Deep Dive into Writing: Whole-School Curriculum Progression Map

EYFS KS1 KS2

Transcription
Spelling**

Writing:

Three and Four-Year-

Olds Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Reception
Early Learning Goals

visit
 To know all letters of
Use some of their print
the alphabet and the
and letter knowledge in
sounds which they
their early writing. For most commonly
example: writing a represent.
pretend shopping list
To recognise consonant
that starts at the top of
digraphs which have
the page; write ‘m’ for
been taught and the
mummy.
sounds which they
represent.
Spell words by
identifying the sounds
To recognise vowel
and then writing the digraphs which
sound with the letter/s. have been taught
and the sounds
Phonics and Spelling Rules
Write short sentences
which they
with words with known represent.
letter-sound
correspondences using To recognise words
a capital letter and a with adjacent
full stop. consonants.
To accurately spell most
words containing the
40+ previously taught
phonemes and GPCs.
To spell some words in
a phonically plausible
way, even if
sometimes incorrect.
To apply Y1
spelling rules and
guidance*, which
includes:
• the sounds /f/, /l/,
/s/, /z/ and /k/ spelt
‘ff’, ‘ll’, ‘ss’, ‘zz’ and
To segment spoken To spell words with the / To spell words with / To spell words with To spell words
words into phonemes eɪ/ sound spelt ‘ei’, ‘eigh’, shuhn/ endings spelt endings that sound ending in -able
and to represent these or ‘ey’ (e.g. vein, weigh, with ‘sion’ (if the root like / shuhs/ spelt with and
with graphemes, eight, neighbour, they, word ends in ‘se’, ‘de’ or -ably (e.g. adorable/
-cious (e.g. vicious,
spelling many of these obey). ‘d’, e.g. division, invasion, adorably, applicable/
precious, conscious,
words correctly and confusion, decision, applicably,
To spell words with the delicious, malicious,
making phonically- collision, television). considerable/
/ɪ/ sound spelt ‘y’ in suspicious).
plausible attempts at considerably, tolerable/
others. a position other than To spell words with a tolerably).
To spell words with
at the end of words / shuhn/ sound spelt
To recognise new ways (e.g. mystery, gym). with ‘ssion’ (if the root endings that sound To spell words
of spelling phonemes word ends in ‘ss’ or like / shuhs/ spelt with ending in -ible and -
for which one or more To spell words with a ‘mit’, e.g. expression, –tious or -ious (e.g. ibly (e.g.
/k/ sound spelt with
spellings are already discussion, ambitious, cautious, possible/possibly,
‘ch’ (e.g. scheme,
known and to learn confession, fictitious, infectious, horrible/horribly, terrible/
chorus, chemist,
some words with each permission, nutritious). terribly, visible/visibly,
spelling, including echo, character). admission). incredible/incredibly,
some common To spell words with sensible/sensibly).
To spell words ending To spell words with a
homophones (e.g. ‘silent’ letters (e.g.
in the /g/ sound spelt / shuhn/ sound spelt To spell words with
bare/bear, blue/ blew, doubt, island, lamb,
‘gue’ and the /k/ sound with ‘tion’ (if the root a long /e/ sound
night/knight). solemn, thistle, knight).
spelt ‘que’ (e.g. league, word ends in ‘te’ or ‘t’ spelt ‘ie’ or ‘ei’ after
To apply further Y2 tongue, antique, or has no definite ‘c’ (e.g. deceive,
To spell words
spelling rules and unique). root, e.g. conceive,
containing the letter
guidance*, which invention, injection, receive, perceive, ceiling)
To spell words with string ‘ough’ (e.g.
includes: action, hesitation, and exceptions (e.g.
a / sh/ sound spelt ought, bought, thought,
completion). protein, caffeine, seize).
• the /dʒ/ sound with ‘ch’ (e.g. chef, nought, brought,
