Vacancies

Writing

Upon completing Step Two pupils:

  • know that marks and symbols convey meaning
  • can make marks using a range of writing tools including interactive boards/tablet devices
  • can put photos or symbols in a sequence
  • can copy vertical, horizontal and circular strokes
  • can try to write next totheirpicture.can use a Clicker grid to select a name for their picture
  • can give a picture a name.can dictate a caption for a picture
  • can write their name on their work from a model
  • can read back what they have written with support
  • can copy a writing pattern
  • can trace with some accuracy horizontal, vertical and circular movements
  • can copy vertical, horizontal and circular movements
  • can trace a writing pattern with some accuracy
  • can make marks or symbols in their preferred mode of communication
  • can produce meaningful marks or symbols associated with their own name or familiar spoken words,actions, images or events
  • can trace, overwrite or copy shapes and straight line patterns.

Upon completing Step Three pupils:

  • know and can correctly form 10+ lower-case letters
  • know and can write their own name using writing tools
  • know and can write familiar words from memory
  • can say an appropriate word to complete a sentence when the adult pauses (e.g. ‘We’re going to the...zoo/park/shop/beach’)
  • can draw lines or shapes on a small or a large scale (e.g. on paper, or in the air, or sand)
  • can say a clause to complete a sentence that is said aloud
  • can write their name using a keyboard
  • can copy a variety of letters
  • can say what is happening in pictures
  • can copy and trace shapes with increasing accuracy
  • can use Clicker to create a caption using a sentence making grid
  • can copy a caption for a picture
  • can write a caption for a picture and include some recognisable letters
  • can use a sentence grid with key words and create a caption by writing in known simple words
  • can put spaces between words
  • can make letters of a similar size when writing
  • can talk about the events in a sequence of pictures
  • can produce or write their name in letters or symbols
  • can copy letter forms
  • can group letters and leave spaces between them as though were writing separate words
  • am aware of the sequence of letters, symbols and words

Upon completing Step Four pupils:

  • know that writing can have a range of purposes [for example, in relation to letters, lists or stories]
  • know how text is arranged on the page
  • can use their knowledge of letter sounds to identify initial letters in a word
  • can dictate an extended for a caption for a picture (linking 4 key words)
  • can copy an extended caption for a picture (linking 4 key words)
  • can use a story writing grid to write a story
  • can read back what they have written
  • can write from left to write putting spaces between words
  • can use a sentence bank of high frequency words
  • can write some words correctly
  • can write their name with appropriate use of upper-and lower-case letters or appropriate symbols.

Upon completing Step Five pupils:

  • know and can correctly form 20+ lower-case
  • know when their letters are correctly orientated
  • know where to begin writing
  • know to use a capital letter at the start of their name and the names of their classmates
  • know how to spell tricky words: the, to, no, go
  • can make up their own phrases or short sentences to express their thoughts aloud about stories or their experiences
  • can write a caption or short phrase using the graphemes that already know
  • can write a story using a sequence of pictures and a grid for key words
  • can compose their sentences by saying them out loud first
  • can use pictures to plan the events of a story
  • can write numbers that are correctly formed and orientated
  • can write holding their pencil correctly
  • can write a message inside a card
  • can read back their writing
  • share their ideas when writing a group story/account eg following a visit
  • can write their full name using capitals and spaces appropriately
  • can put events in to sequence
  • can write phrases and simple sentences using a word list for support
  • can match capital and lower case letters
  • can suggest a place, character or event for a story (using a story making grid)
  • can explore writing in different forms-speech bubbles, labels, messages
  • can write the initial and final sound of words
  • can write the letter that matches the sound
  • can use their phonic knowledge at Phase 3
  • can write a poem with support from a word bank and a writing scaffold
  • can use Clicker to write a story (using a grid)
  • can write sentences with Clicker
  • can write each letter correctly when following a model

Upon completing Step Six pupils:

