or more syllable words  Listen to and talk about stories, both those read to him and some of those read
containing some common suffixes e.g. independently; listen to what others say.
–sadness, happiness, lonely.  Show understanding of those books at the pupil’s reading level; sometimes notice
 Read a growing range of familiar that the text doesn’t make sense; attempt to self-correct.
common exception words, e.g.  Know some stories, including fairy tales and traditional tales; attempt to retell orally
because, both, most, would, many, Mr, and through writing.
Emerging

Mrs.  Attempt to retell, draw or write the sequence of events in stories, sometimes using
 Use segmenting and blending to read prompts or support, and with variable success.
unfamiliar words; then read  Infer character, and make predictions, on the basis of what is said and done e.g. infer
automatically the words which are that a character is angry when he shouts or stamps; predict that a character will have
known. an accident when he runs on a slippery path.
 Read phonically-decodable books  Know that non-fiction texts are different from fiction; become familiar with using the
which include the GPCs which have photographs, text boxes, bullet points and other areas of the text to begin to find
been taught; regularly sound out new things out.
words.  Talk about favourite words and phrases; attempt to find out the meaning of new
words.
 Identify rhyming words in poetry or rhyming stories.
 In a group, learn to recite poems (or sections of poems) learnt by heart; attempt to
recite a short, simple poem independently.

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 Year 2 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...

 Apply phonic knowledge and skills  Fully engage with reading and take pleasure from books and texts.
consistently to decode quickly and  Listen to, discuss and express views about a wide range of contemporary and classic
accurately. poetry, some of which they can read independently.
Expected – (at national standard)

 Decode alternative sounds for  Listen to, discuss and express views about a wide range of stories at a level beyond
graphemes. that which they can read independently. Takes account of what others say.
 Read words containing common  Show understanding of texts read independently; self-correct.
suffixes such as: -ment, -less, -ness, -ful  Know and retell a wide range of stories, fairy stories and traditional tales.
and –ly.  Discuss the sequence of events in books, and how items of information are related.
 Read a wider range of common  Make inferences on the basis of what is said and done; predict according to what has
exception words which have been been read so far.
taught, including most words from the  Discuss and express views about a range of non-fiction texts which are structured in
YR 2 spelling appendix e.g. because, different ways.
beautiful, everybody, should, whole,  Discuss and clarify the meaning of new words; discuss favourite words and phrases.
parents, money.  Recognise simple recurring literary language in stories and poetry.
 Read most words without overtly  Recite a repertoire of poems learnt by heart, using appropriate intonation.
segmenting and blending, once they
are familiar.
 Read some phonically-decodable books
with fluency, sound out unfamiliar
words automatically.

9
 Year 2 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...

 Use phonic knowledge and skills to  Fully engage with reading various genres of text, including young paperbacks,
read automatically and with fluency. sharing and explaining preferences.
 Confidently and independently read  Listen to, discuss and express views about a wide range of contemporary and
words with common suffixes. classic poetry, including independent reading of some more challenging texts; able
 Automatically read a wide range of to explain viewpoint.
common exception words, including  Listen to, discuss and express views about a wide range of stories, explaining
all the words in Appendix 1, YR 2. viewpoint, raising questions and responding to what others say.
 Use segmenting and blending only  Show clear comprehension of texts read independently; re-read and self-correct
Exceeding

occasionally, when required for new after misreading; comprehend more challenging vocabulary.
words.  Know and accurately retell a wide range of stories, both orally and in writing,
adding sufficient detail.
 Discuss sequence of events accurately, and how items are related.
 Make insightful inferences and predictions on the basis of information given.
 Discuss and express views about a range of non-fiction texts, drawing comparisons
and explaining viewpoint.
 Discuss and identify the meaning of new words, sometimes independently; justify
favourite words and phrases; apply in writing.
 Recognise and discuss simple recurring literary language.
 Recite by heart a repertoire of poems, both independently in groups, using
appropriate intonation to interest the audience.

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YR 2 - Suggested texts to support assessment of independent reading: *NB - many other texts can be used in the same way.

Book Bands: gold (2B), white (2A-3) fiction and non- Paperbacks and picture books:
fiction The Gruffalo’s Child
The Owl who was afraid of the dark The True Story of the 3 Little Pigs
Collins Big Cat: gold, white – fiction and non-fiction Flat Stanley
Collins Phonics Progress (catch-up programme for YR Katie Morag series
2) A First Poetry Book (Pie Corbett & Gaby Morgan)
The Three Little Wolves and the Big Bad Pig
RWInc: Stories set 6: blue (2B) set 7: grey (2A+) Rosie’s Babies
Oxford Reading Tree: Stage 8 (A day in London; Viking Dogger
Adventure; The Flying Carpet) Stage 9 – 2A+ (The Pizza (Brian Moses)
Quest Codes and Signals (Cambridge)
Survival Adventure: The Litter Queen)
Any book from the Teacher’s KS1 SATs Handbook Levels 1-3. Use as appropriate to child’s
New Reading 360 Stages 5-6 reading ability e.g. previous level 1: The Very Lazy Ladybird; Aaaarrgghh, Spider! E.g.
previous level 2: George and the Dragon; Ebb and Flo and the Baby Seal; The Feather; Little
Usborne Young Reading Series: gold, white Turtle and the Song of the Sea; We’re from India; Beautiful Bananas.

Collins Junior Illustrated Dictionary and Thesaurus

Pupils at ‘emerging’ standard: use book bands
turquoise and purple for assessment.

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 Year 3 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...

 Read a range of age-appropriate text  Enjoy reading a range of texts, making choices and being able to say why those choices
types from those specified for YRs 3 and were made; talk about books read in and out of school.
4 (which may include fairy stories, myths,  Listen to and talk about a range of fiction (including fairy stories, and perhaps myths and
legends, poetry, plays and non-fiction legends over the two YR cycle), poetry (including those read aloud and performed) and
books), developing in fluency; read with plays - sometimes at a level beyond that which they can read independently.
occasional support.  Listen to and talk about some non-fiction or reference or text books, that are structured in
 Read a developing range of common different ways; identify some typical features e.g. title, subheadings, lists of facts and
exception words by sight, noting unusual information, photographs.
correspondence between spelling and  Identify themes in a few books e.g. What is it mainly about? Identify a few simple
sound; read most common exception conventions in books e.g. How does a fairy story often begin? What usually happens to
words in the YR 2 spelling appendix. the villain? How are information books often organised?
Emerging

 Decode alternative sounds for a wide  Recognise one or two different forms of poetry, such as shape poems, free verse or
range of graphemes. Use phonic skills of narrative; recognise their difference.
segmenting and blending to address  Draw inferences not immediately obvious from the text e.g. characters’ feelings, thoughts
unfamiliar words. and motives, from their actions or words.
 Recognise the root and affixes of a range  Predict what might happen, with some prompting.
of words in the YR 3 spelling appendix  Find ways to explain what words within texts mean; use a dictionary with guidance, to
e.g. forgetting, gardening, angrily, action, check meanings.
supermarket.  Sometimes re-read or self-check, to make the meaning clear.
 Prepare poems and play scripts to read  Provide a simple explanation of a text, to show their understanding.
aloud and perform, with support;  Find and record information; sometimes require support.
attempt to use appropriate intonation  Begin to identify how words or presentation contribute to meaning e.g. that the use of
and volume. the word ‘trembling’ indicates that the kitten is scared; that the text box provides a list of
quick facts.
 Pick out words and phrases which interest them and help them to imagine things.
 During discussion about texts, ask questions to improve their understanding; take turns
and listen to what others have to say.

12
 Year 3 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...

 Read with fluency a range of age-  Fully engage with and enjoy reading a range of texts, making choices and explaining
appropriate text types from those specified preferences; begin to know preferred authors and text types; talk about books enjoyed both in
for YRs 3 and 4 (which may include fairy and out of school.
stories, myths and legends, poetry, plays  Listen to, discuss and express views about a wide range of fiction (including fairy stories, and
and non-fiction books). Read at a speed perhaps myths and legends over the two YR cycle), poetry (including those read aloud and
Expected – (at national standard)

sufficient for them to focus on performed) and plays - sometimes at a level beyond that which they can read independently.
understanding.  Listen to and discuss a range of non-fiction and reference or text books, that are structured in
 Read most common exception words by different ways; identify their particular characteristics; recognise typical presentational
sight, (including all those in the YR 2 features.
spelling appendix) noting unusual  Identify themes and conventions in a range of books e.g. identify a theme of ‘journeys’ or
correspondence between spelling and ‘invasion’; recognise the conventions of a fairy story or play; recognise how a non-fiction book
sound. is often organised and presented.
 Know the full range of GPCs, and use phonic  Recognise some different forms of poetry, such as shape poems, free verse or narrative;
skills consistently and automatically to explain their differences.
address unfamiliar or challenging words.  Draw inferences and justify with evidence e.g. characters’ feelings, thoughts and motives, from
 Determine the meaning of new words by their actions or words.
sometimes applying knowledge of root  Predict what might happen from details stated and implied.
words and their affixes e.g. disagree,  Explain the meaning of words in context; use dictionaries to check meanings.
misbehave, incorrect.  Check the text makes sense, reading to the punctuation and usually re-reading or self-checking.
 Prepare poems and play scripts to read  Explain and discuss their understanding of the text e.g. explain events; describe a character’s
aloud and perform. Show appropriate actions.
intonation and volume when reciting or  Retrieve and record information from non-fiction texts.
reading aloud.  Identify how language, structure and presentation contribute to meaning e.g. that the use of
the word ‘trembling’ indicates that the kitten is scared; that the text box provides a list of quick
facts.
 Discuss words and phrases that capture the reader’s interest and imagination.
 During discussion about texts, ask questions to improve their understanding; take turns and
listen to what others have to say.