chalet, machine,
spelt as ‘ge’ and’ To spell words with a fought, rough, tough, To spell words with
brochure).
dge’ (e.g. fudge, / shuhn/ sound spelt enough, cough, though, endings which sound
huge) or spelt as with ‘cian’ (if the root although, dough, like /shuhl/ after a
To spell words with a
‘g‘ or ‘j’ elsewhere word ends in ‘c’ or through, thorough, vowel letter using ‘cial’
short /u/ sound spelt
in words (e.g. ‘cs’, (e.g.
with ‘ou’ (e.g. young, borough, plough,
magic, adjust); official, special, artificial).
touch, double, e.g. musician, bough).
trouble, country).
• the /n/ sound electrician, magician, To spell words with
spelt ‘kn’ and ‘gn’ politician, endings which sound
To spell words ending
(e.g. knock, mathematician). like /shuhl/ after a
with the /zher/ sound
gnaw); vowel letter using ‘tial’
To spell words with the (e.g. partial,
/s/ sound spelt with confidential, essential).
‘sc’ (e.g. sound spelt
with ‘sc’
visit
 ‘ck’ and exceptions; • the /r/ sound spelt with ‘sure’ (e.g. (e.g. science,
spelt ‘wr’ (e.g. measure, treasure, scene, discipline,
• the /ŋ/ sound write, written); pleasure, enclosure). fascinate,
spelt ‘n’ before ‘k’
crescent).
(e.g. bank, think); • the /l/ or /əl/ To spell words ending
sound spelt –le with the /cher/ sound
• dividing words (e.g. little, middle) spelt with ‘ture’ (e.g.
into syllables (e.g. or spelt –el (e.g. creature, furniture, picture,
rabbit, carrot); camel, tunnel) or nature, adventure).
spelt –al (e.g.
• the /tʃ/ sound is
metal, hospital)
usually spelt as
or spelt –il (e.g.
‘tch’ and
fossil, nostril);
exceptions;
• the /aɪ/ sound spelt
• the /v/ sound at
–y (e.g. cry, fly, July);
the end of words
where the letter ‘e’ • adding –es to
usually needs to nouns and verbs
be added (e.g. ending in
have, live); –y where the ‘y’ is
changed to ‘i’ before
• adding -s and -es
the –es (e.g. flies,
to words (plural
tries, carries);
of nouns and the
third person • adding –ed, –ing, –
singular of verbs); er and –est to a
root word ending in
• adding the endings
–y (e.g. skiing,
–ing, –ed and –er
replied) and
to verbs where no
exceptions to the
change is needed to
rules;
the root wood (e.g.
buzzer, jumping); • adding the endings
–ing, –ed, –er, –
• adding –er and –
est and –y to
est to adjectives
words ending in –e
where no change
with
is needed to the
a consonant
root word (e.g.
before (including
fresher, grandest);
exceptions);
• spelling words
• adding –ing, –ed,
with the vowel
–er, –est and –y to
digraphs and
words of one visit
visit
- ‘oy’ and ‘ay’ (e.g.
day, toy, enjoy,
annoy);
- a–e, e–e, i–e, o–
e and u–e (e.g.
made, theme, ride,
woke, tune);
- ‘ar’ (e.g. car, park);
- ‘ee’ (e.g. green, week);
- ‘ea’ (e.g. sea, dream);
- ‘ea’ (e.g.
meant, bread);
- ‘er’ stressed
sound (e.g. her,
person);
- ‘er’ unstressed
schwa sound (e.g.
better, under);
- ‘ir’ (e.g. girl,
first, third);
- ‘ur’ (e.g. turn, church);
- ‘oo’ (e.g. food, soon);
- ‘oo’ (e.g. book, good);
- ‘oa’ (e.g. road, coach);
- ‘oe’ (e.g. toe, goes);
- ‘ou’ (e.g. loud, sound);
- ‘ow’ (e.g.
brown, down);
- ‘ow’ (e.g. own, show);
- ‘ue’ (e.g. true,
rescue, Tuesday);
exceptions);
• the /ɔ:/ sound (or)
spelt ‘a’ before ‘l’
and ’ll’ (e.g. ball,
always);
• the /ʌ/ sound
spelt ‘o’ (e.g.
other, mother,
brother);
• the /i:/ sound spelt
–ey: the plural
forms of these
words are made by
the addition of -s
(e.g. donkeys,
monkeys);
• the /ɒ/ sound
spelt ‘a’ after ‘w’
and ‘qu’ (e.g.
want, quantity,
squash)
• the /ɜ:/ sound
spelt ‘or’ after ‘w’
(e.g. word, work,
worm);
• the /ɔ:/ sound
spelt ‘ar’ after ‘w’
(e.g. warm,
towards);
• the /ʒ/ sound
spelt ‘s’ (e.g.
television, usual).
visit
visit
 - ‘ie’ (e.g. lie, dried);