  • know and can spell a few common exception words (e.g. I, the, he, said, of)
  • know and can identify or write 40+ graphemes
  • know when to use capital letters and full stops in writing
  • know and can write all letters correctly most of the time
  • can make up their own sentences and say them aloud, after discussion with the teacher
  • can write down one of the sentences that have rehearsed
  • can form most lower-case letters correctly
  • comprehension and reading on hearing the corresponding phonemes
  • can spell words by identifying the phonemes and representing the phonemes with graphemes, including words with consonant clusters and simple digraphs
  • can write with care ensuring their words sit on the line
  • can find question marks in a text
  • can develop an idea for a character/setting/event by discussing it with a peer/adult and adapting it
  • can segment and spell words containing adjacent consonants
  • can write ideas for a story in a plan and select the best to develop
  • can verbally tell a story using a simple story map
  • can use and link ideas in writing
  • can make a vocabulary bank for words relating to a story or non-fiction report
  • can use Clicker to write stories and non-fiction
  • can put regular spaces between their words
  • can choose interesting words for their writing using a word bank
  • can look at their work and suggest ways to improve it
  • can spell two and some three letter words

Upon completing Stage One pupils:

  • know these terms: letter, capital letter
  • know these terms: singular, plural
  • know these terms: punctuation, full stop
  • know these terms: question mark, exclamation mark
  • can write sentences independently for a variety of audiences and purposes
  • can sometimes write in grammatically accurate sentences, generally using a subject–verb–object structure
  • can use a title and can clearly show their work is finished
  • can show some use of capital letters and full stops to demarcate sentences
  • can show some use of capital letters for names of people, places and days of the week
  • can make simple, appropriate word choices to convey meaning
  • can use adjectives for description
  • can use some expanded noun phrases for description
  • can use ‘and’ for joining words and clauses
  • can use and understand age–appropriate grammar terminology
  • can separate words with spaces
  • can break words up into syllables
  • are beginning to form lower case letters in the right direction
  • can form capital letters
  • can compose a sentence out loud before writing it
  • can read their writing out loud for others to hear
  • can write in a range of forms eg: blog, poetry, short stories, letter, e-mail
  • can sequence sentences to form short narratives
  • can re-read what they have written to check that it makes sense
  • can discuss what they have written with the teacher
  • can discuss what they have written with other pupils
  • can read their writing aloud, clearly enough to be heard by their peers and the teacher
  • can leave spaces between words
  • are beginning to punctuate sentences using a capital letter
  • are beginning to punctuate sentences using a full stop, question mark or exclamation mark
  • can use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘’
  • have met the majority of the National Curriculum statutory spelling requirements for Year 1

Upon completing Stage Two pupils:

  • know some features of Standard English
  • know how to use subordination (using when, if, that, because) and co-ordination (using or, and, but)
  • know how to use punctuation generally correctly: full stops, capital letters
  • know how to use punctuation generally correctly: question marks and exclamation marks
  • know how to use punctuation generally correctly: occasionally accurate use of commas in lists and apostrophes
  • can produce a variety of written pieces for different purposes and audiences with increasing stamina
  • can produce grammatically accurate sentences with different forms and functions
  • can show mostly accurate use of different tenses
  • can write with different levels of detail (using adjectives, adverbs and expanded noun phrases
  • can write using variation in tenses
  • can show some awareness that writing may be divided into sections (e.g. through the use of titles, headings or spaces between groups of sentences)
  • can make some adventurous word choices
  • can use adjectives, to describe and specify
  • can use adverbs to describe and specify
  • can use expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]
  • have met the majority of the statutory requirements in grammar in appendix 2
  • am working in phase 6 or above (or equivalent)
  • can form and orientate lower case letters accurately, starting and finishing in the correct place
  • can, with support, re-read their own writing to check for meaning, grammar and spelling errors
  • can form nouns using suffixes such as–ness,–er and by compounding [for example, whiteboard, superman]
  • can form adjectives using suffixes such as–ful,–less
  • can use suffixes–er,–est in adjectives and use of–ly in Standard English to turn adjectives into adverbs
  • can write poetry
  • have met the majority of the National Curriculum statutory spelling requirements for Years 1 and 2

Upon completing Stage Three pupils:

  • can produce a variety of written pieces for different purposes and audiences. Some features of the chosen form will be evident
  • can write a variety of grammatically accurate sentences having different structures and functions, with consistent use of past and present tense, including progressive forms
  • can use a range of punctuation accurately, including apostrophes for possession and contraction and commas to separate clauses
  • can sometimes divide writing into sections that are helpful to a reader e.g. paragraphs, headings and sub-headings
  • can choose some words for effect or occasion
  • can use adjectives, adverbs and expanded noun phrases to describe and specify with some confidence
  • have met the majority of the statutory requirements in spelling in appendix 1
  • have met the majority of the statutory requirements in grammar in appendix 2
  • can write in a legible style, showing accuracy and consistent letter formation, sometimes using diagonal and horizontal joins
  • can gather and write down ideas and key words from a wide range of sources
  • can evaluate their own writing according to purpose and the effectiveness of word choice
  • can evaluate their own writing according to grammar and punctuation
  • can make simple additions, corrections and revisions, often without prompting
  • have met the majority of the National Curriculum statutory spelling requirements for Years 1 and 2
  • have met the majority of the National Curriculum statutory spelling requirements for Years 3

