Our curriculum

Writing

Writing Curriculum

Reception

Reception

Transcription:
  • Can spell the common exception/tricky words from phase 2
  • Can write cvc (consonant, vowel, consonant) words using phase 2 phonics
  • Can recognise the phonemes for phase 3 phonics
  • Can name the letters of the alphabet in order
  • Can write a simple sentence using phonics

Handwriting:
  • Is able to form the numbers 1-9
  • Is able to form the letters of the alphabet correctly
  • Is able to sit at a table, holding a pencil comfortably and correctly
  • Can form capital letters

Composition:

  • Can say a sentence before writing it down
  • Can re-read a sentence to check it make sense.

Grammar and Punctuation:
  • Has shown signs of leaving spaces between words
  • Can use capital letters to start sentences and full stops to end sentences

Grade 1

Transcription:
  • Can spell the Y1 common exception/tricky words 
  • Can spell words taught in phonics lesson correctly
  • Can spell the common exception words/tricky words for Y1
  • Can spell the days of the week
  • Can name the letters of the alphabet
  • Can recognise that same sounds can be spelt differently (eg: ai, ay)
  • Uses the spelling rule for adding -s or -es to show plurals 
  • Uses the prefix -un in front of root words such as (eg: unkind, unhappy, unlock)
  • Is beginning to use -ing, -ed, -er and -est where no change of the root word is needed
  • Is able to write from memory simple sentences dictated by the teacher that use Y1 spellings, phonics and tricky words.

Handwriting:
  • Is able to form the numbers 1-9
  • Is able to form the letters of the alphabet correctly
  • Is able to sit at a table, holding a pencil comfortably and correctly
  • Can form capital letters and lowercase letters that are the same size and face the correct way

Composition:
  • Can say sentences before writing them down.
  • Can sequence sentences to form short narratives
  • Can re-read to check what they have written makes sense
  • Is able to read aloud their work to a teacher

Grammar and Punctuation:
  • Leaves spaces between words
  • Can use capital letters to start sentences and full stops, exclamation marks or question marks to end sentences
  • Is developing their ability to join clauses using ‘and’
  • Is developing their ability to use a capital letter for names of people, places, days of the week, and the personal pronoun I

Grade 2

Transcription:
  • Can spell a range of words using phonic knowledge and spelling patterns taught in Y2
  • Is able to write the months of the year correctly
  • Is able to recognise that the same sounds can have different spellings including split-digraphs (eg: ai, ay, a-e)
  • Uses the spelling rules -s, -es, -ies to end plurals
  • Can use the prefixes ‘un’ and ‘dis’ in their writing

Handwriting:
  • Can form letters letters that are the same size and face the correct way
  • Is beginning to join letters correctly using the cursive script
  • Can use a neat script

Composition:
  • Can sequence a known story into the correct order
  • Can write a short story using the grammar taught in Y2
  • Can read their work aloud to a teacher and check that it makes sense
  • Can use a variety of correct grammatical structures and vocabulary when speaking

Grammar and Punctuation:
  • Can expand sentences using coordinating conjunctions such as and, but, or, so
  • Is starting to use the subordinating conjunction ‘because’ to make sentences longer
  • Is able to recognise different sentence types including commands, questions and exclamation sentences
  • Can consistently use capital letters correctly to punctuate sentences and for proper nouns
  • Is able to use expanded noun phrases using a comma between two adjectives (eg. The small, brown mouse was searching for cheese.)
  • Is starting to write simple contractions such as I’ve, I’ll, hasn’t, won’t
  • Can use commas to separate items in a list 

Grade 3

Transcription:
  • Can spell a range of words using phonic knowledge and spelling patterns taught in Y3
  • Is able to spell the common exception words/tricky words for Y3
  • Is able to use and spell past tense irregular verbs (e.g slept, dreamt, crept, ate, felt, sang, rang, ran, caught, thought)
  • Is able to recognise that the same sounds can have different spellings including split-digraphs (eg: ai, ay, a-e)
  • Can write the plural form for nouns ending with f, ve, ies, o and irregular nouns correctly
  • Can use the prefixes ‘un’, ‘dis’, ‘mis’ in their writing

Handwriting:
  • Can form letters that are the same size and face the correct way
  • Is able to write using a neat, cursive script
  • Remembers to not join capital letters to the rest of the word

Composition:
  • Can sequence a known story into the correct order
  • Can write a short story using the grammar taught in Y3
  • Can read their work aloud to a teacher and check that it makes sense
  • Can use a variety of correct grammatical structures and vocabulary when speaking
  • Can write a fictional story and non-fiction text
Grammar and Punctuation:
  • Can expand sentences using coordinating conjunctions such as:  and, but, or, so
  • Is starting to use the subordinating conjunction ‘because’ to make sentences longer
  • Is able to recognise different sentence types including commands, questions and exclamation sentences
  • Can consistently use capital letters correctly to punctuate sentences and for proper nouns
  • Is able to use more complex contractions such as wouldn’t, shouldn’t, couldn’t in their writing