- ‘ie’ (e.g. chief, field);

- ‘igh’ (e.g. bright,

right);

- ‘or’ (e.g.
short,
morning);

- ‘ore’ (e.g.
before, shore);

- ‘aw’ (e.g. yawn,

crawl);

- ‘au’ (e.g.
author, haunt);

- ‘air’ (e.g. hair, chair);

- ‘ear’ (e.g. beard,

near, year);

- ‘ear’ (e.g. bear,

pear, wear);

- ‘are’ (e.g. bare,

dare, scared);

• spelling words
ending with –y
(e.g. funny, party,
family);

• spelling new
consonants ‘ph’
and ‘wh’ (e.g.
dolphin, alphabet,
wheel, while);

• using ‘k’ for the

/k/ sound (e.g.
sketch, kit, skin).

visit
 To write some irregular To spell all Y1 common To spell most Y1 and To spell many of the To spell all of the Y3 To spell many of the To spell all of the Y5
Exception
Common
common words. exception words Y2 common exception Y3 and Y4 statutory and Y4 statutory Y5 and Y6 statutory and Y6 statutory
Words

correctly.* words correctly. spelling words spelling words spelling words spelling words correctly.
correctly. correctly. correctly.
To spell days of the
week correctly.

visit
 To use -s and -es to To add suffixes to To spell most words
form regular plurals spell most words with the prefixes dis-,
correctly. correctly in their mis-,
writing, e.g. –ment, bi-, re- and de- correctly
To use the prefix ‘un-’ –ness, –ful, –less, –ly. (e.g. disobey, mistreat,
accurately. bicycle, reapply,
defuse).
To successfully add the
suffixes –ing, –ed, –er To spell most words
and –est to root words with the suffix -ly with
where no change is no change to the root
needed in the spelling word; root words that
of the root words (e.g. end
helped, quickest).
Prefixes and Suffixes
in ‘le’,‘al’ or ‘ic’ and the
exceptions to the
rules.
To spell words with
added suffixes
beginning with a vowel (-
er/-ed/- ing) to words
with
more than one syllable
(unstressed last
syllable,
e.g. limiting offering).
To spell words with
added suffixes
beginning with a vowel (-
er/-ed/- en/-ing) to
words with more than
one syllable (stressed
last syllable,
e.g. forgotten
beginning).
To correctly spell
most words with the
prefixes in-, il-, im-, ir-,
sub-, super-, anti-, auto-,
inter-, ex- and
non- (e.g. incorrect,
illegal, impossible,
irrelevant, substandard,
superhero, autograph,
antisocial, intercity,
exchange, nonsense).
To form nouns with
the suffix -ation (e.g.
information,
adoration, sensation,
preparation,
admiration).
To spell words with
the suffix -ous with no
change to root words,
no definitive root
word, words ending in
‘y’, ‘our’ or ‘e’ and the
exceptions to the rule
(e.g. joyous, fabulous,
mysterious,
rigorous,
famous,
advantageous).
To convert nouns or To use their knowledge
adjectives into verbs of adjectives ending in
using the suffix -ate -ant to spell nouns
(e.g. activate, ending in -ance/-ancy
motivate (e.g. observant,
communicate). observance, expectant,
hesitant, hesitancy,
To convert nouns or
tolerant, tolerance,
adjectives into verbs
substance).
using the suffix -ise
(e.g. criticise, To use their
advertise, capitalise). knowledge of
adjectives ending in -
To convert nouns or
ent to spell nouns
adjectives into verbs ending in -ence/-
using the suffix -ify ency
(e.g. signify, falsify, (e.g. innocent, innocence,
glorify). decent, decency,
frequent, frequency,
To convert nouns or
confident, confidence,
adjectives into verbs
obedient, obedience,
using the suffix -en
independent).
(e.g. blacken,
brighten, flatten). To spell words by
adding suffixes
beginning with vowel
letters to words
ending in -fer
(e.g. referring, referred,
referral, preferring,
preferred, transferring,
transferred, reference,
referee, preference,
transference).
visit
 To spell simple To spell more words with To spell some more To spell words that To spell complex To spell homophones and
compound words (e.g. contracted forms, e.g. complex homophones use the possessive homophones and near homophones that
dustbin, football). can’t, didn’t, hasn’t, and near- apostrophe with near- homophones, include nouns that end in
couldn’t, it’s, I’ll. homophones, plural including -ce/-cy and verbs that end
To read words that they including here/hear, words, including who’s/whose and in -se/-sy (e.g. practice/
have spelt. To learn the brake/break and mail/ irregular plurals (e.g. stationary/stationery. practise, licence/license,
possessive singular male. girls’, boys’, babies’, advice/advise).
To take part in the children’s, men’s, To use the first three
apostrophe (e.g. the
process of segmenting To use the first two or mice’s). or four letters of a To spell words that
girl’s book).
spoken words into three letters of a To use their spelling word to check contain hyphens (e.g.
Further

