Cambridge Primary English 0058 Progression Grid

Contents
This document contains worksheets for each sub-strand in the curriculum. Two of the
three strands (Reading, and Writing) have six sub-strands. The remaining strand
(Speaking and Listening) has five sub-strands. The worksheets list the learning
objectives for the sub-strand by stage in six columns (for Stages 1 to 6).

Rw Word structure (phonics)

Rv Vocabulary and language
Rg Grammar and punctuation
Rs Structure of texts
Ri Interpretation of texts
Ra Appreciation and reflection
SLm Making yourself understood
SLs Showing understanding
SLg Group work and discussion
SLp Performance
SLr Reflection and evaluation
Ww Word structure
Wv Vocabulary and language
Wg Grammar and punctuation
Ws Structure of texts
Wc Creation of texts
Wp Presentation and reflection

Version 1.1, published May 2022.

We have made changes in order to make the progression grid digitally accessible.
There may be other minor changes that do not affect teaching and learning.

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 Cambridge Primary

Cambridge Primary English Progression Grid

Reading
Word structure (phonics)
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Rw.01 Know the name of 2Rw.01 Identify common 3Rw.01 Identify less No data No data No data
each letter in the English ways in which graphemes common ways in which
alphabet and the most can be pronounced graphemes can be
common sound (phoneme) differently, e.g. how and pronounced, e.g. young,
associated with it. low; hot and cold. could; move, love.

1Rw.02 Identify the sounds 2Rw.02 Read words with No data No data No data No data
(phonemes) represented split digraphs, e.g. made,
by more than one letter like.
(consonant digraphs; vowel
digraphs; trigraphs, e.g. th,
sh, ch; ai, ee; igh).

1Rw.03 Blend to identify No data No data No data No data No data

the sounds represented by
adjacent consonants, e.g.
br, nd.

1Rw.04 Read verbs with 2Rw.03 Read words with 3Rw.02 Read words with No data No data No data
endings -s, -ed and -ing. common prefixes and an apostrophe to mark
suffixes, including un-, dis-, omission of letters, e.g.
re-, -er, -est, -ly, -y and -ful. can't, don't.

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Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Rw.05 Use phonic 2Rw.04 Read familiar No data No data No data No data
knowledge to read words quickly and
decodable words. accurately, usually without
audible sounding and
blending.

1Rw.06 Use phonic 2Rw.05 Use phonic 3Rw.03 Use effective 4Rw.01 Use effective No data No data
knowledge to sound out knowledge to decode strategies to read strategies to read
some elements of unfamiliar words. unfamiliar words, including unfamiliar words accurately
unfamiliar words. using phonic knowledge, and confidently, including
segmenting and contextual using phonic,
information. morphological and
grammatical knowledge,
segmenting and contextual
information.

No data 2Rw.06 Read multi-syllabic No data 4Rw.02 Identify stressed No data No data
and compound words by and unstressed syllables in
segmenting them into multi-syllabic words.
syllables.

1Rw.07 Begin to recognise *2Rw.07 Extend the range *3Rw.04 Extend the range *4Rw.03 Extend the range No data No data
a range of common words of common words of common words of common words
on sight, including common recognised on sight, recognised on sight, recognised on sight,
exception words. including homophones and including homophones and including homophones and
near-homophones. near-homophones. near-homophones.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Reading
Vocabulary and language
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Rv.01 Begin to show 2Rv.01 Identify possible 3Rv.01 Deduce the 4Rv.01 Use context to 5Rv.01 Deduce the 6Rv.01 Deduce the
understanding of words meanings of unfamiliar meanings of unfamiliar suggest synonyms for meanings of unfamiliar meanings of unfamiliar
and sentences words encountered in words from their context. unfamiliar words. words, including using phrases from their context,
encountered in reading. reading. context and knowledge of including phrases which
root words, prefixes and are no longer common in
suffixes. modern times.

1Rv.02 Use pictures in No data No data 4Rv.02 Explore words with 5Rv.02 Explore common 6Rv.02 Explore word
texts as cues to support common roots and idiomatic phrases and their origins and derivations,
understanding of unfamiliar compare their meanings. meanings. including the use of words
words. from other languages.

*1Rv.03 Identify and record *2Rv.02 Identify and record *3Rv.02 Identify and record *4Rv.03 Identify and record *5Rv.03 Identify and record *6Rv.03 Identify and record
interesting and significant interesting and significant interesting and significant interesting and significant interesting and significant interesting and significant
words from texts to inform words from texts to inform words, and synonyms, words, and synonyms, words, and synonyms, words, and synonyms,
own writing. own writing. from texts to inform own from texts to inform own from texts to inform own from texts to inform own
writing. writing. writing. writing.

1Rv.04 Recite the alphabet 2Rv.03 Use the initial letter
in order. to organise words in
alphabetical order, and to
locate words in simple
dictionaries and glossaries.
3Rv.03 Use the initial two
letters to organise words in
alphabetical order, and to
locate words in dictionaries
and glossaries.
4Rv.04 Use as many initial 5Rv.04 Locate words No data
letters as necessary to efficiently in alphabetically
organise words in organised lists.
alphabetical order, and to
locate words in dictionaries
and glossaries.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Rv.05 Explore sounds 2Rv.04 Explore and 3Rv.04 Explore and 4Rv.05 Explore and 5Rv.05 Comment on a 6Rv.04 Comment on a
and words in texts, e.g. comment on sounds and comment on words in texts comment on how a writer's writer's choice of language, writer's choice of language,
rhyming words, rhythm. words in texts, including that make an impact on the choice of words, including including how it conveys demonstrating some
adjectives. reader, including noun verbs, strengthens the feeling and mood. awareness of the impact
phrases and adjectives. impact on the reader, e.g. on the reader.
rushed instead of went.

No data 2Rv.05 Explore different 3Rv.05 Explore and 4Rv.06 Explore and No data No data
ways of beginning comment on how a writer's comment on how a writer's
sentences in texts, choice of verbs to choice of words, including
including using language of introduce and conclude adjectives and adverbs,
time. dialogue enhances the enhances the meaning
meaning. (shades of meaning).

No data No data 3Rv.06 Explore how No data No data No data

different sentence
openings are used for
different purposes,
including time, place and
manner, e.g. Later that
day, …; In the distance, …;
Slowly and carefully, …

No data No data 3Rv.07 Identify simple 4Rv.07 Identify and 5Rv.06 Identify figurative 6Rv.05 Explore commonly
figurative language in texts, recognise meaning of language in texts, including used figurative
including sound effects and figurative language in texts, metaphors and expressions, e.g. as cool
simple onomatopoeia. including alliteration and personification. as a cucumber, crying
similes, e.g. as … as … crocodile tears.

