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