13
 Year 3 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Read with fluency and automaticity a range  Fully engage with and enjoy reading a wide range of texts, making choices and explaining
of age-appropriate text types from those preferences; can name preferred authors and text types, drawing comparisons; discuss books
specified for YRs 3 and 4 (which may include enjoyed both in and out of school; know how to locate books in a library.
fairy stories, myths and legends, poetry, plays  Listen to, discuss and express and justify views about a wide range of fiction (including fairy stories,
and non-fiction books). Read at a speed and perhaps myths and legends over the two YR cycle), poetry (including those read aloud and
sufficient for them to focus on performed) and plays - sometimes at a level beyond that which they can read independently.
understanding.  Listen to and discuss a range of non-fiction and reference or text books that are structured in
 Read almost all familiar common exception different ways; identify their particular characteristics confidently and without support; identify
words by sight, noting unusual typical presentational features.
correspondence between spelling and sound.  Identify themes and conventions in a range of books e.g. identify a theme of ‘poverty’ or ‘life
 Know the full range of GPCs, and use phonic cycles’; recognise the conventions of a legend or play; recognise how a non-fiction book is
Exceeding

skills consistently and automatically to presented in order to better inform the reader.
address unfamiliar or challenging words.  Recognise several different forms of poetry, such as shape poems, free verse or narrative; explain
 Determine the meaning of new words by their differences of style and layout.
confidently applying knowledge of root  Without prompting, draw inferences and justify with evidence e.g. characters’ feelings, thoughts
words and their affixes e.g. disagree, and motives, from their actions or words.
misbehave, incorrect.  Provide credible predictions about what might happen, within the context.
 Independently or in small groups, prepare  Explain the meaning of words in context; use dictionaries independently.
poems and play scripts to read aloud and  Re-read automatically to ensure that the text makes sense, reading to the punctuation.
perform. Show appropriate intonation, tone,  Explain, with sufficient detail, their understanding of the text e.g. explain events; describe a
expression and volume when reciting or character’s actions.
reading aloud.  Retrieve and record information confidently from non-fiction texts.
 Identify how language, structure and presentation contribute to meaning e.g. that the use of the
word ‘threatening’ means that the storm is close and could be dangerous; that the use of bold font
makes the important facts stand out.
 Discuss and explain vocabulary that captures the reader’s imagination.
 During discussion about texts, ask relevant questions to improve their understanding; take turns
and build on what others have to say.

14
YR 3 - Suggested texts to support assessment of independent reading: *NB - many other texts can be used in the same way.

Book Bands: lime (3C) – fiction and non-fiction Collins Primary Illustrated Dictionary (8+) or Junior Dictionary (7+) and Collins Primary
Big Cat (Collins) : lime / copper / opal Thesaurus (8+)
Paperbacks:
RWInc Comprehension (3)
Oxford Reading Tree: Treetops Stages 9-11 The Adventures of the Little Wooden Horse
Gobbolino the Witch’s Cat
New Reading 360 Stages 7-8 Core Readers and Pocket The Twits
books The Enormous Crocodile
New Reading 360 Plays for Juniors My Naughty Little Sister
The Wolf’s Story
Usborne Young Reading Series: lime Sophie is seven
The Hodgeheg
Pupils at ‘emerging’ standard’: use book bands gold Milly Molly Mandy
and white for assessment. Horrid Henry
The Worst Witch
Picture books: The Princess and the Pea (Lauren Child)
The Mousehole Cat

15
 Year 4 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Read a range of age-appropriate text types  Enjoy reading a range of texts, making choices and being able to say why those choices were
from those specified for YRs 3 and 4 made; talk about books read in and out of school.
(including fairy stories, myths, legends,  Listen to, and talk about, a range of fiction (including fairy stories, myths and legends over
poetry, plays and non-fiction books), the two YR cycle), poetry (including those read aloud and performed) and plays - sometimes
developing in fluency; read with occasional at a level beyond that which they can read independently.
support.  Listen to and talk about some non-fiction, reference or text books, that are structured in
 Read a wide and developing range of different ways; identify some typical features e.g. title, subheadings, index, glossary,
common exception words by sight, noting information, diagrams.
unusual correspondence between spelling  Identify themes in a range of books e.g. identify a theme of ‘wintry settings’ or ‘life style in
and sound. another country’; begin to recognise the conventions of a legend or play; recognise how a
 Decode alternative sounds for a wide non-fiction book is presented in order to better inform the reader.
Emerging

range of graphemes. Use phonic skills of  Recognise several different forms of poetry, such as shape poems, free verse or narrative;
segmenting and blending to address recognise their differences.
unfamiliar words.  Draw inferences not immediately obvious from the text e.g. characters’ feelings, thoughts
 Determine the meaning of new words by and motives, from their actions or words.
sometimes applying knowledge of root  Predict what might happen, sometimes independently.
words and their affixes e.g. usually,  Find ways to explain what words within texts mean; use a dictionary with guidance, to check
completely, disagree, simply, misbehave. meanings.
 Prepare poems and play scripts to read  Sometimes re-read or self-check, to make the meaning clear.
aloud and perform, with support; attempt  Provide a simple explanation of a text, to show their understanding.
to use appropriate intonation and volume.  Find and record information independently; sometimes require support.
 Begin to identify how words or presentation contribute to meaning e.g. the diagram and
labels help you understand the different parts of a plant; the use of bold font makes the
important facts stand out.
 Pick out words and phrases which interest them and help them to imagine things.
 During discussion about texts, ask questions to improve their understanding; take turns and
listen to what others have to say.

16
 Year 4 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to...

 Read with fluency a range of age-  Fully engage with and enjoy reading a range of texts, making choices and explaining preferences;
appropriate text types from those specified know some text types; talk about books enjoyed both in and out of school, making textual
for YRs 3 and 4 (including fairy stories, myths references.
and legends, poetry, plays and non-fiction  Listen to, discuss and express views about a wide range of fiction (including fairy stories, myths
books). Read at a speed sufficient for them and legends over the two YR cycle), poetry (including those read aloud and performed) and plays.
to focus on understanding. Begin to justify comments.
Expected – (at national standard)

 Read most common exception words  Listen to and discuss a range of non-fiction and reference or text books, that are structured in
effortlessly, noting unusual correspondence different ways; recognise typical presentational features.
between spelling and sound.  Identify themes and conventions in a range of books e.g. identify a theme of ‘recycling’ or
 Know the full range of GPCs, and use phonic ‘changes in leisure activities’; recognise the conventions of a myth or play script; know how
skills consistently and automatically to information is signposted in reference books.
address unfamiliar or challenging words.  Recognise several different forms of poetry, such as free verse, rhyming, shape, narrative,
 Determine the meaning of new words by humorous; explain their differences.
sometimes applying knowledge of root  Draw inferences and justify with evidence e.g. characters’ feelings, thoughts and motives, from
words and their affixes e.g. information, their actions or words. Draw comparisons.
invasion, enclosure, mountainous.  Predict what might credibly happen from details stated and implied.
 Prepare poems and play scripts to read  Explain the meaning of words in context; use dictionaries to check meanings.
aloud and perform. Demonstrate  Check the text makes sense, reading to the punctuation and habitually re-reading.
understanding by using appropriate  Explain and discuss their understanding of the text e.g. describe a sequence of events; the way a
intonation and volume when reciting or character changes through the story; the reason why Lucy is upset when Edmund lies; the
reading aloud. different ways to make a cake.
 Identify and summarise main ideas drawn from more than one paragraph e.g. a poem about
funny relatives; a persuasive message to recycle rubbish.
 Retrieve and record information from non-fiction texts.
 Identify how language, structure and presentation contribute to meaning e.g. that the word
‘threatening’ means that the storm is close and could be dangerous; the introduction leads you
into the text; each paragraph tells you about a different character.
 Discuss words and phrases that capture the reader’s interest and imagination.
 During discussion about texts, ask relevant questions to improve their understanding; take turns
and build on what others have to say.
17
 Year 4 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Read with fluency and automaticity a  Fully engage with and enjoy reading a wide range of texts, making choices and
range of age-appropriate text types explaining preferences; justify preferred authors and text types, drawing comparisons;
from those specified for YRs 3 and 4 know how to locate books in a library.
(including fairy stories, myths and  Listen to, discuss, express and justify views about a wide range of fiction (including fairy
legends, poetry, plays and non-fiction stories, myths and legends over the two YR cycle), poetry (including those read aloud
books). and performed) and plays.
 Read almost all common exception  Listen to and discuss a range of non-fiction and reference or text books that are
words automatically, noting unusual structured in different ways; identify their particular characteristics confidently and
correspondence between spelling and independently; identify typical presentational features.
 Independently or in groups, identify themes and conventions in a range of books. Make
Exceeding