No data No data No data 4Rv.08 Comment on the
impact of figurative
language in texts, including
alliteration and similes.
*5Rv.07 Begin to explain
how figurative language
creates imagery in texts
and takes understanding
beyond the literal.
*6Rv.06 Begin to explain
how figurative language
creates imagery in texts
and takes understanding
beyond the literal.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example,*4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Reading
Grammar and punctuation
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Rg.01 Re-read text 2Rg.01 Show 3Rg.01 Use knowledge of 4Rg.01 Use knowledge of No data No data
showing understanding of understanding of punctuation and grammar punctuation and grammar
capital letters and full stops punctuation, including to read familiar texts with to read unfamiliar texts with
to indicate sentences, and speech marks, and simple understanding. understanding.
simple grammatical links grammar when re-reading
between words, e.g. [The text.
girl] [is playing] with [her
ball].

No data No data 3Rg.02 Explore in texts, No data No data No data

and understand, the use of
exclamation marks.

1Rg.02 Explore in texts, 2Rg.02 Explore in texts, 3Rg.03 Explore in texts, 4Rg.02 Explore in texts, No data 6Rg.01 Explore in texts,
and understand, the use of and understand, the and understand, the use of and understand, the use of and understand, the uses
full stops and different uses differences in use of full apostrophes to mark commas and apostrophes. of colons, semi-colons,
of capital letters. stops and question marks. omission of letters in ellipses, parenthetic
shortened forms, e.g. can't, commas, dashes and
don't. brackets.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
No data No data 3Rg.04 Explore in texts, 4Rg.03 Explore in texts, 5Rg.01 Explore in texts, No data
and understand, similarities and understand, the and understand, grammar
and differences between standard layout and and punctuation
the punctuation of narrative punctuation of direct differences between direct
and direct speech. speech. and reported speech.

1Rg.03 Identify sentences 2Rg.03 Explore in texts
in texts. sentences that contain
and, but, because, if,
when.
3Rg.05 Explore in texts, 4Rg.04 Explore in texts the 5Rg.02 Recognise different 6Rg.02 Identify the main
and understand, the use of different connectives clauses within sentences clause and other clauses
grammar and purpose of in multi-clause sentences. and the connectives that (subordinate clauses) in a
different types of link them. complex sentence.
sentences (statements,
commands/instructions,
questions and
exclamations).

1Rg.04 Explore in texts 2Rg.04 Explore in texts, 3Rg.06 Explore in texts, 4Rg.05 Identify No data 6Rg.03 Begin to show
sentences that contain and understand, the and understand, the connectives in texts. awareness of the impact of
and. grammar of grammar of multi-clause a writer’s choices of
commands/instructions and sentences, including sentence length and
questions. conditional sentences. structure.

1Rg.05 Explore in texts, No data No data No data No data No data

and understand, the
grammar of statements,
including the importance of
verbs and word order.

1Rg.06 Explore in texts 2Rg.05 Explore in texts
examples of nouns and examples of nouns and
verbs. noun phrases, including
use of common adjectives
and simple quantifiers (e.g.
some, most, all).
3Rg.07 Explore the 4Rg.06 Explore in texts a 5Rg.03 Explore and 6Rg.04 Explore how
purpose and grammar of range of examples of discuss different types of different relative pronouns
nouns, verbs and quantifiers, e.g. either, nouns, including abstract are used in texts to
adjectives in sentences. neither, both. nouns, and how quantifiers introduce additional detail.
(e.g. fewer, less) relate to
countable and uncountable
nouns.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Rg.07 Explore, and No data 3Rg.08 Identify nouns, No data No data No data
understand, the use of pronouns, verbs and
articles the and a or an in adjectives in texts.
sentences.

No data 2Rg.06 Explore examples No data No data 5Rg.04 Explore in texts No data
of pronouns in texts, use of pronouns, including
including their purpose and possessive pronouns (e.g.
how they agree theirs, mine), to avoid
grammatically with verbs. repetition of nouns while
still maintaining clarity.

No data No data 3Rg.09 Explore the 4Rg.07 Explore in texts No data No data
different purposes of examples of adverbs and
prepositions. adverbial phrases,
including their purposes.

No data No data No data 4Rg.08 Identify adverbs in No data 6Rg.05 Identify different
texts. word classes in texts and
understand their purposes.

No data No data 3Rg.10 Explore and 4Rg.09 Explore and 5Rg.05 Explore how 6Rg.06 Explore, and
identify past and present understand how past, different modal verbs understand, the use of
verb forms in texts, present and future verb express degrees of active and passive verb
including irregular verbs. forms are used in texts. possibility, e.g. should, forms.
would, could.

No data No data 3Rg.11 Identify common 4Rg.10 Explore in texts, No data No data
irregular verb forms in the and understand, subject-
past tense and relate them verb agreement.
to the present tense.

No data No data No data No data 5Rg.06 Explore in texts the 6Rg.07 Explore differences
conventions of standard between written and
English. spoken English by
comparing narrative and
dialogue.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
No data No data No data No data No data 6Rg.08 Explore and
discuss grammatical
features in a range of texts,
e.g. verb forms, sentence
types, use of different word
classes.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Reading
Structure of texts
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Rs.01 Talk about the 2Rs.01 Talk about the 3Rs.01 Explore and 4Rs.01 Explore and 5Rs.01 Explore and 6Rs.01 Explore and
sequence of events or sequence of events or describe how events or describe the main stages in describe the progression of describe the progression of
actions in a text, e.g. what ideas in a text. ideas in a text relate to a text from introduction to ideas in a text; compare ideas in a text, including
happens at the beginning, earlier or later events or conclusion. the progression in different the handling of time (e.g. to
in the middle and at the ideas. texts. manage flashbacks, or
end of a story. events which are
presented out of
chronological order).

*1Rs.02 Explore and
recognise the features of
text structure in a range of
different fiction and non-
fiction texts, including
simple poems.
*2Rs.02 Explore and
recognise the features of
text structure in a range of
different fiction and non-
fiction texts, including
simple poems.
*3Rs.02 Explore and
recognise the key features
of text structure in a range
of different fiction and non-
fiction texts, including
poems and playscripts.
*4Rs.02 Explore and
recognise the key features
of text structure in a range
of different fiction and non-
fiction texts, including
poems and playscripts.
*5Rs.02 Explore and
recognise the key features
of text structure in a range
of different fiction and non-
fiction texts, including
poems and playscripts.
*6Rs.02 Explore and
recognise the key features
of text structure in a range
of different fiction and non-
fiction texts, including
poems and playscripts.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Rs.03 Explore and 2Rs.03 Explore and 3Rs.03 Explore and 4Rs.03 Explore and 5Rs.03 Explore and 6Rs.03 Explore and
recognise parts of a book, recognise organisational recognise different ways recognise how ideas are recognise how different recognise how ideas are
including cover, title and features that help the that information is organised in paragraphs effects can be achieved by organised and linked
contents. reader to find information in organised in texts, and sections. sequencing sections and cohesively across a text,
texts, including including paragraphs, paragraphs in different e.g. new chapters to
subheadings and labelled sections and chapters, and ways. manage flashbacks or
diagrams. bulleted and numbered events which are
lists. presented out of
chronological order; use of
however and on the other
hand to introduce a new
paragraph in a balanced
argument.