Grade 4

Transcription:
  • Can spell a range of words using phonic knowledge and spelling patterns taught in Y4
  • Is able to spell the common exception words/tricky words for Y4
  • Is able to use and spell past tense irregular verbs (e.g slept, dreamt, crept, ate, felt, sang, rang, ran, caught, thought)
  • Is able to recognise that the same sounds can have different spellings including split-digraphs (eg: ai, ay, a-e)
  • Knows all of the eight rules for plural nouns and uses them correctly in their writing
  • Can confidently add suffixes ‘ly’, ‘er’, ‘est’ and ‘ness’
  • Can use alternatives for the word said e.g. said = remarked, cried, called, exclaimed, replied, yelled etc

Handwriting:
  • Is able to write using a neat, cursive script and has consistently legible handwriting
  • Remembers to not join capital letters to the rest of the word

Composition:
  • Can sequence a known story into the correct order
  • Can write a short story using the grammar taught in Y4
  • Can read their work aloud to a teacher and check that it makes sense
  • Can use a variety of correct grammatical structures and vocabulary when speaking
  • Can write a fictional story and non-fiction text
Grammar and Punctuation:
  • Can use coordinating and subordinating conjunctions to expand their sentences.
  • Is starting to use the subordinating conjunctions ‘because’ to make sentences longer
  • Is able to recognise different sentence types including commands, questions and exclamation sentences
  • Can consistently use capital letters correctly to punctuate sentences and for proper nouns
  • Is able to use more complex contractions such as wouldn’t, shouldn’t, couldn’t in their writing

Grade 5

Transcription:
  • Can spell a range of words based on the spelling patterns taught in Y5
  • Can recognise alternative spellings for homophones (eg. there/their, hour/our, allowed/aloud, hole/whole) 
  • Is able to spell the common exception words/tricky words for Y5
  • Can confidently add the suffixes ‘ment, ‘ise’, ‘ate’, ‘ish’ and ‘ify’ and use these within short pieces of writing 
  • To begin to spell some verb prefixes correctly including de, mis and over eg. deactivate, misconduct, overturn
  • Can use alternatives for the word said e.g. remarked, cried, called, shouted, rebuked, bellowed etc

Handwriting:
  • Is able to write using a neat, cursive script and is joining all letters correctly

Composition:
  • Can sequence a known story into the correct order
  • Can write a longer story using the grammar taught in Y5 
  • To order writing into clear paragraphs
  • Can read their work aloud to a teacher and check that it makes sense
  • Can write a sustained piece of writing which remains in the correct tense
  • Can write for a range of purposes (fiction and non-fiction)
  • Knows the format of a letter and can write a formal letter
  • Can write a persuasive text
  • To use organisational and presentational devices that are relevant to the text type e.g. headings, bullet points, underlining etc
  • Is able to proof-read work to check understanding

Grammar and Punctuation:
  • Can expand sentences using conjunctions such as: ‘although, because, when, while’ as well as ‘and, so, but’
  • To use the full range of punctuation from previous year groups
  • To begin to extend sentences using words such as who, which, where, when, whose, that e.g. Professor Roald Dahl, who was a famous author, had made a new discovery. 

Grade 6

Transcription:
  • Can spell correctly most words from the Y5/Y6 spelling lists and use a dictionary to check for more ambitious vocabulary.
  • Can recognise alternative spellings for homophones (eg. there/their, hour/our, allowed/aloud, hole/whole) 
  • Can confidently add the suffixes ‘able’, ‘ible’, ‘tion’ and ‘sion’ and use these within short pieces of writing 
  • To begin to use a range of prefixes correctly (dis, mis, de, re, anti, im) eg. deactivate, misconduct

Handwriting:
  • Is able to write using a neat, cursive script and is joining all letters correctly

Composition:
  • Can sequence and retell a story at length staying within the correct tense
  • Can write a story at length using the grammar taught in Y6
  • Can read their work aloud to a teacher and proof-read to check for mistakes
  • Can write a sustained piece of writing that makes sense
  • Can write for a range of purposes (fiction and non-fiction)
  • Knows the format of a letter and can write a formal letter
  • Can use organisational and presentational devices that are relevant to the text type e.g. headings, bullet points, underlining etc
  • To order writing into clear paragraphs
  • Is able to proof-read work to check understanding

Grammar and Punctuation:
  • Can expand sentences using coordinating conjunctions such as and, but, or, so and subordinating conjunctions such as: although, because, when, while etc
  • To use the full range of punctuation from previous year groups including: commas for lists, speech punctuation, commas to separate clauses, apostrophes for contractions and to show possession/plural possession etc.
  • Can use inverted commas/speech marks to punctuate speech.
  • To use different words for said within the reporting clause and add an adverbial phrase to include extra information e.g. (“This is my new house,” said the man, leaning on the door.)
  • To begin to experiment with relative clauses beginning with a relative pronoun (who, which, where, when, whose, that) e.g. Professor Roald Dahl, who was a famous author, had made a new discovery.
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