sound.
 Use phonic skills automatically where comparisons.
relevant, to address unfamiliar or  Recognise, compare and evaluate several different forms of poetry.
challenging words.  Without prompting, draw inferences and justify with evidence e.g. characters’ feelings,
 Determine the meaning of new words thoughts and motives, from their actions or words.
by confidently applying knowledge of  Provide credible and insightful predictions about what might happen.
root words and their affixes e.g.  Explain the precise meaning of words in context; use dictionaries independently.
immature, impatient, international,  Re-read automatically to ensure that the text makes sense, reading to the punctuation.
autobiography, frantically, vigorous,  Provide explanations which show their high level of understanding of the text.
spontaneous.  Confidently identify and summarise main ideas drawn from more than one paragraph.
 Independently or in small groups,  Retrieve and record information competently from non-fiction texts.
prepare poems and play scripts to read  Identify how language, structure and presentation contribute to meaning.
aloud and perform. Show appropriate  Discuss and precisely explain vocabulary that captures the reader’s imagination.
intonation, tone, expression and  During discussion about texts, ask relevant questions to improve their understanding;
volume when reciting or reading aloud. take turns and build on what others have to say.

18
YR 4 - Suggested texts to support assessment of independent reading: *NB - many other texts can be used in the same way.

Big Cat Collins: ruby / emerald Picture books and paperbacks:

Oxford Reading Tree: Treetops Stages 12-15 Bill’s New Frock

George’s Marvellous Medicine
New Reading 360 Stage 9 Core Readers and Pocket Charlotte’s Web
Books The Iron Man
New Reading 360 Plays for Juniors The Lion, the Witch and the Wardrobe
The Butterfly Lion
Usborne Young Reading Series: brown, grey Danny Champion of the World
The Polar Express (Picture book)
Collins Primary Dictionary (9+), Collins Primary Emil and the Detectives
Thesaurus (8+), or Collins Primary Illustrated Dictionary The Firework Maker’s Daughter
(8+) Clever Polly and the Stupid Wolf series
The Garden (Picture book)

19
 Year 5 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Read a range of age-appropriate text  Enjoy reading a range of texts, fiction and non-fiction, both in and out of school.
types from those specified for YRs 5 and  Be familiar with some of the text types specified in the YR 5-6 programme of study.
6. Read at a speed sufficient for them to  Recommend books they have read to their peers, being able to say why those choices were
focus on understanding. made.
 Read most common exception words,  Identify the main themes and conventions in several genres e.g. ‘suspense’ in a story;
noting unusual correspondence ‘goodbyes’ in a poem; use of first person in diary-writing.
between spelling and sound.  Recite age-appropriate poetry which has been learned by heart, with some success.
 Decode alternative sounds for a wide  Attempt to explain the purpose of the language, structure and presentation of texts e.g.
range of graphemes. Use phonic skills of bullet points; how a letter is set out; introductory paragraphs.
segmenting and blending to address  Discuss their understanding of the meaning of words in context, finding other words which
Emerging

unfamiliar words. Know the different are similar.

pronunciations of words with the same  Discuss how authors use language, including figurative language (e.g. simile, imagery) and
letter-string e.g. bought, rough, cough, attempt to explain its effect.
though, plough.  Ask questions during discussion, to improve understanding.
 Determine the meaning of new words  Make comparisons within texts; begin to compare across texts e.g. contrasting poems.
by sometimes applying knowledge of  Draw inferences and begin to justify these with evidence from the text e.g. explain how a
root words and their affixes in the YR 5- character’s feelings changed and how they know this; make credible predictions.
6 spelling appendix e.g. assist/  Begin to distinguish fact from opinion; understand the difference.
assistance, adorable/adoration,  Retrieve, record and present information from non-fiction texts.
horrible/horribly.  Summarise main ideas from more than one paragraph, with guidance, identifying key details
 Prepare poems and play scripts to read which support these.
aloud and perform. Sometimes show  Participate in discussion about books, expressing opinions, building on others’ ideas.
success in using appropriate intonation  Explain what they know or have read, including through formal presentation and debates,
and volume when reciting or reading using notes where necessary.
aloud.

20
 Year 5 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Fluently and automatically read a range  Read and enjoy a growing repertoire of texts, both fiction and non-fiction.
of age-appropriate texts from the  Be familiar with some of the text types specified in the YR 5-6 programme of study, which
following: modern fiction and those include modern fiction and fiction from our literary heritage; books from other cultures;
from our literary heritage; books from myths, legends and traditional stories; poetry, plays and a range of non-fiction texts.
 Recommend books they have read to their peers, giving reasons.
Expected – (at national standard)

other cultures; myths, legends and

traditional stories; poetry; plays; non-  Discuss and comment on themes and conventions in a variety of genres.
fiction and reference or text books.  Read and recite age-appropriate poetry which has been learned by heart.
 Determine the meaning of new words  Provide straightforward explanations for the purpose of the language, structure and
by applying morphological knowledge presentation of texts e.g. bullet points; how a letter is set out; introductory paragraphs.
of root words and affixes e.g.  Discuss their understanding of the meaning of words in context, finding other words which
suspect/suspicious, are similar.
change/changeable, receive/reception.  Discuss and evaluate how authors use language, including figurative language (e.g. simile,
 Know securely the different imagery) and its effect on the reader.
pronunciations of words with the same  Readily ask questions to enhance understanding.
letter-string e.g. bought, rough, cough,  Make comparisons within and across texts e.g. compare two ghost stories.
though, plough.  Draw inferences and justify these with evidence from the text e.g. explain how a
 Use appropriate intonation, tone and character’s feelings changed and how they know this; make predictions.
volume when reciting or reading aloud  Distinguish fact from opinion with some success.
to an audience, to make the meaning  Retrieve, record and present information from non-fiction texts.
clear.  Summarise main ideas from more than one paragraph, identifying key details which
support these.
 Participate in discussion about books, expressing and justifying opinions, building on ideas,
and challenging others’ views courteously.
 Explain what they know or have read, including through formal presentation and debates,
using notes where necessary.

21
 Year 5 Reading

Word Reading Comprehension

Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Fluently and effortlessly read a wide  Read frequently and enjoy a wide repertoire of texts, both fiction and non-fiction.
range of age-appropriate texts from  Identify confidently many of the text types specified in the YR 5-6 programme of study.
some of the following: modern fiction  Competently recommend books to their peers, giving substantiated reasons.
and those from our literary heritage;  Discuss and comment on themes and conventions in a variety of genres.
books from other cultures; myths,  Recite confidently more challenging poetry which has been learned by heart.
legends and traditional stories; poetry;  Explain and comment on the purpose of the language, structure and presentation of texts,
plays; non-fiction and reference or text clearly understanding how they contribute to meaning.
books.  Discuss their understanding of the meaning of challenging vocabulary in context.
 Determine with confidence the  Discuss and evaluate how authors use language, including figurative language (e.g. simile,
Exceeding

meaning of new words by applying metaphor, imagery) and its effect on the reader.
morphological knowledge of root  Readily ask pertinent questions to enhance understanding.
words and affixes from the YR 5-6  Make comparisons within and across texts e.g. compare two works by one author.
spelling appendix.  Draw inferences and justify these with evidence from the text e.g. explain how and why a
 With little guidance, use appropriate character’s feelings changed, how they know this; make considered predictions.
intonation, tone and volume when  Distinguish fact from opinion, with an awareness of ambiguity.
reciting or reading aloud to an  Retrieve, record and present information from non-fiction texts.
audience, to make the meaning clear.  Summarise main ideas from more than one paragraph, identifying key details which
support these.
 Participate confidently in discussion about books, expressing and justifying opinions,
building on ideas, and challenging others’ views courteously.
 Explain what they know or have read, including through formal presentation and debates,
using notes where necessary.