1Rs.04 Explore and
recognise how texts for
different purposes look
different, e.g. different uses
of pictures.
No data 3Rs.04 Explore and
recognise how sentence
openings in texts establish
links between sentences,
e.g. Later that day …
4Rs.04 Explore and No data No data
recognise how points are
sequenced and linked to
develop ideas within and
between paragraphs.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Reading
Interpretation of texts
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
No data 2Ri.01 Begin to distinguish *3Ri.01 Understand the *4Ri.01 Understand the *5Ri.01 Understand the *6Ri.01 Understand the
between fiction and non- difference between fiction difference between fiction difference between fiction difference between fiction
fiction texts. and non-fiction texts and and non-fiction texts and and non-fiction texts and and non-fiction texts and
locate books by locate books by locate books by locate books by
classification. classification. classification. classification.

*1Ri.01 Read and explore
a range of simple stories
and poems, including
identifying the contribution
of any visual elements.
*2Ri.02 Read and explore
a range of simple stories
and poems, including
identifying the contribution
of any visual elements.
*3Ri.02 Read and explore *4Ri.02 Read and explore *5Ri.02 Read and explore *6Ri.02 Read and explore
a range of fiction genres, a range of fiction genres, a range of fiction genres, a range of fiction genres,
poems and playscripts, poems and playscripts, poems and playscripts, poems and playscripts,
including identifying the including identifying the including identifying the including identifying the
contribution of any visual contribution of any visual contribution of any visual contribution of any visual
elements or multimedia. elements or multimedia. elements or multimedia. elements or multimedia.

*1Ri.02 Identify the *2Ri.03 Identify the *3Ri.03 Identify, discuss *4Ri.03 Identify, discuss *5Ri.03 Identify, discuss *6Ri.03 Identify, discuss
characteristics of simple characteristics of simple and compare different and compare different and compare different and compare different
stories. stories. fiction genres and their fiction genres and their fiction genres and their fiction genres and their
typical characteristics. typical characteristics. typical characteristics. typical characteristics.

*1Ri.03 Read and explore *2Ri.04 Read and explore *3Ri.04 Read and explore *4Ri.04 Read and explore *5Ri.04 Read and explore *6Ri.04 Read and explore
a range of simple non- a range of simple non- a range of non-fiction text a range of non-fiction text a range of non-fiction text a range of non-fiction text
fiction text types. fiction text types. types. types. types. types.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1
*1Ri.04 Begin to show
awareness that different
non-fiction text types have
different purposes and
begin to identify their
features.
Stage 2
*2Ri.05 Begin to show
awareness that different
non-fiction text types have
different purposes and
begin to identify their
features.
Stage 3 Stage 4 Stage 5 Stage 6
3Ri.05 Identify, discuss 4Ri.05 Identify, discuss 5Ri.05 Identify, discuss 6Ri.05 Identify, discuss
and compare the purposes and compare the purposes and compare the purposes and compare the purposes
and features of different and features of different and features of different and features of different
non-fiction text types, non-fiction text types, non-fiction text types, non-fiction text types,
including how texts engage including how texts including evaluating texts including balanced written
the reader. persuade the reader. for purpose and clarity, and arguments.
recognising use of
personal and impersonal
style.

*1Ri.05 Explore explicit *2Ri.06 Explore explicit *3Ri.06 Explore explicit *4Ri.06 Explore explicit *5Ri.06 Explore explicit *6Ri.06 Explore explicit
meanings in simple texts. meanings in simple texts. meanings in a range of meanings in a range of meanings in a range of meanings in a range of
texts. texts. texts. texts.

1Ri.06 Retell a familiar 2Ri.07 Identify and use the 3Ri.07 Identify the main 4Ri.07 Identify key words 5Ri.07 Extract main points 6Ri.07 Summarise explicit
story verbally, including main events to retell a points or gist from reading and phrases that establish from a text, and group and meanings drawn from more
most of the relevant story verbally. a text. the main points in a text. link ideas. than one point in a text.
information.

1Ri.07 Identify the main 2Ri.08 Describe story 3Ri.08 Explain how 4Ri.08 Explain how 5Ri.08 Recognise and No data
characters in a story and settings and characters. settings and characters are settings and characters are compare the dramatic
talk about what happens to developed in a story. developed, identifying key conventions of playscripts
them. words and phrases from and films, including how
the story. they contribute to the
development of characters
and settings.

1Ri.08 Find information by 2Ri.09 Find information 3Ri.09 Follow written No data No data No data
reading labels, lists and from simple visual sources, instructions to carry out an
captions. including tables and activity.
labelled diagrams.

*1Ri.09 Explore implicit *2Ri.10 Explore implicit *3Ri.10 Explore implicit *4Ri.09 Explore implicit *5Ri.09 Explore implicit *6Ri.08 Explore implicit
meanings in simple texts. meanings in simple texts. meanings in a range of meanings in a range of meanings in a range of meanings in a range of
texts. texts. texts. texts.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Ri.10 Anticipate what 2Ri.11 Predict story 3Ri.11 Predict story 4Ri.10 Predict what 5Ri.10 Use a range of 6Ri.09 Use evidence from
happens next in a story. endings. endings based on happens next in a story types of clues in stories more than one point in a
knowledge of other stories. based on previous events (e.g. personality of story to support predictions
in the story. characters) to predict what about what might happen
might happen next. later in the story.

1Ri.11 Make simple 2Ri.12 Make simple 3Ri.12 Make inferences 4Ri.11 Make inferences 5Ri.11 Make inferences 6Ri.10 Make a range of
inferences based on inferences based on what from texts, including about from texts, including about from texts, including about plausible inferences from
events in a text. is said or done in a text. the feelings, thoughts and story settings and the relationships between texts.
motives of story characters. story characters.
characters.

No data No data No data No data No data 6Ri.11 Comment on how a

writer influences the
reaction of readers,
including how they present
characters and settings,
and evoke particular
moods (e.g. suspense,
anger, excitement).

No data No data *3Ri.13 Begin to *4Ri.12 Begin to *5Ri.12 Distinguish *6Ri.12 Distinguish
distinguish between fact distinguish between fact between fact and opinion in between fact and opinion in
and opinion in texts. and opinion in texts. a range of texts. a range of texts.

1Ri.12 Respond verbally to 2Ri.13 Answer simple 3Ri.14 Scan a text to find 4Ri.13 Skim to gain an 5Ri.13 Use scanning and 6Ri.13 Locate and use
simple questions about questions from reading a and use specific overall sense of a text. skimming appropriately relevant information from
texts read or heard. short text. information to answer a depending on the type of one or more points in a
question. information required. text, or from different texts,
confidently and efficiently.

No data 2Ri.14 Locate relevant 3Ri.15 Locate relevant 4Ri.14 Locate and use 5Ri.14 Locate and use No data
information in texts, information in texts, relevant information from a relevant information from a
including using a contents including using an index. text to answer questions. single text or different
page. texts.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
*1Ri.13 Answer questions *2Ri.15 Answer questions *3Ri.16 Answer questions *4Ri.15 Answer questions *5Ri.15 Support answers *6Ri.14 Support answers
about texts with some about texts with some with some reference to with some reference to to questions with reference to questions with reference
explanation of thinking. explanation of thinking. single points in a text. single points in a text. to, or quotations from, one to, or quotations from, one
or more points in a text. or more points in a text.