Upon completing Stage Four pupils:

  • can produce a variety of written pieces for different purposes and audiences, showing and maintaining some features of the chosen or given form
  • can use a range of conjunctions to produce a variety of accurate sentences of more than one clause, together with adjectives and noun phrases to add detail
  • can use capital letters, full stops, exclamation marks question marks and apostrophes mostly appropriately. Some use of inverted commas to indicate direct speech
  • can organise writing in sections and show awareness of devices that promote successful text organisation e.g. consistently separating themes or ideas through the use of paragraphs, headings and sub-headings
  • can make some adventurous and apt word choices
  • can use nouns and noun phrases, modified by adjectives, adverbs and other nouns confidently and consistently to add detail
  • have met the majority of the statutory requirements in grammar in appendix 2
  • can write in a legible style, consistently using diagonal and horizontal joins
  • can make some clear choices of grammar and vocabulary
  • can evaluate the effectiveness of their own and others’ writing
  • can suggest improvements to grammar and vocabulary
  • can proof-read for spelling and punctuation errors
  • have met the majority of the National Curriculum statutory spelling requirements for Years 1-3
  • have met the majority of the National Curriculum statutory spelling requirements for Year 4

Upon completing Stage Five pupils:

  • can produce a variety of written pieces for different purposes and audiences, mostly maintaining the appropriate form
  • In narratives, can begin to describe setting, characters and atmosphere integrating dialogue to convey character and move the action on
  • can write in grammatically accurate sentences, with a variety of forms and functions. Most irregular verbs will be correctly inflected. Relative clauses and fronted adverbials will be used to vary structures
  • can use a range of punctuation accurately, including commas for different purposes, possessive apostrophes and markers for direct speech
  • can ensure that paragraphs or sections of writing are linked through the use of cohesive devices
  • can make deliberate vocabulary choices
  • can use nouns and noun phrases modified by adjectives, adverbs, other nouns and prepositional phrases to expand and develop ideas, information and description
  • have met the majority of the statutory requirements in grammar in appendix 2
  • can write fluently and begin to adopt a personal style
  • can make clear choices about vocabulary and sentence structure
  • can evaluate the effectiveness of their own and others’ writing to propose changes to grammar and vocabulary to improve consistency
  • can proof-read for spelling and punctuation errors
  • have met the majority of the National Curriculum statutory spelling requirements for Years 1-4
  • am working towards the National Curriculum statutory spelling requirements for Years 5 and 6

Upon completing Stage Six pupils:

  • can produce a variety of written pieces for different purposes and audiences, maintaining the appropriate form
  • can describe setting, characters and atmosphere in narratives integrating dialogue to convey character and move the action on
  • can précis longer passages
  • can write in grammatically accurate sentences of all types and structures; use expanded noun phrases, relative clauses, modal verbs and perfect forms; correctly and appropriately use both active and passive voice
  • can use a wide range of punctuation, almost always correctly
  • can demonstrate in writing the use of devices promoting coherence and cohesion e.g. there are links within and between paragraphs and, where appropriate, discourse markers that help readers to locate information or follow a line of argument
  • can choose vocabulary for effect and amend vocabulary to suit the level of formality
  • can use expanded noun phrases to convey complicated information concisely
  • can use modal verbs and adverbs to indicate degrees of possibility, probability and certainty
  • have met the majority of the statutory requirements in grammar in appendix
  • can write fluently and legibly at efficient speed
  • can adopt and maintain a personal style
  • can make choices of style to reflect the purpose of a task
  • can make clear, appropriate choices of grammar and vocabulary to clarify and enhance meaning
  • can evaluate and edit own and others’ writing to make appropriate changes to enhance effects and clarify meaning
  • can proof-read to ensure accuracy of spelling and punctuation
  • have met the majority of the National Curriculum statutory spelling requirements for Years 1-4
  • have met the majority of the National Curriculum statutory spelling requirements for Years 5 and 6
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Headteacher John Anderson

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Torfield School Croft Road Hastings East Sussex TN34 3JT

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