phonemes before To write, from memory, word to check its knowledge to use a spelling, meaning or co-ordinate, re-enter,
spelling in a dictionary more both of these in a co- operate, co-own).
choosing graphemes to simple sentences
dictionary. efficiently. dictionary.
represent those dictated by the teacher To use a knowledge

visit
 phonemes. that include words using of morphology and
Spelling Conventions

the GPCs, common etymology in

exception words and spelling and
punctuation taught so understand that the
far. spelling of some
words needs to be learnt
To segment spoken specifically.
words into phonemes
To use dictionaries
and to then represent
and thesauruses to
all of the phonemes
check the spelling and
using graphemes in the meaning of words and
right order for both for confidently find
single- syllable and synonyms and
multi-syllabic words. antonyms.

To self-correct
misspellings of
words that pupils
have been taught to
spell (this may
require support to
recognise
misspellings).

visit
 EYFS KS1 KS2
Transcription
Handwriting

Writing:

Three and Four-Year-

Olds
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Reception
Early Learning Goals

visit
 Use large-muscle
movements to wave
flags and streamers,
paint and make marks.
Use one-handed tools
and equipment, for
example, making snips in
paper with scissors.
Letter Formation, Placement and Positioning
To write lower case To write capital letters To use a neat, joined To increase the To increase the speed To write legibly, fluently
and capital letters in and digits of the correct handwriting style with legibility, consistency of their handwriting so and with increasing
the correct direction, size, orientation and increasing accuracy and quality of their that problems with speed by:
starting and finishing in relationship to one and speed. handwriting [e.g by forming letters do not
the right place with a another and to lower ensuring that the get in the way of writing -choosing which shape
good level of case letters. downstrokes of letters down what they want to of a letter to use when
consistency. are parallel and say. given choices and
To form lower case equidistant; that lines of deciding whether or not
To sit correctly at a letters of the correct size, To be clear about to join specific letters;

Use a comfortable grip writing are spaced

with good control when
holding pens and pencils.
Shows a preference for a
dominant hand.
table, holding a relative to one another. sufficiently so that the what standard of
- choosing the writing
pencil ascenders and handwriting is
comfortably and correctly. To use spacing between implement that is
descenders of letters do appropriate for a
words that reflects the particular task, e.g. best suited for a
To form digits 0-9. not touch].
size of the letters. quick notes or a final task.

To understand which handwritten version.

Write some letters
accurately. letters belong to which
handwriting ‘families’
Develop their small motor (i.e. letters that are
skills so that they can use formed
a range of tools in similar ways) and to
competently, safely and practise these.
confidently. Suggested
tools: pencils for drawing
and writing, paintbrushes,
scissors, knives, forks
and spoons.

Use their core muscle

strength to achieve a
good posture when
sitting at a table or sitting
on the floor.

Develop the foundations

of a handwriting style
which is fast, accurate
and efficient.

visit
 Form lower case and
capital letters correctly.

Hold a pencil
effectively in
preparation for fluent
writing – using the
tripod grip in almost all
cases.

Write recognisable
letters, most of which
are correctly formed.