22
YR 5 - Suggested texts to support assessment of independent reading: *NB - many other texts can be used in the same way.

Paperbacks and picture books:

Big Cat (Collins): sapphire
Oxford Reading Tree: Treetops Stage 16 Beowulf (Morpurgo)
Rigby Star Navigator Non-fiction A Series of Unfortunate Events
Charlie and the Chocolate Factory
New Reading 360 Stage 10-11 Core readers and The Magician’s Nephew
Pocket books Clockwork
Collins Primary Dictionary and Collins Primary Matilda
Thesaurus Clarice Bean
Age 10+ Collins Concise School Dictionary Please, Mrs Butler
Diary of a Wimpy Kid
Usborne Young Reading Series: grey, dark blue Wonder
Krindlekrax
What’s their story? series (biographies by Oxford)
Picture books: Way Home
The Princess’ Blankets
Flotsam (no text: inference and plot through pictures)

23
 Year 6 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Read independently and with  Read and enjoy a growing repertoire of texts, both fiction and non-fiction.
some fluency, a range of age-  Become familiar with the range of text types specified in the YR 5-6 programme of study, which
appropriate texts from those include modern fiction and fiction from our literary heritage; books from other cultures; myths,
specified in the YR 5-6 programme legends and traditional stories; poetry, plays and a range of non-fiction texts.
of study.  Form reading preferences; be able to recommend some to peers, giving reasons for choices.
 Determine the meaning of new  With guidance initially, identify and comment on themes and conventions across some text
words by applying morphological types.
knowledge of some root words  Read and recite some age-appropriate poetry which has been learned by heart.
and affixes e.g. possible/possibly;  Identify the kind of language typical in some text types; also the structural and presentation
prefer/preferring; features e.g. sub-headings and bullet points; how a letter is set out. Develop the ability to
confident/confidence. explain its use.
Emerging

 With occasional guidance, use  Show, discuss and explore their understanding of the meaning of vocabulary in context. Explain
appropriate intonation, tone and challenging words by using other known words.
volume when reciting and reading  Discuss the effect of language, including some of the following: simile, metaphor, imagery;
aloud to an audience. personification.
 Readily ask questions to enhance understanding.
 Make comparisons within texts; attempt comparisons across texts.
 Draw inferences such as characters’ feelings, thoughts and motives; develop the habit of using
textual evidence to support comments; make predictions.
 Sort fact from opinion with some success.
 Retrieve, record and present information from non-fiction texts.
 Find key words or information. With guidance, form a simple summary across several
paragraphs.
 Participate in discussion about books, expressing and justifying opinions, building on ideas, and
challenging others’ views courteously.
 Develop the ability to explain what they know or have read, including through formal
presentation and debates.

24
 Year 6 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Fluently and effortlessly read the full  Demonstrate a positive attitude by frequently reading a wide range of texts for pleasure, both fiction
range of age-appropriate texts: and non-fiction.
modern fiction and those from our  Show familiarity with different text types specified in the YR 5-6 programme of study, which include
literary heritage; books from other modern fiction and fiction from our literary heritage; books from other cultures; myths, legends and
cultures; myths, legends and traditional stories; poetry, plays and a range of non-fiction texts.
traditional stories; poetry; plays;  Recommend books to others, giving reasons for their choices; state preferences.
Expected – (at national standard)

non-fiction and reference or text  Accurately identify and comment on the features, themes and conventions across a range of writing,
books. and understand their use.
 Determine the meaning of new  Demonstrate that they have learned a wide range of poetry by heart.
words by applying morphological  Identify language, structural and presentational features in texts (e.g. columns, bullet points, tables)
knowledge of root words and affixes and explain how they contribute to meaning.
e.g. ambitious, infectious,  Use contextual evidence to make sense of the text; explore finer meanings of words; show, discuss
observation, innocence. and explore their understanding of the meaning of vocabulary in context.
 Use appropriate intonation, tone and  Identify the effect of language, including figurative; explain and evaluate its effect e.g. impact of a
volume when reciting or reading word or phrase on the reader; the suitability of a chosen simile; personification.
aloud to an audience, to make the  During discussion, ask pertinent questions to enhance understanding.
meaning clear.  Make accurate and appropriate comparisons within and across different texts.
 Make developed inferences e.g. characters’ thoughts and motives, or identify an inferred atmosphere;
explain and justify with textual evidence to support reasoning; make predictions which are securely
rooted in the text.
 Distinguish between fact and opinion.
 Retrieve, record and present information from non-fiction texts.
 Identify key details which support main ideas; summarise content drawn from more than one
paragraph.
 Participate in discussion about books, expressing and justifying opinions, building on ideas, and
challenging others’ views courteously.
 Explain their understanding of what they have read, including through formal presentation and
debates, maintaining a focus on the topic.

25
 Year 6 Reading
Word Reading Comprehension
Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…

 Fluently and effortlessly read the  Demonstrate a positive attitude by frequently reading a wide range of highly challenging or
full range of age-appropriate texts: sophisticated texts, both fiction and non-fiction.
modern fiction and those from our  Show confidence with different text types specified in the YR 5-6 programme of study, which
literary heritage; books from other include modern fiction and fiction from our literary heritage; books from other cultures; myths,
cultures; myths, legends and legends and traditional stories; poetry, plays and a range of non-fiction texts.
traditional stories; poetry; plays;  Recommend books to their peers, giving detailed reasons for their choices; state and substantiate
non-fiction and reference or text reading preferences.
books.  Accurately and independently identify and comment on the features, themes and conventions
 Determine the meaning of new across a range of writing, including more obscure or underlying themes.
words by applying morphological  Demonstrate that they have learned a wide range of poetry by heart.
knowledge of root words and  Identify language, structural and presentational features in texts (e.g. idiom, rhetoric, imagery, sub-
Exceeding

affixes e.g. tolerance, substantial. plots, sentence structures which mimic content) and explain how they contribute to meaning.
Able to pronounce homophones or  Use contextual evidence to further explore the text; identify finer meanings of words; discuss and
near homophones appropriately explore their understanding of challenging vocabulary.
e.g. advice/advise;  Identify the effect of figurative language; explain and evaluate its effect e.g. impact of a phrase on
prophecy/prophesy. the reader; suitability of a chosen simile; personification.
 Use appropriate intonation, tone  Ask probing questions to enhance understanding; pose hypotheses.
and volume when reciting or  Make accurate and insightful comparisons within and across different texts.
reading aloud to an audience, to  Draw inferences including hidden meanings or plays on words; explain and justify with textual
make the meaning clear. evidence to support reasoning; make predictions which are securely rooted in the text.
 Distinguish between fact and opinion; discuss ambiguity between the two.
 Retrieve, record and present information from non-fiction texts, independently and creatively.
 Confidently summarise content drawn from more than one paragraph.
 Participate in discussion about books, expressing and justifying opinions, building ideas and
challenging others’ views courteously.
 Explain their understanding of what they have read, including through formal presentation and
debates, maintaining a focus on the topic.

26
YR 6 - Suggested texts to support assessment of independent reading: *NB - many other texts can be used in the same way.

Big Cat Collins: diamond / pearl Paperbacks and picture books:

Rigby Star Navigator Non-fiction
War Horse
New Reading 360 Stage 12 Core readers and Wolf Brother
Pocket books The White Horse of Zennor
Waiting for Anya
Usborne Young Reading Series: Magenta The Lying Carpet
Inkheart
Collins Primary Dictionary and Collins Primary Kensuke’s Kingdom
Thesaurus Tom’s Midnight Garden
Collins Concise School Dictionary (Age 10+) Five Children and It
Skellig
Journey to the River Sea
There’s a boy in the girls’ bathroom
The Unforgotten Coat

27
 Year 1 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and
Sufficient evidence shows the ability Evidence: Sufficient evidence shows the ability punctuation
to… to… Sufficient evidence shows the ability
to…
 Write from memory, short and simple  Some letters are  Say out loud what they are
dictated phrases or sentences correctly formed and going to write about; talk  Write phrases, simple
containing the GPCs and words taught orientated, including about where the sentence sentences or sentence-like
so far. lower case, capital begins and ends, with structures, which can be partly
letters and digits. support. understood.
 Spell words containing each of the
phonemes taught so far.  Capital letters  Attempt to write to the task.  Often use ‘and’ to join words
formed correctly for and clauses.
 Spell words using the prefix un- e.g. own name and the  Write simple phrases and
unhappy, unfair; some of the suffixes – personal pronoun ‘I’. sentences to form narratives  Sometimes use a capital letter
Emerging

ing, -ed, -er and –est where no change based on real or fictional and full stop to show sentence
is made to the root word.  Some spaces are left experiences. boundaries, sometimes in the
between words, right place.
 Spell some common exception words although  Orally compose and write Talk about question marks and
in the YR 1 spelling appendix. inconsistently. simple poems, usually as a exclamation marks; begin to
group. know their purpose.
 Recognise and understand what a  Most letters sit on
compound word is. the line, sometimes  With support, re-read writing  Use a capital letter for their
with guidance. to check it makes sense. name and for the personal
 Begin to understand the words pronoun ‘I’.
‘singular’ and ‘plural’. Know how to  Discuss own writing with
add s to make plural nouns. others; make simple changes  With prompting, include
where suggested. adjectives to describe
 Name most letters of the alphabet; something.
know some letter sequences in
alphabetical order.  Begin to use some features of
Standard English, with
prompting.