1Ri.14 Show
understanding of rhyme
and repetition when joining
in with reading familiar
simple stories and poems.
2Ri.16 Talk about patterns 3Ri.17 Recognise the 4Ri.16 Recognise, 5Ri.16 Recognise, 6Ri.15 Recognise explicit
in simple stories and theme of a text, and compare and contrast the compare and contrast the and implicit ways in which
poems, e.g. rhyme, common themes in themes and features of themes, features and the theme of a text is
repetition. different texts. texts. language of texts. conveyed.

No data No data No data 4Ri.17 Identify the 5Ri.17 Comment on how a 6Ri.16 Comment on how
viewpoint from which a viewpoint is expressed in different viewpoints are
story is told. fiction and non-fiction texts. expressed in fiction and
non-fiction texts.

No data No data No data No data No data 6Ri.17 Distinguish between

texts with a writer's voice
and texts with a narrator's
voice.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example,*4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Reading
Appreciation and reflection
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
*1Ra.01 Enjoy reading and *2Ra.01 Enjoy reading and *3Ra.01 Enjoy independent *4Ra.01 Enjoy independent *5Ra.01 Enjoy independent *6Ra.01 Enjoy independent
hearing a range of simple hearing a range of simple and shared reading of and shared reading of and shared reading of and shared reading of
stories, poems and non- stories, poems and non- fiction genres, poems, fiction genres, poems, fiction genres, poems, fiction genres, poems,
fiction texts. fiction texts. playscripts and non-fiction playscripts and non-fiction playscripts and non-fiction playscripts and non-fiction
texts. texts. texts. texts.

1Ra.02 Join in with some No data No data No data No data No data

words and phrases when
reading familiar simple
stories and poems
together.

1Ra.03 Read aloud simple 2Ra.02 Begin to read texts 3Ra.02 Read texts silently. No data No data No data
texts independently. silently as well as aloud.

1Ra.04 Talk about texts 2Ra.03 Discuss texts read 3Ra.03 Share a review of a 4Ra.02 Express personal 5Ra.02 Express personal 6Ra.02 Express personal
heard or read, including or heard, including giving text, summarising what it is responses to texts, responses to texts, responses to texts,
making links with own reasons for likes and about and expressing including linking including predictions, including preferences in
experiences and dislikes. opinions about it. characters, settings and opinions and reflections. terms of language, style
expressing likes and events to personal and themes.
dislikes. experience.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Ra.05 Begin to make 2Ra.04 Make choices 3Ra.04 Make choices 4Ra.03 Develop 5Ra.03 Develop 6Ra.03 Begin to choose a
choices about books to about books to read for about books to read for preferences about favourite preferences about favourite more diverse range of
read or listen to for pleasure. pleasure, including based books and share writers and share books to read, including
pleasure. on blurbs and reviews. recommendations with recommendations with writers or genres which
others. others. compare or contrast with
previous reading.

1Ra.06 Begin to identify 2Ra.05 Recognise that 3Ra.05 Compare different 4Ra.04 Comment on how 5Ra.04 Begin to consider 6Ra.04 Comment on how
how contexts and events in stories may be from retellings of the same fiction reflects the time or how readers might react readers might react
stories are the same as or different times and places. story, including the context in which it is set. differently to the same text, differently to the same text,
different from real life. influence of when and depending on where or depending on where or
where they were written when they are reading it. when they are reading it.
(e.g. myths and legends).

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Speaking and Listening
Making yourself understood
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1SLm.01 Speak audibly 2SLm.01 Speak clearly 3SLm.01 Speak fluently 4SLm.01 Speak with 5SLm.01 Speak precisely 6SLm.01 Adapt pace and
and clearly with familiar and confidently with and confidently in a range accuracy and sometimes at either with concision or at tone of speech
people. familiar people. of familiar contexts. length in a range of familiar length, as appropriate to appropriately in formal and
contexts. context. informal contexts.

1SLm.02 Provide relevant 2SLm.02 Provide relevant 3SLm.02 Select 4SLm.02 Sequence 5SLm.02 Structure 6SLm.02 Structure
information, as needed. information with sufficient appropriate information, relevant information to aid relevant information in a information to aid the
detail, as needed. with appropriate detail, as the listener's way that supports the listener’s understanding of
needed. understanding. purpose and aids the the main and subsidiary
listener's understanding. points.

1SLm.03 Use some 2SLm.03 Use relevant 3SLm.03 Use vocabulary 4SLm.03 Use vocabulary 5SLm.03 Use language to 6SLm.03 Use language to
relevant vocabulary to vocabulary to describe appropriate to the situation. precisely to make the convey ideas and opinions, convey ideas and opinions,
describe events and events and feelings. meaning clear. with some detail. with increasing clarity and
feelings. detail.

*1SLm.04 Show some use *2SLm.04 Show some use *3SLm.04 Use non-verbal *4SLm.04 Use non-verbal *5SLm.04 Adapt non- *6SLm.04 Adapt non-
of non-verbal of non-verbal communication techniques communication techniques verbal communication verbal communication
communication techniques. communication techniques. for different purposes. for different purposes. techniques for different techniques for different
purposes and contexts. purposes and contexts.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
*1SLm.05 Show some *2SLm.05 Show some *3SLm.05 Show *4SLm.05 Show *5SLm.05 Show *6SLm.05 Show
awareness of the listener, awareness of the listener, awareness of an audience, awareness of an audience, awareness of different awareness of different
e.g. by varying tone to e.g. by varying tone to e.g. by adapting language e.g. by adapting language audiences, e.g. by using audiences, e.g. by using
engage them, by engage them, by and tone to engage them. and tone to engage them. the appropriate register. the appropriate register.
responding to their non- responding to their non-
verbal cues. verbal cues.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Speaking and Listening
Showing understanding
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1SLs.01 Listen and 2SLs.01 Listen and 3SLs.01 Listen and 4SLs.01 Listen and 5SLs.01 Listen, reflect on 6SLs.01 Listen, reflect on
respond appropriately, respond appropriately, respond appropriately, respond appropriately, what is heard and give a what is heard and give a
including following a including recalling the main including following a including asking and reasoned response. reasoned response with
sequence of simple points. sequence of instructions to answering questions to reference to at least one
instructions. carry out an activity. develop ideas. specific point made by the
speaker.

1SLs.02 Ask simple 2SLs.02 Ask questions 3SLs.02 Ask questions No data No data No data
questions about what is about what is heard or read about what is heard or read
heard or read. to improve understanding. that demonstrate
understanding of the main
points.

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Speaking and Listening
Group work and discussion
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
*1SLg.01 Work with others *2SLg.01 Work with others *3SLg.01 Begin to take an *4SLg.01 Begin to take an *5SLg.01 Take different *6SLg.01 Take different
in a group. in a group. assigned role within a assigned role within a assigned roles within assigned roles within
group. group. groups, and begin to groups, and begin to
assign roles within a group. assign roles within a group.