To begin to use the To continue to use the To confidently use To confidently use To recognise when to
Joining Letters

diagonal and diagonal and horizontal diagonal and horizontal diagonal and horizontal use an unjoined style
horizontal strokes strokes that are joining strokes joining strokes (e.g. for labelling a
needed to join needed to join letters throughout their throughout their diagram or data,
letters. and to understand independent writing to independent writing in a writing an email
which letters, when increase fluency. legible, fluent and address or for algebra)
adjacent to one speedy way. and capital letters (e.g. for
another, are best left filling in a form).
unjoined.

visit
 EYFS KS1 KS2
composition
Writing:

Three and Four-Year-

Olds Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Reception
Early Learning Goals

visit
 Know many rhymes, be To say out loud what they To write narratives about To begin to use ideas To compose and To plan their writing by To note down and
able to talk about familiar are going to write about. personal experiences from their own reading rehearse sentences orally identifying the audience develop initial ideas,
books, and be able to tell and those of others and modelled examples (including dialogue), for and purpose of the drawing on reading and
a long story. To compose a sentence (real and fictional). to plan their writing. progressively building a writing, selecting the research where
orally before writing it. varied and appropriate form and necessary.
Engage in extended
To write about real events. To proofread their own rich vocabulary and using other similar
conversations about To sequence sentences to and others’ work to an increasing range writing as models for To use further
stories, learning new form short narratives. To write simple poetry. check for errors (with of sentence their own. organisational and
vocabulary.
increasing accuracy) structures. presentational devices to
Use some of their print To discuss what they have To plan what they are
and to make To consider, when structure text and to
and letter knowledge in written with the teacher or going to write about,
improvements. To consistently organise planning narratives, guide the reader (e.g.
their early writing. For other pupils. including writing down
their writing into how authors have headings, bullet points,
example, writing a ideas and/or key words To begin to organise their
To reread their writing paragraphs around a developed characters underlining).
Planning, Writing and Editing

pretend shopping list that
to check that it makes
starts at the top of the
page; write ‘m’ for
independently begin to
mummy.
Write some or all of their
name.
Write some letters aloud clearly enough to
accurately. be heard by their peers
Begin to develop
complex stories using
small world equipment,
like animal sets, dolls and
dolls houses, etc.
Learn new vocabulary.
Articulate their ideas and
thoughts in well-formed
sentences.
Describe events in some
detail.
and new vocabulary writing into paragraphs
theme to add cohesion and settings in what
around a theme. To use a wide range of
sense and to To encapsulate what they and to aid the reader. pupils have read,
devices to build cohesion
want to say, sentence by listened to or seen
To compose and rehearse To proofread within and across
make changes. sentence. performed.
sentences orally consistently and amend paragraphs.
(including dialogue). their own and others’ To proofread work to
To read their writing To make simple additions,
writing, correcting errors précis longer passages To habitually proofread for
revisions and corrections
in grammar, punctuation by removing spelling and punctuation
to their own writing by
and spelling and adding unnecessary repetition errors.
and the teacher. evaluating their writing
with the teacher and other nouns/ pronouns for or irrelevant details.
To propose changes to
To use adjectives to cohesion.
pupils. vocabulary, grammar and
describe. To consistently link ideas
across paragraphs. punctuation to enhance
To reread to check that
effects and clarify
their writing makes
To proofread their work meaning.
sense and that the
to assess the
correct tense is used To recognise how words
effectiveness of their
throughout. are related by meaning as
own and others’ writing
and to make necessary synonyms and antonyms
To proofread to
corrections and and to use this knowledge
check for errors in
improvements. to make improvements to
spelling,
their writing.
grammar and punctuation
(e.g. to check that the
ends of sentences are
punctuated correctly).

visit
Use talk to help work out
problems and organise
thinking and activities.
Explain how things work
and why they might
happen.

Listen to and talk about

stories to build familiarity
and understanding

Retell the story, once they

have developed a deep
familiarity with the text;
some as exact repetition
and some in their own
words.

Use new vocabulary in

different contexts.

Write short sentences

with words with known
letter-sound
correspondences using a
capital letter and a full
stop.

Re-read what they have

written to check it makes
sense.

Develop storylines in their

pretend play.

Write simple phrases and

sentences that can be
read by others.