28
 Year 1 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and
Sufficient evidence shows the ability to… punctuation
 Write from memory, simple dictated Evidence: Sufficient evidence shows the ability Sufficient evidence shows the ability
sentences containing the GPCs and to… to…
words taught so far.  Most letters are correctly
formed and orientated,  Compose sentences orally  Write sentences or sentence-
 Spell words containing each of the 40+ including lower case, before writing; talk about like structures which can be
Expected (at national standard)

phonemes taught so far. Most words capital letters and digits; where the sentence begins and clearly understood.
can be deciphered. there may be some ends.
inconsistency in size.  Often use ‘and’ to join words
 Spell words using the prefix un- e.g.  Attempt to write appropriately and clauses.
unhappy, unfair; the suffixes –ing, -ed,  Capital letters formed to the task.
-er and –est where no change is made correctly for some names  Sometimes use a capital letter
to the root word. of people, places and the  Sequence simple sentences and full stop to show
days of the week. and sentence-like forms to sentence boundaries;
 Spell most common exception words form short narratives based on sometimes use question mark
in the YR 1 spelling appendix.  Some spaces are left real or fictional experiences. or exclamation mark in the
between words, right place.
 Recognise and spell a set of simple although inconsistent.  Compose orally and write
compound words. simple poems.  Sometimes use a capital letter
 Most letters sit on the for the names of people and
 Understand the difference between line correctly.  Re-read writing to check it places, days of the week, and
singular and plural. Add suffixes s and makes sense. for the personal pronoun ‘I’.
es to words e.g. cats, witches, catches.
 Discuss own writing with  Sometimes include adjectives
 Name the letters of the alphabet in others; make simple changes for description.
order. where suggested.
 Begin to use some features of
Standard English e.g. I did.

29
 Year 1 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and
Sufficient evidence shows the ability to… Evidence: Sufficient evidence shows the ability punctuation
to... Sufficient evidence shows the
 Confidently write from memory, simple  Most letters are correctly ability to…
dictated sentences containing the GPCs and formed and orientated,  Compose sentences orally  Write sentences which are
words taught so far. including lower case, before writing; talk with usually grammatically
capital letters and digits. some confidence about accurate.
 Spell words containing all of the 40+ where the sentence begins
phonemes; demonstrate confidence with  Capital letters formed and ends.  Experiment with a range of
consonant digraphs and vowel digraphs. correctly and joining words.
appropriately, relative to  Write appropriately to the
 Spell words using the prefix un- e.g. unhappy, lower case letters. task.  Reliably use a capital letter
unfair; the suffixes –ing, -ed, -er and –est and full stop to show
Exceeding

where no change is made to the root word;  Spaces between words  Write sequences of accurate sentence boundaries;
know how the affix affects the meaning of the are appropriate in size. sentences to form sometimes use question
word. narratives based on real or mark or exclamation mark
 Letters sit on the line fictional experiences. in the right place.
 Spell at least all the common exception words correctly.
in the YR 1 spelling appendix.  Orally compose and write a  Use a capital letter for the
 According to the school variety of simple poems, names of people and
 Recognise and spell a wide range of simple handwriting policy, some sometimes independently. places, days of the week,
compound words. letters may be joined. and for the personal
 Re-read writing pronoun ‘I’.
 Understand the difference between singular independently, to check it
and plural. Add suffixes s and es to words e.g. makes sense.  Often include adjectives
cats, witches; and to 3rd person singular e.g. for description.
catches.  Discuss own writing with
others; make appropriate  Use some features of
 Name the letters of the alphabet in order, revisions. Standard English e.g. I did,
quickly and confidently. we were.

30
 Year 2 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the ability Evidence: Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…
to…  Write sentences which are usually
 Write from memory simple  Holds pencil correctly.  Compose sentences orally. Use grammatically accurate, sequenced to
dictated sentences which include the drafting process to gather form short narratives; combine words to
familiar words and GPCs.  Writing is legible. and write down ideas and key form single clause sentences.
words.
 Spell accurately most words  Letters and digits are  Co-ordinate some sentences using and,
containing previously taught mostly formed and  Write narratives about personal or, but.
phonemes. orientated accurately, experiences or those of others,
with some consistency whether real or imagined,  Use capital letters for some proper nouns
 Accurately spell words using in size. sometimes maintaining form. and the personal pronoun ‘I’.
affixes e.g. un-, -ing, -ed, -er and
-est where the root does not  Spacing is usually  Write about real events,  Use punctuation to mark some sentences,
Emerging

change. appropriate to the size sometimes maintaining form. including capital letters, full stops,
of letters. question marks and exclamation marks;
 Spell most common exception  Write poetry in a variety of some use of commas in lists.
words from Y1 spelling appendix,  Some letters are forms, beginning to recognise its
and some from Y2 e.g. child, joined correctly, difference from other forms, e.g.  Show some examples of varied
who, again, any, Mrs. according to the narrative. vocabulary, such as expanded noun
school’s handwriting phrases, to add descriptive detail.
 Spell some common approach.
homophones e.g. to, two; hear,  Re-read and check own writing.  Begin to identify some of the following
here; blue, blew. With support, proof read for word classes: noun, adjective, verb and
errors. Talk about word choice, adverb.
 Attempt to spell some common grammar and punctuation e.g.
contractions e.g. it’s, can’t; or to re-read sentence aloud and  Recognise past and present tense verbs
mark singular possession e.g. discuss where full stop should and, with support, attempt to maintain
Dad’s coat. go. tense orally and in writing.

 Sometimes use appropriate features of

Standard English, such as subject-verb
agreement e.g. we were, I did.
31
 Year 2 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar, punctuation
Sufficient evidence shows the ability to… Evidence: Sufficient evidence shows the ability Sufficient evidence shows the ability to…
 Write from memory, simple dictated to…  Write a range of sentence types
sentences which include familiar  Holds pencil correctly. which are grammatically accurate
words and GPCs.  Compose sentences orally. e.g. commands, questions and
 Writing is legible. Use the drafting process to statements.
 Spell common decodable two and gather and write down ideas
three syllable words which include  All letters and digits are and key words.  Co-ordinate sentences using and, or,
familiar graphemes. consistently formed and but.
Expected (at national standard)

of the correct size,  Write appropriate narratives  Sometimes use subordination e.g.
 Accurately spell words with suffixes– orientation and about personal experiences when, if, because.
ment, -ness, -ful, -less, -ly, including relationship to one or those of others, whether
those requiring a change to the root another. real or imagined, maintaining  Use sentence demarcation with
word. narrative form. increasing accuracy, including capital
 Spacing is appropriate to letters, full stops, question marks
 Spell most common exception words the size of letters.  Write about real events, and exclamation marks; commas to
from Y2 spelling appendix e.g. maintaining form and separate items in lists.
because, every, children, father,  Some letters are joined purpose.
would, old. correctly, according to the  Use some varied vocabulary to
school’s handwriting  Compose orally and write create detail and interest, including
 Spell most common homophones in approach. poetry in a variety of forms. adjectives to make noun phrases;
YR 2 spelling appendix e.g. to, too, adverbs and verbs.
two; hear, here; see, sea; blue, blew.  Re-read and check own
writing. Proof read for errors.  Identify word classes: noun,
 Spell many common contractions Evaluate word choice, adjective, verb and adverb.
accurately e.g. it’s, can’t, didn’t; or to grammar and punctuation;
mark singular possession e.g. Mark’s make revisions.  Choose the past or present tense
football. appropriately. Experiment with the
progressive form e.g. she was
swimming.