*1SLg.02 Show *2SLg.02 Show *3SLg.02 Respond politely *4SLg.02 Respond politely *5SLg.02 Show *6SLg.02 Show
understanding of the understanding of the to another point of view to another point of view consideration of another consideration of another
opinions of others. opinions of others. with a personal point of with a personal point of point of view. point of view.
view. view.

1SLg.03 During a 2SLg.03 During a 3SLg.03 Extend a 4SLg.03 Extend a 5SLg.03 Extend a 6SLg.03 Extend a
discussion, listen to others discussion, respond in a discussion by contributing discussion by contributing discussion by asking and discussion by building on
without interrupting. way that is relevant to the relevant comments. relevant comments and answering questions to own and other's ideas.
task. questions. refine ideas.

1SLg.04 Take turns in 2SLg.04 Take turns in 3SLg.04 Take turns in a 4SLg.04 Take turns in a 5SLg.04 Take turns in a 6SLg.04 Encourage others
speaking, expressing own speaking, adding relevant discussion, acknowledging discussion, making links discussion, building on to take turns in a
feelings and ideas. information. what others have said. with what others have said. what others have said. discussion.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Speaking and Listening
Performance
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1SLp.01 Re-read 2SLp.01 Read familiar 3SLp.01 Read aloud with 4SLp.01 Read aloud with *5SLp.01 Read aloud with *6SLp.01 Read aloud with
sentences aloud with some stories and poems aloud expression appropriate to expression, adapting the accuracy, and increasing accuracy, and increasing
fluency and expression. with fluency and the meaning and sound of pace and volume confidence and style. confidence and style.
expression. the words. appropriate to the content.

1SLp.02 Recite simple No data 3SLp.02 Show awareness No data No data No data
poems, showing of different voices when
awareness of rhythm. reading aloud.

1SLp.03 Pause at full 2SLp.02 Show awareness 3SLp.03 Use knowledge of 4SLp.02 Read aloud with No data No data
stops when reading aloud. of speech marks when punctuation and grammar accuracy and fluency,
reading aloud. to read familiar texts with showing awareness of
accuracy. punctuation.

1SLp.04 Engage in 2SLp.03 Extend 3SLp.04 Use speech, 4SLp.03 Adapt speech, 5SLp.02 Convey ideas 6SLp.02 Convey ideas
imaginative play, enacting experiences and ideas gesture and movement to gesture and movement to about characters in drama about characters in drama
simple characters or about characters and create a character in portray a character in through deliberate choice in different roles and
situations. situations through role- drama. drama. of speech, gesture and scenarios through
play. movement. deliberate choice of
speech, gesture and
movement.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1SLp.05 Make a simple 2SLp.04 Deliver a short 3SLp.05 Plan and deliver a 4SLp.04 Plan and deliver a *5SLp.03 Plan and deliver *6SLp.03 Plan and deliver
personal statement in a presentation in a familiar presentation independently group presentation on a independent and group independent and group
familiar context. context about a chosen on a familiar subject in a familiar subject, including presentations confidently to presentations confidently to
object or event. familiar context. to a wider audience. a range of audiences, a range of audiences,
adapting presentations adapting presentations
appropriately to the appropriately to the
audience. audience.

No data No data No data No data *5SLp.04 Begin to make *6SLp.04 Begin to make
choices about the most choices about the most
appropriate media for a appropriate media for a
particular presentation. particular presentation.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Speaking and Listening
Reflection and evaluation
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1SLr.01 Talk about own 2SLr.01 Talk about own *3SLr.01 Begin to evaluate *4SLr.01 Begin to evaluate *5SLr.01 Evaluate own *6SLr.01 Evaluate own
activities, including what activities, including why own and others' talk, own and others' talk, and others' talk, including and others' talk, including
they enjoyed. they made particular including what went well including what went well what went well and what what went well and what
choices. and what could be and what could be could be improved next could be improved next
improved next time. improved next time. time. time.

No data 2SLr.02 Talk about others' No data No data No data No data

presentations, including
what they enjoyed and
why.

1SLr.02 Suggest how 2SLr.03 Identify whether 3SLr.02 Begin to comment 4SLr.02 Comment on the 5SLr.02 Comment on how 6SLr.02 Begin to explain
someone's non-verbal someone's non-verbal on the ways that meaning ways that meaning can be and why communication variations in
communication reflects communication matches can be expressed verbally expressed verbally and varies in different contexts. communication, including
their feelings. their verbal and non-verbally in non-verbally in different register.
communication. different contexts. contexts.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Writing
Word structure (spelling)
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Ww.01 Identify the most 2Ww.01 Explore and use 3Ww.01 Explore and use 4Ww.01 Explore and use 5Ww.01 Explore and use 6Ww.01 Explore and use
common letter(s) different spellings of common ways in which silent letters (e.g. knife, spellings of unstressed different ways of
(grapheme(s)) associated common phonemes, consonant phonemes can lamb) and different vowel phonemes at the representing consonants,
with each sound in the including long vowel be represented, e.g. jar, spellings of words with end of words, e.g. /з:/ (‘er’) e.g. -ck, -k, -ke, -que or -ch
English language. phonemes, e.g. day, rain, giraffe, age, bridge; cat, vowel phonemes (e.g. at the end of butter, /i:/ for /k/; -ch or -tch for /ʧ/; j-,
made, great; apple, travel, kitten, brick. short vowel phonemes: ('ee’) at the end of city. g- or -dge for /ʤ/.
metal. umbrella, young and love
('o' before 'v'); long vowel
phonemes after 'w': want,
war, water, word).

1Ww.02 Identify letters 2Ww.02 Explore and use No data No data 5Ww.02 Explore and use No data
(graphemes) for adjacent spellings of words with split ‘silent’ vowels and syllables
consonants (e.g. br, nd) digraphs, e.g. made, like. in polysyllabic words, e.g.
and consonant digraphs, library, interest.
including th, ch and sh.