Invent, adapt and recount

narratives and stories with
peers and teachers.

visit
 Use a wider range of To use a number of To write for To demonstrate an To write a range of To consistently To write effectively for
vocabulary. simple features of different purposes increasing narratives and non- produce sustained and a range of purposes
Be able to express a different with an awareness understanding of fiction pieces using a accurate writing from and audiences,
point of view and to text types and to of an increased purpose and audience consistent and different narrative and selecting the
debate when they make relevant choices amount of fiction by discussing writing appropriate structure non-fiction genres with appropriate form and
disagree with an adult or about subject matter and non-fiction similar to that which (including genre-specific appropriate structure, drawing independently
a friend, using words as and appropriate structures. they are planning to layout devices). organisation and on what they have
well as actions. vocabulary choices. write in order to layout devices for a read as models for
To use new vocabulary understand and learn To write a range of range of audiences their
Can start a conversation from their reading, their narratives that are well-
To start to engage from its structure, and purposes. own writing (including
with an adult or a friend discussions about it (one- structured and well-
and continue it for many readers by using vocabulary and literary language,
to-one and as a whole paced. To describe settings,
Awareness of Audience, Purpose and Structure

turns. adjectives to grammar. characterisation, structure,

describe. class) and from their characters and etc.).
Use talk to organise wider experiences. To begin to use the To create detailed atmosphere with
themselves and their structure of a wider settings, characters carefully- chosen To distinguish between
play: “Let’s go on a To read aloud what range of text types and plot in narratives vocabulary to enhance the language of speech
bus… you sit there… I’ll they have written with (including the use of to mood, clarify meaning and writing and to
be the driver.” appropriate intonation to simple layout devices engage the reader and to and create pace. choose the appropriate
make the meaning clear. in non-fiction). add atmosphere. level of formality.
Learn new vocabulary.
To regularly use dialogue
Use new vocabulary To make deliberate To begin to read to convey a character To select vocabulary and
throughout the day. ambitious word choices aloud their own and to advance the grammatical structures
Describe events in some to add detail. writing, to a group action. that reflect what the
detail. or the whole writing requires (e.g. using
To begin to create settings, class, using appropriate To perform their own
Use talk to help work out contracted forms in
characters and plot in intonation and to control compositions dialogues in narrative;
problems and organise the tone and volume so confidently using
narratives. using passive verbs to
thinking and activities. that the meaning is clear. appropriate intonation,
Explain how things work affect how information is
volume presented; using modal
and why they might
and movement so that verbs to suggest degrees of
happen.
meaning is clear. possibility).
Develop social phrases.

Use new vocabulary in

different contexts.

Participate in small
group, class and one-to-
one discussion, offering
their own ideas, using
recently introduced
vocabulary.

visit
visit
 Offer explanations for
why things might
happen, making use of
recently introduced
vocabulary from stories,
non-fiction, rhymes and
poems when
appropriate.

Express their ideas and

feelings about their
experiences using full
sentences, including use
of past, present and
future tenses and
making use of
conjunctions, with
modelling and support
from their teacher.

visit
Writing: Vocabulary,
EYFS KS1 KS2
Grammar and
Punctuation

Three and Four-Year-

Olds Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Reception
Early Learning Goals

Understand ‘why’
questions, like: ‘Why do
you think the caterpillar
got so fat?’
Develop their
communication, but may
Sentence Construction and Tense
To use simple sentence To use the present To try to maintain the To always maintain an To use a range of To ensure the consistent
structures. tense and the past correct tense (including accurate tense adverbs and modal and correct use of tense
tense mostly correctly the present perfect throughout a piece of verbs to indicate throughout all pieces
and consistently. tense) throughout a writing. degrees of possibility, of writing, including the
piece of writing with e.g. surely, perhaps, correct subject and
To form sentences accurate subject/verb To always use should, might, etc. verb agreement when

with different agreement. Standard English verb using singular and

continue to have
forms: statement, inflections accurately, To ensure the consistent plural.
problems with irregular
question, To use ‘a’ or ‘an’ e.g. ‘we were’ rather and correct use of tense
tenses and plurals, such
exclamation, command. correctly throughout a than ‘we was’ and ‘I did’ throughout all pieces of
as ‘runned’ for ‘ran’,
piece of writing. rather than ‘I done’. writing.
‘swimmed’ for ‘swam’. To use some features
of written Standard
Use longer sentences of
English.
four to six words

Use new vocabulary

throughout the day.

Articulate their ideas and

thoughts in well-formed
sentences.