 Use appropriate features of

Standard English.
32
 Year 2 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the ability Evidence: Sufficient evidence shows the ability Sufficient evidence shows the ability to…
to… to…
 Write from memory, simple  Holds pencil correctly.  Consistently write a range of
dictated sentences which include  Compose sentences orally. sentence structures which are
familiar GPCs, common exception  Writing is legible. Use the drafting process to grammatically accurate e.g.
words and punctuation. gather and write down ideas commands, questions and
 All letters and digits are and key words, drawn from statements.
 Spell confidently at the national consistently formed and wide reading.
standard, using phonemic of the correct size,  Vary the ways in which clauses are
knowledge and familiarity with YR orientation and  Maintain appropriate joined, whether by co-ordination
2 spelling rules and conventions. relationship to one narrative form, through (using and, or, but) or subordination
another. longer pieces of writing about (when, if, because).
 Attempt to spell more ambitious personal experiences or those  N/A (combined above)
Exceeding

vocabulary.  Spacing is appropriate to of others, whether real or

the size of letters. imagined.  Punctuate sentences accurately,
 Spell all common exception words including capital letters, full stops,
in the YR 2 spelling appendix  Appropriate letters are  Write about real events, question marks and exclamation
accurately. joined consistently, independently maintaining marks; commas in lists.
according to the school’s form and purpose.
 Spell all common homophones in handwriting approach.  Consistently use varied vocabulary to
the YR 2 spelling appendix.  Confidently and create detail and interest.
independently write poems
 Spell a wide range of common which are effective, in a  Identify four word classes and select
contractions accurately e.g. it’s, variety of forms. appropriate usage of word.
can’t, didn’t; or to mark singular
possession.  Re-read writing and make  Choose the past or present tense
revisions and additions, often appropriately, including the
without prompting. progressive form.

 Consistently use appropriate features

of Standard English.
33
 Year 3 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the ability Evidence: Sufficient evidence shows the ability to… Sufficient evidence shows the ability to…
to…  Write a range of sentence types which
 Write from memory, simple  Writing is usually  Compose and rehearse sentences are usually grammatically accurate
dictated sentences which include legible. orally. Talk about initial ideas in e.g. commands, questions and
familiar GPCs, common exception order to plan and draft before statements.
words and punctuation.  Letters are gaining in writing.
consistency of size  Use coordinating conjunctions e.g.
 Use knowledge of morphology to and formation.  Write to suit purpose, and show and, or, but, and simple subordinating
spell some words with prefixes Capital letters are the some features of the genre being conjunctions e.g. if, because, to join
e.g. un-, dis-, mis-. correct size relative taught. clauses.
to lower case.
 Spell words with the suffixes: tion,  Write sentences in sequence.  Begin to identify prepositions and
-ation, -ly.  Writing is sometimes Signal simple beginning, middle, understand what they are.
Emerging

appropriately spaced. ending.

 Spell all the common homophones  Demarcate some sentences
from the YR 2 spelling appendix  Appropriate letters  With scaffold and support, organise accurately, including capital letters,
e.g. one/won, sun/son. are joined, according information into sections of similar full stops, question marks and
to the school’s content. exclamation marks; commas to
 Consolidate use of apostrophe for handwriting separate items in lists.
contractions and singular nouns. approach.  Use headings and subheadings to  Begin to use inverted commas for
Introduce plural possession e.g. aid presentation. direct speech.
babies’ dummies; boys’ coats.
 Attempt to describe characters,  Understand the four word classes:
 Spell all common exception words settings and /or plot in a simple noun, adjective, verb, adverb. Begin
from the YR 2 appendix. Spell a way, with some interesting details. to understand their usage within
few words from the YR 3-4 context.
statutory word list.  Make comments about own and
others’ writing, with direction;  Use ‘a’ or ‘an’ before a noun,
attempt to re-read and check own sometimes accurately.
writing; make changes, sometimes
with guidance.  Attempt to maintain the past or
present tense.
34
 Year 3 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the ability Evidence: Sufficient evidence shows the ability Sufficient evidence shows the ability to...
to... to...  Write a range of sentence types which
 Write from memory, simple  Writing is legible. are usually grammatically accurate e.g.
dictated sentences which include  Compose and rehearse commands, questions and statements.
familiar GPCs, common exception  Letters are gaining in sentences orally. Talk about
words and punctuation. consistency of size and initial ideas in order to plan and  Express time, place and cause using
formation. Capital draft before writing. conjunctions e.g. when, before, after,
Expected (at national standard)

 Use knowledge of morphology to letters are the correct while, so, because. Use coordinating and
spell some words with prefixes e.g. size relative to lower  Write to suit purpose, and simple subordinating conjunctions to join
dis- mis-, in-, super-, anti-. case. show some features of the clauses.
genre being taught.
 Spell some words with the suffixes:  Writing is usually spaced  Identify and use a range of prepositions.
-ation, -ly, -sure, -tion, -sion and sufficiently so that  Create chronological narratives;
-ssion. ascenders and write in sequence. Write simple  Demarcate sentences with increasing
 Write words spelt ei, eigh or ey e.g. descenders do not beginning, middle, ending. security, including capital letters, full
vein, weight, obey. meet. stops, question marks and exclamation
 With scaffold, organise sections marks; commas to separate items in lists.
 Spell a range of common  Appropriate letters are broadly, within a theme.  Identify direct speech. Begin to use
homophones from the YR 3-4 joined, according to the  Use headings and subheadings inverted commas for direct speech.
spelling appendix e.g. berry, bury; school’s handwriting to aid presentation.
break, brake; here, hear; grown, approach.  Consolidate knowledge of word classes:
groan.  Describe characters, settings noun, adjective, verb, adverb.
and /or plot in a simple way,  Use ‘a’ or ‘an’ according to whether the
 Embed use of apostrophe for a with some interesting details. next word begins with a consonant or
range of contractions and for vowel.
singular nouns. Introduce plural  Evaluate own and others’
possession e.g. boys’ coats. writing, with direction; re-read  Usually use the past or present tense
 Spell some words from the YR 3-4 and check own writing; make appropriately. Sometimes use the
statutory word list. changes. present perfect e.g. He has gone out to
play.

35
 Year 3 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the ability Evidence: Sufficient evidence shows the ability to...… Sufficient evidence shows the ability to...…
to...…  Write a range of sentence types which
 Write from memory, simple  Writing is legible.  Write a range of forms to suit are grammatically accurate.
dictated sentences which purpose and audience; show
include familiar GPCs, common  Letters are consistent appropriate features of the genre.  Express time, place and cause using
exception words and in size and formation. conjunctions e.g. when, before, after,
punctuation. Capital letters are the  Create chronological, well-formed while, so, because. Use coordinating
correct size relative narratives; write in clear sequence. and subordinating conjunctions to join
 Accurately spell an increasing to lower case. Shape text with beginning, middle clauses.
number of words with prefixes and ending.
from the YR 3-4 appendix.  Writing is spaced  Identify and use a wide range of
sufficiently so that  Organise sections logically within a prepositions appropriately.
 Add further words with suffixes ascenders and theme, often independently.
Exceeding

from the YR 3-4 appendix e.g. descenders do not  Demarcate sentences accurately,
furniture; treasure; injection; meet.  Use headings and subheadings and including capital letters, full stops,
possession. other presentations devices. question marks and exclamation
 Write words spelt ou e.g. young,  Appropriate letters marks; commas to separate items in
touch, country. are joined, according  Describe characters, settings and lists.
to the school’s plot in with some expansion of
 Accurately spell some handwriting detail.  Identify direct speech and use
homophones from the YR 3-4 approach. inverted commas accurately.
examples e.g. fair/fare;  Compose and rehearse sentences
missed/mist. orally. Talk about initial ideas in  Identify word classes: noun,
order to plan and draft before adjective, verb, adverb, and their
 Use the apostrophe to mark writing. usage within context of own writing.
singular and plural possession.
 Spell accurately a range of words  Discuss own and others’ writing,  Correctly use determiners a and an.
from the YR 3-4 statutory word making evaluative comments; re-
list. read and check own writing; make  Use the past or present tense
purposeful revisions. consistently. Sometimes use the
present perfect e.g. He has gone out
to play.
36
 Year 4 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the Evidence: Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...
ability to...  Write a range of sentence types which
 Write from memory, simple  Writing is legible.  Discuss and develop initial ideas in are usually grammatically accurate
dictated sentences which order to plan and draft before e.g. commands, questions and
include familiar GPCs, common writing. statements.
exception words and  All letters and digits
punctuation. are correctly formed  Write in a number of different  Use a growing number of connectives
and orientated in forms, to suit purpose and with a to join words and sentences e.g. but,
 Use knowledge of morphology relation to one growing awareness of audience; use if, because, when. Use time
to spell some words with another. There may some appropriate features, with connectives to sequence events.
prefixes from the YR 3-4 be some variation in guidance.
appendix e.g. in-, im-, auto-, re- letter size.  Vary sentence openers, changing the
.  Organise writing into sections or pronoun e.g. He / Jim, or with a
 Spaces between
Emerging