1Ww.03 Relate rhyme to 2Ww.03 Relate rhyme to No data No data No data No data
shared spelling patterns, known spelling patterns,
e.g. rock, clock, sock. e.g. whale, snail.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2
1Ww.04 Explore and use 2Ww.04 Use common
plural nouns with endings - irregular plurals, e.g. mice,
s and -es, and understand sheep.
the effect on the meaning
of a noun of adding these
endings.
No data 2Ww.05 Explore and use
verbs with endings -s, -ed
and -ing where no change
is needed to the root, and
understand the effect on
the meaning of a verb of
adding these endings.
No data No data
No data 2Ww.06 Spell some words
with common prefixes and
suffixes, including un-, dis-,
-er, -est, -ful and -ly.
No data No data
© Cambridge University Press & Assessment 2022
Stage 3
No data
3Ww.02 Use recognition of No data
long and short vowel
sounds and spelling rules
to add -s, -ed and -ing to
verbs, including omitting -e
before -ing, and doubling
consonants where
necessary.
No data
3Ww.03 Spell words with a
range of common prefixes
and suffixes, including re-,
in-, -ment, -ness and -less.
No data
Stage 4
4Ww.02 Explore and use
spelling patterns for
pluralisation, including -s, -
es, -y/-ies and -f/-ves.
No data
4Ww.03 Spell words with a
range of common prefixes
and suffixes, including
trans-, pre-, -ion, -ation and
-ous.
4Ww.04 Explore and build
words with related roots
and meanings, e.g.
medical, medicine; sign,
signal, signature.
Stage 5 Stage 6
No data No data
No data No data
5Ww.03 Explore and use No data
rules for single and double
consonants, e.g. full, -ful, -
fully.
5Ww.04 Spell words with a 6Ww.02 Explore and spell
wide range of common words with different
prefixes and suffixes, suffixes but similar
including understanding pronunciation, e.g. -tion, -
ways of creating opposites, cian, -sion, -ssion; -ance, -
e.g. un-, im-. ence.
5Ww.05 Explore and use 6Ww.03 Further develop
spelling rules for suffixes understanding of how to
that begin with vowels and add prefixes and suffixes to
suffixes that begin with root words, and when the
consonants. root word changes.
Version 1.1
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
No data 2Ww.07 Explore and use 3Ww.04 Spell common 4Ww.05 Spell common 5Ww.06 Explore and use 6Ww.04 Spell familiar
words which sound the homophones correctly to homophones correctly to accurately words that have homophones and
same but have different match their meaning, match their grammatical the same spelling but commonly confused words
spellings of long vowels including to, two, too and purpose, including they’re, different meanings correctly, e.g. aloud,
(homophones), e.g. tail and right, write. their, there. (homonyms), e.g. wave allowed; past, passed;
tale, stare and stair, blew (hand gesture, hair curl, advice, advise; desert,
and blue. sea movement, etc.). dessert.

No data No data 4Ww.06 Spell words with
common letter strings but
different pronunciations,
e.g. tough, through, trough,
plough.
5Ww.07 Spell words with No data
less common letter strings
which may be pronounced
differently, e.g. pour, hour;
piece, pie.

1Ww.05 Choose plausible 2Ww.08 Use knowledge of 3Ww.05 Use effective 4Ww.07 Generate spelling 5Ww.08 Explore 6Ww.05 Explore a range of
graphemes that match phonemes and spelling strategies, including rules from spelling exceptions to known spelling rules and
phonemes to write simple patterns to spell a range of spelling patterns, visual patterns, and test them. spelling rules. exceptions.
regular words and to common regular words memory, mnemonics and
attempt other words. correctly. segmenting, to spell some
unfamiliar regular and
exception words correctly
(including for compound
words).

1Ww.06 Spell familiar 2Ww.09 Spell a range of No data 4Ww.08 Use effective
words accurately, including common exception words strategies, including
common exception words. accurately. segmenting, spelling rules,
visual memory and
mnemonics, to spell a
range of unfamiliar regular
and exception words
correctly.
5Ww.09 Use effective 6Ww.06 Use effective
strategies, including strategies to spell a wide
spelling rules and range of words correctly.
exceptions, and using
known spellings to work
out the spelling of related
words, to spell a range of
words correctly.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
*1Ww.07 Ask for support in *2Ww.10 Ask for support in *3Ww.06 Use paper-based *4Ww.09 Use paper-based *5Ww.10 Use paper-based *6Ww.07 Use paper-based
spelling unfamiliar words spelling unfamiliar words and on-screen tools to find and on-screen tools to find and on-screen tools to find and on-screen tools to find
and use spelling logs to and use spelling logs to the correct spelling of the correct spelling of the correct spelling of the correct spelling of
support future writing. support future writing. words; keep and use words; keep and use words; keep and use words; keep and use
spelling logs of misspelt spelling logs of misspelt spelling logs of misspelt spelling logs of misspelt
words, and identify words words, and identify words words, and identify words words, and identify words
that need to be learned. that need to be learned. that need to be learned. that need to be learned.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Writing
Vocabulary and language
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
*1Wv.01 Use vocabulary *2Wv.01 Use vocabulary *3Wv.01 Use specialised *4Wv.01 Use specialised *5Wv.01 Use specialised *6Wv.01 Use specialised
relevant to a familiar topic. relevant to a familiar topic. vocabulary accurately to vocabulary accurately to vocabulary accurately to vocabulary accurately to
match a familiar topic. match a familiar topic. match a familiar topic. match a familiar topic.

No data 2Wv.02 In story writing, 3Wv.02 Explore and use 4Wv.02 Explore and use 5Wv.02 Explore synonyms 6Wv.02 Explore and use
use a range of adjectives synonyms for high alternatives for overused and words conveying words and phrases to
to describe characters and frequency words, e.g. big, words and phrases. shades of meaning, and convey shades of meaning
settings. little, good. use them accurately in own appropriate to the context.
writing.

No data No data 3Wv.03 Explore and use
different verbs for
introducing and concluding
dialogue, e.g. said, asked.
4Wv.03 Explore shades of No data 6Wv.03 Transform
meaning in adjectives and meaning with prefixes and
adverbs (e.g. tepid, warm, suffixes.
hot), and use them
appropriately in own
writing.

1Wv.02 Begin to use some 2Wv.03 Begin to vary 3Wv.04 Use a variety of No data No data No data
formulaic language, e.g. sentence openings, sentence openings,
Once upon a time … including using language of including using language of
time, e.g. Suddenly …, time, place and manner,
That morning … e.g. Later that day, …; In
the distance, …; Slowly
and carefully, …

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
No data 2Wv.04 Choose and use 3Wv.05 Choose and use 4Wv.04 Choose and use 5Wv.03 Choose and use 6Wv.04 Choose and use
interesting words and words and phrases words (including verbs, e.g. words and phrases vocabulary carefully to
phrases, including to (including noun phrases) to rushed instead of went) to carefully to convey feeling develop imaginative detail.
describe people and strengthen the impact of strengthen the impact of and mood.
places. writing. writing.

No data No data 3Wv.06 Use simple 4Wv.05 Use simple *5Wv.04 Begin to use *6Wv.05 Begin to use
figurative language, figurative language, figurative language to figurative language to
including sound effects and including alliteration and evoke an imaginative evoke an imaginative
simple onomatopoeia. similes. response from the reader. response from the reader.

*1Wv.03 Use own lists of
interesting and significant
words to extend the range
of vocabulary used in
written work.
*2Wv.05 Use own lists of
interesting and significant
words to extend the range
of vocabulary used in
written work.
*3Wv.07 Use own lists of
interesting and significant
words, dictionaries and
thesauruses to extend the
range of vocabulary used
in written work.
*4Wv.06 Use own lists of
interesting and significant
words, dictionaries and
thesauruses to extend the
range of vocabulary used
in written work.
*5Wv.05 Use own lists of
interesting and significant
words, dictionaries and
thesauruses to extend the
range of vocabulary used
in written work.
*6Wv.06 Use own lists of
interesting and significant
words, dictionaries and
thesauruses to extend the
range of vocabulary used
in written work.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Writing
Grammar and punctuation
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Wg.01 Use a capital letter 2Wg.01 Use capital letters, 3Wg.01 Use full stops, 4Wg.01 Consistently use No data No data
and full stop to start and full stops and question question marks and accurate end-of-sentence
end a sentence. marks correctly in simple exclamation marks punctuation.
sentences. correctly in different types
of sentences.