Connect one idea or

action to another using a
range of connectives.

Offer explanations for why

things might happen,
making use of recently
introduced vocabulary
from stories, non-fiction,
rhymes and poems when
appropriate.

visit
 Express their ideas and
feelings about their
experiences using full
sentences, including the
use of past, present and
future tenses and making
use of conjunctions with
modelling and support
from the teacher.

Use longer sentences of To use the joining To using co-ordination To use subordinate To use subordinate To use a wide range To use the subjunctive
four to six words. word (conjunction) (or/and/but). clauses, extending the clauses, extending the of linking form in formal writing.
Use of Phrases and Clauses

Articulate their ideas ‘and’ to link ideas and range of sentences range of sentences words/phrases
sentences. To use some with more than one with more than one between sentences To use the perfect
and thoughts in well-
subordination clause by using a clause by using a and paragraphs to form of verbs to
formed sentences.
To begin to form simple (when/if/ wider range of wider range of build mark
Connect one idea or compound sentences. that/because). relationships of time and
conjunctions, including conjunctions, which cohesion, including
action to another using cause.
when, if, because, and are sometimes in time adverbials (e.g.
a range of connectives. To use expanded noun
although. varied positions within later), place adverbials
Express their ideas and phrases to describe and To use the passive voice.
To use a range of sentences. (e.g. nearby) and
feelings about their specify (e.g. the blue
conjunctions, adverbs To expand noun number (e.g. secondly). To use question tags
experiences using full butterfly).
and prepositions to phrases with the To use relative clauses in informal writing.
sentences, including
show time, place and addition of ambitious beginning with a relative
the use of past,
cause. modifying adjectives pronoun with confidence
present and future
tenses and making use and prepositional (who, which, where,
of conjunctions with phrases, e.g. the heroic when, whose, that and
modelling and support soldier with an omitted relative
from the teacher. unbreakable spirit. pronouns), e.g.
To consistently Professor Scriffle, who
choose nouns or was a famous inventor,
pronouns had made a new
appropriately to aid discovery.
cohesion and avoid
repetition, e.g. he, she,
they, it.

visit
 To use capital letters for To use the full range of To use the full range of To use all of the To use commas To use the full range of
names, places, the days punctuation taught at punctuation from previous necessary punctuation in consistently to punctuation taught at
of the week and the key stage 1 mostly year groups. direct speech, including a clarify meaning or key stage 2 correctly,
personal pronoun ‘I’. correctly including: comma after the to avoid ambiguity. including consistent and
Punctuation

To punctuate reporting clause and all accurate use of semi-

To use finger spaces. - capital letters, full direct speech end punctuation within To use brackets, colons, dashes, colons,
stops, question marks accurately, dashes or commas to
the inverted commas. hyphens, and, when
To use full stops to end and exclamation including the use indicate parenthesis. necessary, to use such
sentences. marks; of inverted To consistently use punctuation precisely to
commas. apostrophes for enhance meaning and
To begin to use - commas to
singular and plural avoid ambiguity.
question marks and separate lists;
possession.
exclamation marks.
- apostrophes to
mark singular
possession and
contractions.
To recognise and use To recognise and use To recognise and use To recognise and To recognise and use To recognise and use
the terms letter, capital the terms noun, noun the terms preposition, use the terms the terms modal verb, the terms subject, object,
Terminology

letter, word, singular, phrase, statement, conjunction, word family, determiner, pronoun, relative pronoun, relative active, passive, synonym,
Use of

plural, sentence, question, exclamation, prefix, clause, subordinate possessive pronoun clause, parenthesis, antonym, ellipsis, hyphen,
punctuation, full stop, command, compound, clause, direct speech, and adverbial. bracket, dash, cohesion colon, semi-colon and
question mark and suffix, adjective, consonant, consonant and ambiguity. bullet points.
exclamation mark. adverb, verb, present letter, vowel, vowel letter
tense, past tense, and inverted commas
apostrophe and comma. (or speech marks).

*These are detailed in the word lists within the spelling appendix to the national curriculum (English appendix 1). Teachers should refer to these to
exemplify the words that pupils should be able to read as well as spell.

** All LKS2 and UKS2 spelling rules are broken down to match the Twinkl spelling overviews for Y3, Y4, Y5 and Y6.

visit