paragraphs, usually with a scaffold fronted adverbial e.g. Later that day,
 Add some of the suffixes from words are usually or prompt. Content within sections he…
the YR 3-4 appendix e.g. suited to letter size. may lack cohesion.  Use adjectives to create noun phrases
poison/poisonous, in order to expand the detail in
invade/invasion.  Appropriate letters  Use a range of presentational sentences.
 Write some word spelt ch e.g. are joined devices, including use of title and
echo, machine. consistently. subheadings, with guidance.  Use sentence demarcation, mostly
 Accurately spell some accurately, including capital letters,
homophones from the YR 3-4  Attempt to use dialogue, although full stops, question marks and
examples e.g. here/hear; balance between dialogue and exclamation marks; commas to
plain/plane; whether/weather. narrative may be uneven. separate items in lists, and for fronted
 Describe characters, settings and adverbials.
 Begin to use apostrophe to plot, usually with emphasis on one  Use inverted commas accurately for
mark plural possession e.g. the or two of these; add some direct speech.
girls’ names. interesting details.
 Spell accurately several words  Identify the determiner.
from the YR 3-4 statutory word  Evaluate own and others’ writing;  Attempt to maintain past or present
list. proof read, edit and revise, with tense; sometimes use present perfect
direction. e.g. She has gone outside.
37
 Year 4 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the ability Evidence: Sufficient evidence shows the ability Sufficient evidence shows the ability to...
to... to...  Write a range of sentence types which
 Write from memory, simple  Writing is legible.  Discuss and develop initial are grammatically accurate e.g.
dictated sentences which include ideas in order to plan and commands, questions and statements.
familiar GPCs, common exception  All letters and draft before writing. Experiment with sentences with more
words and punctuation. digits are than one clause.
consistently  Write to suit purpose and
Expected (at national standard)

 Use knowledge of morphology to formed and of with a growing awareness of  Use a variety of connectives to join
spell words with prefixes e.g. in-, il-, the correct size, audience, using some words and sentences e.g. or, but, if,
im-, re-, sub-, inter-, auto-. orientation and appropriate features. because, when, although. Use time
relationship to connectives.
 Add suffixes which begin with a one another.  Organise writing into
vowel e.g. forget, forgetting. Add sections or paragraphs,  Vary sentence openers, changing the
suffixes –sion, -ous, -cian and –ly  Writing is spaced including fiction and non- pronoun e.g. He / Jim, or with a
e.g. completely, basically. sufficiently so fiction. fronted adverbial e.g. Later that day,
 Write words spelt ch e.g. scheme, that ascenders  Appropriately use a range of he…
chemist, chef. and descenders presentational devices,  Use expanded noun phrases and
 Spell most homophones in the YR 3- do not meet. including use of title and adverbial phrases to expand
4 spelling appendix e.g. accept, subheadings. sentences.
except; scene, seen.  Appropriate
letters are joined  Use dialogue, although  Use sentence demarcation with
 Use apostrophes to mark singular consistently. balance between dialogue accuracy, including capital letters, full
and plural possession e.g. the girl’s and narrative may be stops, question marks and exclamation
name; the girls’ names; include uneven. marks; commas to separate items in
irregular plurals e.g. children’s bags.  Describe characters, settings lists, and for fronted adverbials.
 Spell the majority of words from and plot, with some  Use inverted commas accurately for
the YR 3-4 word list. interesting details. direct speech.
 Identify the correct determiner e.g. a,
 Evaluate own and others’ an, these, those.
writing; proof read, edit and  Usually use the past or present tense,
revise. and 1st/3rd person, consistently.
38
 Year 4 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the ability Evidence: Sufficient evidence shows the ability Sufficient evidence shows the ability to…
to... to...  Write a range of sentence types
 Write from memory, simple  Writing is legible and which are grammatically accurate,
dictated sentences which fluent.  Discuss and develop initial including sentences with more than
include familiar GPCs, words and ideas in order to plan and one clause.
punctuation. draft before writing.
 All letters and digits  Use a wide variety of connectives to
 Accurately spell most words are consistently  Write in a variety of forms to join words and sentences e.g. if,
with prefixes e.g. in-, il-, im-, re-, formed and of the suit purpose and audience, because, when, although. Use varied
sub-, inter-, auto-. correct size, using many appropriate and appropriate time connectives.
orientation and features.
 Write words with the full range relationship to one  Confidently vary sentence openers,
of suffixes from the YR 3-4 another.  Organise writing into changing the pronoun or using a
Exceeding

spelling appendix e.g. enclosure, meaningful paragraphs. fronted adverbial e.g. In a panic, she..
collision, courageous, musically.  Writing is spaced  Effectively use a range of  Use high quality noun phrases and
 Spell words with endings que sufficiently so that presentational devices, adverbial phrases to expand
and gue e.g. league. ascenders and including use of title and sentences.
descenders do not subheadings.
 Spell all homophones in the YR meet.  Use sentence demarcation with
3-4 spelling appendix e.g. effect,  Use dialogue to show accuracy, including capital letters, full
affect; accept, except; meddle,  Appropriate letters character and to advance the stops, question marks and
medal. are joined action. Balance dialogue with exclamation marks; commas to
consistently. narrative. separate items in lists, and for
 Use apostrophes to mark  Describe characters, settings fronted adverbials.
singular and plural possession; and plot, with sufficient detail  Use inverted commas accurately for
include irregular plurals e.g. to capture the reader’s direct speech.
children’s bags. interest.
 Identify and use determiners
 Spell accurately all words from  Evaluate own and others’ appropriately e.g. a, an, these, those.
the YR 3-4 statutory word list. writing; proof read
independently and make  Maintain the past or present tense,
assured revisions. and 1st/3rd person.
39
 Year 5 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the Evidence: Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...
ability to...  Write a range of sentence
 Write from memory, dictated  Writing is  Discuss and develop initial ideas in order structures which are growing in
sentences which include legible and to plan and draft before writing. accuracy. Sometimes use
words from the ks2 becoming connectives: who, which, where,
curriculum. increasingly  Write to suit purpose and with a growing when, whose.
fluent. (Quality awareness of audience, using some
 Show growing confidence to may not be appropriate features, with guidance.  Demarcate most sentences
spell most words with maintained at correctly. Use comma for a pause
prefixes and suffixes in the speed.)  Organise writing into sections or in complex sentences. Begin to
YR 3-4 appendix and a few paragraphs; link ideas within paragraphs. use a wider range of punctuation
from the YR 5-6 e.g. cious,  Correct choice (Joins between sections may need e.g. brackets.
cial. is made about development; coverage within sections
Emerging

whether to join may vary.)  Indicate degrees of possibility

 Spell correctly some words handwriting or using adverbs e.g. perhaps,
with letters which are not print letters e.g.  Use a range of presentational devices surely; and modal verbs e.g.
sounded e.g. lamb, island. to label a including use of title, subheadings and might, should, must.
diagram. bullet points.  Attempt to sustain correct tense.
 Spell words with ‘ough’.  Begin to recognise active and
 Use dialogue, although balance between passive voice.
 Spell some common dialogue and narrative may be uneven.  Find the determiner e.g. a, the.
homophones from the ks2
spelling appendix.  Describe characters, settings and plot,  Experiment with both formal and
with some interesting details. informal writing, with guidance.
 Spell accurately most words  Think about the effect of
from the YR 3-4 statutory  Find key words and ideas. Understand the vocabulary choices.
word list and some words idea of a summary.  Use a dictionary and thesaurus to
from the YR 5-6. check the meaning of words and
 Evaluate own and others’ writing; with expand vocabulary.
direction, proof read, edit and revise.

40
 Year 5 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the ability Evidence: Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...
to...  Write a range of sentence
 Write from memory, dictated  Writing is  Discuss and develop initial ideas in structures which are
sentences which include words legible and order to plan and draft before writing. grammatically accurate.
from the ks2 curriculum. becoming Understand ‘relative clause’
increasingly  Write to suit purpose and with a which begins with relative
 Spell most words with prefixes fluent. (Quality growing awareness of audience, using pronouns: who, which, where,
Expected (at national standard)