1Wg.02 In more extended No data No data No data No data No data

writing, end some
sentences with a full stop.

1Wg.03 Use a capital letter No data No data No data No data No data

for 'I', for proper nouns and
to start some sentences in
more extended writing.

No data 2Wg.02 Explore and use No data 4Wg.02 Begin to use 5Wg.01 Begin to use 6Wg.01 Use commas,
commas to separate items commas to make the commas to separate dashes and brackets
in lists. meaning of sentences clauses within sentences parenthetically.
clearer. and clarify meaning in
complex sentences.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
No data No data 3Wg.02 Use apostrophes 4Wg.03 Use apostrophes 5Wg.02 Use apostrophes No data
to mark omission of letters for singular and plural accurately.
in shortened forms, e.g. possession.
can’t, don’t.

No data 2Wg.03 Begin to include 3Wg.03 Use speech marks 4Wg.04 Begin to use other 5Wg.03 Punctuate direct 6Wg.02 Punctuate direct
direct speech in writing, to punctuate direct speech. punctuation alongside speech accurately. and reported speech
using a new line for each speech marks to punctuate accurately.
speaker. direct speech.

No data No data No data No data No data 6Wg.03 Use punctuation

effectively to clarify
meaning in complex
sentences.

No data 2Wg.04 Write clear 3Wg.04 Use different types No data No data No data
statements, of sentences and their
commands/instructions and grammar appropriately
questions. (statements,
commands/instructions,
questions and
exclamations).

1Wg.04 Write simple 2Wg.05 Write simple No data No data 5Wg.04 Understand how to 6Wg.04 Use a variety of
sentences. sentences, and multi- create multi-clause simple, compound and
clause sentences using sentences by combining complex sentences chosen
and, but, or. simple sentences and for effect.
reordering clauses; use
simple, compound and
complex sentences.

1Wg.05 Use and to join 2Wg.06 Begin to write 3Wg.05 Write multi-clause 4Wg.05 Write multi-clause No data No data
words and clauses. multi-clause sentences sentences using simple sentences using a range of
using simple connectives, connectives of time, place connectives.
e.g. because, if, when. and cause.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
No data 2Wg.07 Begin to use 3Wg.06 Use regular 4Wg.06 Use past, present 5Wg.05 Use a wide range 6Wg.05 Use active and
suffixes -s, -ing and -ed present and past verb and future verb forms of modal verbs accurately passive verb forms within
appropriately for present forms accurately and accurately. to express degrees of sentences.
and past verb forms in consistently across a text. possibility, e.g. should,
sentences. would, could.

No data No data 3Wg.07 Use common 4Wg.07 Experiment with No data No data
irregular verb forms varying verb forms in texts,
accurately in the past including in direct speech.
tense.

No data No data No data 4Wg.08 Use the verb to be No data No data

accurately, including
subject-verb agreement for
different verb forms.

1Wg.06 Use articles the 2Wg.08 Use simple No data 4Wg.09 Use a range of No data 6Wg.06 Ensure
and a or an appropriately in quantifiers appropriately for quantifiers appropriately for grammatical agreement of
sentences. the context, e.g. some, the context, e.g. either, quantifiers with countable
most, all. neither, both. and uncountable nouns,
e.g. less and fewer.

No data 2Wg.09 Use pronouns in No data No data 5Wg.06 Use pronouns, 6Wg.07 Use relative
writing, and ensure including possessive pronouns to introduce
grammatical agreement of pronouns (e.g. theirs, additional detail.
nouns and pronouns with mine), appropriately so it is
verbs. clear to what or whom they
refer.

No data No data 3Wg.08 Use a range of No data No data No data

prepositions accurately.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
No data 2Wg.10 Use common No data No data 5Wg.07 Form and use No data
adjectives appropriately in comparative and
sentences, including superlative adjectives and
simple comparative and adverbs correctly, e.g.
superlative forms. better, best; smaller,
smallest; more quickly,
most quickly.

No data No data No data 4Wg.10 Use adverbs and 5Wg.08 Use a wide range No data
adverbial phrases of adverbs and adverbial
appropriately. phrases.

No data No data No data No data No data 6Wg.08 Use the

conventions of standard
English appropriately in
writing, including for
different types of texts, e.g.
verb forms, sentence
structure, use of different
word classes.

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Writing
Structure of texts
Stage 1
1Ws.01 Develop a simple
sequence of known actions
or events, e.g. by ordering
sentences and then adding
to them.
Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
2Ws.01 Write a sequence 3Ws.01 Write a logical 4Ws.01 Develop a logical 5Ws.01 Begin to develop 6Ws.01 Manage the
of events or ideas, sequence of events or sequence of ideas, making ideas cohesively across development of an idea
including stories with a ideas, e.g. to develop the relationships between them longer pieces of writing. across an extended piece
beginning, middle and end. plot of a story. clear. of writing, e.g. by linking
the end to the beginning.

No data 2Ws.02 Group together 3Ws.02 Begin to organise 4Ws.02 Use paragraphs 5Ws.02 Organise ideas in 6Ws.02 Use paragraphs,
sentences relating to similar ideas in paragraphs and sections consistently paragraphs and sections to sections and chapters to
similar ideas. and sections. to organise ideas. achieve an appropriate organise ideas and support
effect. overall cohesion of a text,
e.g. new chapters to
manage flashbacks or
events which are
presented out of
chronological sequence.

No data No data 3Ws.03 Use sentence 4Ws.03 Use connectives to No data 6Ws.03 Use a range of
openings that establish establish links between connectives to link
links between ideas in paragraphs, e.g. if, paragraphs and sections
different sentences, e.g. although. clearly and cohesively, e.g.
Later that day … use of however and on the
other hand to introduce
counter-arguments in a
balanced argument.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
*1Ws.02 Use simple *2Ws.03 Use simple *3Ws.04 Use *4Ws.04 Use *5Ws.03 Use *6Ws.04 Use
organisational features organisational features organisational features organisational features organisational features organisational features
appropriate to the text type, appropriate to the text type, appropriate to the text type, appropriate to the text type, appropriate to the text type, appropriate to the text type,
e.g. subheadings, labelled e.g. subheadings, labelled e.g. bulleted and numbered e.g. bulleted and numbered e.g. bulleted and numbered e.g. bulleted and numbered
diagrams. diagrams. lists. lists. lists. lists.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1

 Cambridge Primary

Cambridge Primary English Progression Grid

Writing
Creation of texts
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
*1Wc.01 Begin to write *2Wc.01 Begin to write *3Wc.01 Develop creative *4Wc.01 Develop creative *5Wc.01 Develop creative *6Wc.01 Develop creative
simple stories and poems, simple stories and poems, writing in a range of writing in a range of writing in a range of writing in a range of
including using the including using the different genres of fiction different genres of fiction different genres of fiction different genres of fiction
structures of familiar stories structures of familiar stories and types of poems. and types of poems. and types of poems. and types of poems.
and poems. and poems.