and suffixes in the YR 3-4 may not be appropriate features. May include when, whose.
spelling appendix and some maintained at humour or suspense.
from the YR 5-6 e.g. cious, cial, speed.)  Demarcate sentences correctly.
ant, ent, ance, ence.  Organise writing into sections or Use comma for a pause in
 Correct choice paragraphs; create cohesion by linking complex sentences. Begin to use
 Spell correctly words with is made about ideas within paragraphs. (Joins punctuation for parenthesis:
letters which are not sounded whether to join between sections may need brackets, commas, dashes.
e.g. knight, solemn. handwriting or development; coverage within
print letters e.g. sections may vary.)  Indicate degrees of possibility
 Use the hyphen to join a prefix to label a using adverbs e.g. perhaps,
to a root e.g. re-enter. diagram.  Use a range of presentational devices, surely; and modal verbs e.g.
including use of title, subheadings and might, should, must.
 Spell some homophones from bullet points.  Usually maintain correct tense.
the YR 5-6 spelling appendix.  Begin to recognise active and
 Use dialogue to indicate character and passive voice.
 Spell the majority of words from event.  Identify and select determiners.
the YR 3-4 statutory word list  Choose vocabulary and grammar
and some words from the YR 5-  Describe characters, settings and plot, to suit formal and informal
6. with growing precision. writing, with guidance.
 Use vocabulary which is becoming
 Find key words and ideas; begin to more precise.
write a summary.  Use a dictionary and thesaurus to
 Evaluate own and others’ writing; with check the meaning of words and
direction, proof read, edit and revise. expand vocabulary.
41
 Year 5 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the Evidence: Sufficient evidence shows the ability to... Sufficient evidence shows the ability to…
ability to...  Write, with confidence, a wide
 Write confidently from  Writing is legible and  Discuss and develop initial ideas in order range of sentence structures
memory, dictated fluent. Quality is to plan and draft before writing. which are grammatically
sentences which include usually maintained at accurate, including relative
words from the ks2 speed.  Write to suit purpose and audience, clauses.
curriculum. independently using appropriate
 Correct choice is features. May include humour or  Demarcate sentences correctly,
 Spell almost all words with made about whether suspense. using a growing range of
prefixes and suffixes in the to join handwriting punctuation e.g. a comma to
YR 3-4 spelling appendix or print letters e.g. to  Organise writing into cohesive avoid ambiguity; brackets,
and many from the YR 5-6 label a diagram. paragraphs. Expand on relevant detail commas, dashes.
e.g. cious, cial, ant, ent, within paragraphs.
Exceeding

ance, ence, ency.  Clarify degrees of possibility

 Confidently use a range of using adverbs and modal verbs
 Write words spelt ei after c presentational devices, including use of e.g. possibly, certainly.
e.g. deceive title, subheadings and bullet points.
 Spell hyphenated words  Maintain correct tense through
e.g. co-operate.  Use dialogue effectively to develop sustained writing.
character and event. Achieve balance  Identify and use active and
 Spell a wide range of between dialogue and narrative writing. passive voice, where relevant.
homophones and near  Identify and select determiners.
homophones from the YR  Describe characters, settings and plot,  Select vocabulary and grammar
5-6 spelling appendix. with some precision. to suit formal and informal
writing.
 Spell accurately all words  Identify key information and
from the YR 3-4 statutory independently write a summary.  Use vocabulary which is precise.
word list and many words  Use a dictionary and thesaurus
from the YR 5-6.  Evaluate own and others’ writing; proof with independence, to define
read, edit and revise. words and expand vocabulary.

42
 Year 6 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the Evidence: Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...
ability to...  Discuss ideas; use the drafting  Write a range of sentence structures which
 Write from memory,  Writing is process before and during are usually accurate, including relative
dictated sentences which usually legible writing. clauses e.g. using who, that, which;
include words and and fluent. experiment with fronted adverbials.
punctuation from the ks2 (Quality may not  Show some features of correct
curriculum. be maintained writing form, using models of  Use some of a range of punctuation, mostly
at speed.) similar writing. accurately, including brackets and dashes;
 Use knowledge of commas for pauses; colons and semi-colons
morphology to spell some  Correct choice is  Use paragraphs to organise for lists; hyphens; consistent use of bullet
words with prefixes and made about information around a theme. points.
suffixes from the YR 5-6 whether to join  Use a range of devices to link
spelling appendix. handwriting or time and place within and across  Use modal verbs e.g. could, should, might,
Emerging

print letters e.g. paragraphs e.g. adverbials. will.

 Use the full range of to label a  Choose tense which is usually appropriate.
spelling rules and diagram.  Use a range of presentational
conventions from the YR 3- devices, including use of bullet  Begin to recognise the ‘active’ and ‘passive’
4 spelling appendix, and points, tables and columns, to voice.
some from YR 5-6. guide the reader.  With guidance, identify the subject and
object of a sentence.
 Accurately spell some  Sometimes include direct speech  Identify and select synonyms and
common homophones that to indicate character or event. antonyms.
are often confused e.g.
father, farther, further.  Describe characters, settings and  Use vocabulary and grammar to suit formal
plot within narrative writing. and informal writing, with some success.
 Spell accurately many  Create expanded noun phrases to convey
words from the YR 3-4  Identify key words and ideas. information and description.
word list, and some from  Use a dictionary and thesaurus with
the YR 5-6.  Evaluate own and others’ growing confidence, to define words and
writing; proof read, edit and expand vocabulary.
revise.  Usually conform to Standard English e.g. we
were, they were, I did, those books.
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 Year 6 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the Evidence: Sufficient evidence shows the ability to... Sufficient evidence shows the ability to...
ability to...
 Writing is  Discuss and develop ideas; routinely use  Write a range of sentence
 Write from memory, dictated legible and the drafting process before and during structures (simple and complex)
sentences which include words fluent. writing. including relative clauses e.g.
and punctuation from the ks2 (Quality may using ‘that’, ‘which’.
curriculum. not be  Adapt form and style to suit purpose and
maintained at audience; draw appropriate features from  Use a wide range of punctuation
Expected (at national standard)

 Use knowledge of morphology speed.) models of similar writing. including brackets and dashes;
to spell words with the full commas for pauses; colons and
range of prefixes and suffixes  Correct choice  Use paragraphs to develop and expand semi-colons for lists; hyphens;
in the YR 5-6 spelling appendix is made about some ideas in depth; add detail within consistent use of bullet points.
e.g. pre-, re-, -able, -ible, - whether to join each paragraph; coverage may not always
ably, -ibly, -al, -ial. handwriting or be even.  Use modal verbs to indicate
print letters e.g.  Use a range of devices to link ideas within degrees of possibility.
 Use the appropriate range of to label a and across paragraphs e.g. adverbials or  Maintain correct tense; also
spelling rules and conventions diagram. repetition of a phrase. control perfect form of verbs
to spell polysyllabic words e.g. He has collected some
which conform to regular  Use a range of presentational devices, shells.
patterns. including use of bullet points, tables and  Understand and use active and
columns, to guide the reader. passive voice.
 Spell some challenging  Identify the subject and object.
homophones from the YR 5-6  Integrate dialogue to convey character  Identify synonym and antonym.
spelling appendix. and advance the action.  Select vocabulary and grammar
 Describe characters, settings and to suit formal and informal
 Spell the majority of words atmosphere, with some precision. writing.
from the YR 5-6 statutory word
list.  Summarise longer passages, when  Use vocabulary which is varied,
required. interesting and precise.
 Use a dictionary and thesaurus
 Evaluate own and others’ writing; proof to define words and expand
read, edit and revise. vocabulary.
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 Year 6 Writing
Transcription Composition
Spelling Handwriting Composition: structure and purpose Vocabulary, grammar and punctuation
Sufficient evidence shows the Evidence: Sufficient evidence shows the ability to... Sufficient evidence shows the ability to…
ability to...
 Write from memory,  Writing is  Use discussion effectively to develop ideas  Write and control a range of
dictated sentences which consistently and language, before and during writing. sentence structures including those
include the more legible and which contain multiple clauses.
challenging words from fluent, with a  Select, use and adapt form and style to suit
the YR 5-6 curriculum, personal style. purpose and audience, using appropriate  Use a wide range of punctuation,
making only occasional Quality is features of genre. accurately and appropriately,
errors with more usually including colons, semi-colons and
ambitious words. maintained  Organise and shape paragraphs effectively. dashes, to mark the boundary
when writing between clauses.
 Accurately spell words at sustained,  Use a wide range of devices to link ideas
with the full range of efficient within and across paragraphs e.g. precise  Recognise the subjunctive form.
Exceeding

affixes in the YR 5-6 speed. adverbials, deliberate repetition or sustained

spelling appendix. tense.  Maintain correct tense throughout;
 Correct choice also control perfect form of verbs
 Use the full range of is made about  Use a range of presentational devices, which e.g. He has collected some shells.
spelling rules and whether to clearly guide the reader.
conventions from the YR join  Present information with deliberate
5-6 spelling appendix. handwriting or  Integrate dialogue effectively to convey and use of the active and passive voice.
print letters contrast characters, and advance the action.  Identify the subject and object.
 Spell correctly all the YR e.g. to label a  Identify synonym and antonym.
5-6 homophones. diagram.  When planning narratives, adapt and  Select vocabulary and grammar
develop characters and settings from various confidently, to suit formal and
 Spell accurately all words sources; use complex plot structures. informal registers.
from the YR 5-6 statutory
word list.  Write an effective prècis.  Make precise vocabulary and
grammatical choices.
 Evaluate own and others’ writing; make  Independently use a dictionary and
assured changes to enhance effects and thesaurus to define words and
clarify meaning. expand vocabulary.

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