1Wc.02 Plan writing by 2Wc.02 Plan writing 3Wc.02 Plan and record 4Wc.02 Explore and use 5Wc.02 Use effective 6Wc.02 Use effective
speaking aloud, e.g. saying through discussion, e.g. main points and ideas different ways of planning planning to inform the planning to inform the
sentences or describing a talking about the setting before writing. to inform writing for content and structure of content and structure of
sequence of events before and characters before particular purposes. writing, e.g. paragraphs or extended writing, e.g.
writing them. writing a story. sections. chapters.

1Wc.03 Develop a short 2Wc.03 Include simple 3Wc.03 Develop 4Wc.03 Write character 5Wc.03 Write new scenes 6Wc.03 When writing
written retelling of a familiar descriptions of settings and descriptions of settings and profiles to inform story or characters into a story; stories, develop
story, e.g. by writing characters when writing characters when writing writing. rewrite events from the descriptions of settings,
sentences to caption stories. stories. viewpoint of another characters and action that
pictures. character. engage and entertain the
reader.

No data No data No data 4Wc.04 Develop No data No data

descriptions of settings and
characters to capture the
reader's imagination.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1
No data
No data
No data
*1Wc.04 Begin to write for
a purpose using basic
language and features
appropriate for the text
type.
1Wc.05 Include some
relevant information when
writing simple non-fiction
texts in familiar real-life
contexts.
No data
*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03
© Cambridge University Press & Assessment 2022
Stage 2 Stage 3
No data No data
No data No data
No data 3Wc.04 Write a simple 4Wc.07 Write a simple
playscript based on a given original playscript.
narrative.
*2Wc.04 Begin to write for *3Wc.05 Develop writing
a purpose using basic for a purpose using
language and features language and features
appropriate for the text appropriate for a range of
type. text types.
2Wc.05 Include additional *3Wc.06 Develop writing of
information to develop a range of text types for a
some ideas when writing specified audience, using
non-fiction texts. appropriate content and
language.
No data No data
Stage 4
4Wc.05 Write alternative No data
beginnings and endings for
stories.
4Wc.06 Begin to express a
viewpoint in fiction through
a character's opinions
about a setting or other
characters.
*4Wc.08 Develop writing
for a purpose using
language and features
appropriate for a range of
text types.
*4Wc.09 Develop writing of
a range of text types for a
specified audience, using
appropriate content and
language.
4Wc.10 Adopt a viewpoint
in non-fiction writing that is
appropriate for the purpose
and audience.
Stage 5
5Wc.04 Express a
viewpoint in fiction through
a character's opinions
about a setting or other
characters.
5Wc.05 Write a playscript,
including production notes
and stage directions to
guide performance.
*5Wc.06 Develop writing
for a purpose using
language and features
appropriate for a range of
text types.
*5Wc.07 Develop writing of
a range of text types for a
specified audience, using
appropriate content and
language.
5Wc.08 When writing non-
fiction texts, present and
justify a consistent
viewpoint.
Stage 6
No data
6Wc.04 Include different
viewpoints in fiction, e.g.
when writing stories with
flashbacks.
6Wc.05 Write a playscript
using production notes,
language and stage
directions, to develop
characters and settings.
*6Wc.06 Develop writing
for a purpose using
language and features
appropriate for a range of
text types.
*6Wc.07 Develop writing of
a range of text types for a
specified audience, using
appropriate content and
language.
6Wc.08 Write balanced
arguments, developing
points logically and
convincingly.
Version 1.1
 Cambridge Primary

Cambridge Primary English Progression Grid

Writing
Presentation and reflection
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
1Wp.01 Develop a 2Wp.01 Ensure 3Wp.01 Begin to write 4Wp.01 Write legibly, 5Wp.01 Write legibly and 6Wp.01 Develop a
comfortable and efficient consistency in the legibly and fluently. fluently and with increasing fluently for different personal handwriting style
pencil grip. formation, size and speed. purposes, including to write legibly, fluently and
proportion of letters, and choosing the writing with appropriate speed.
the spacing of words. implement that is best
suited for a task.

1Wp.02 Form lower-case 2Wp.02 Know how to join No data No data No data No data
and upper-case letters letters and which letters
correctly. are best left unjoined.

1Wp.03 Join some letters, No data No data No data No data No data

including to support use of
multi-letter graphemes.

1Wp.04 Record answers to 2Wp.03 Record key 3Wp.02 Complete a table 4Wp.02 Make short notes 5Wp.02 Explore and use 6Wp.02 Begin to decide
simple questions about information drawn from a or diagram to record to record information from different ways of making when it is helpful to take
texts, e.g. in lists. non-fiction text, e.g. listing information drawn from a a text and use them to notes (e.g. bulleted lists, notes and how to record
key topic words. text. inform writing. mind maps) and use them them.
to inform writing.

© Cambridge University Press & Assessment 2022 Version 1.1

Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
*1Wp.05 Present text in a *2Wp.04 Present text in a *3Wp.03 Explore and use *4Wp.03 Explore and use *5Wp.03 Begin to choose *6Wp.03 Begin to choose
range of different ways, range of different ways, different ways of laying out different ways of laying out appropriate ways to lay out appropriate ways to lay out
e.g. diagrams with typed e.g. diagrams with typed and presenting texts to suit and presenting texts to suit and present texts to suit and present texts to suit
labels, storyboards with labels, storyboards with the purpose and audience the purpose and audience the purpose and audience the purpose and audience
handwritten captions. handwritten captions. (handwritten, printed and (handwritten, printed and (handwritten, printed and (handwritten, printed and
onscreen). onscreen). onscreen). onscreen).

1Wp.06 Read own writing 2Wp.05 Read own writing *3Wp.04 Evaluate own and *4Wp.04 Evaluate own and *5Wp.04 Evaluate own and *6Wp.04 Evaluate own and
aloud and talk about it. to others and share ideas others’ writing, suggesting others’ writing, suggesting others’ writing, suggesting others’ writing, suggesting
for improvements. improvements for sense, improvements for sense, improvements for sense, improvements for sense,
accuracy and content. accuracy and content. accuracy and content, accuracy and content,
including to enhance the including to enhance the
effect. effect.

No data 2Wp.06 Begin to proofread *3Wp.05 Proofread for *4Wp.05 Proofread for *5Wp.05 Proofread for *6Wp.05 Proofread for
for errors by re-reading grammar, spelling and grammar, spelling and grammar, spelling and grammar, spelling and
own writing aloud (e.g. punctuation errors, and punctuation errors, and punctuation errors, and punctuation errors, and
sentence punctuation, verb make corrections, including make corrections, including make corrections, including make corrections, including
forms). using on-screen tools. using on-screen tools. using on-screen tools. using on-screen tools.

*Where the same learning objective appears in more than one stage an asterisk is added to the code, for example, *4Rw.03

© Cambridge University Press & Assessment 2022 Version 1.1