EYFS

• To use phonic knowledge to decode regular words and read them accurately.

• To read some common irregular words.

• To read and understand simple sentences.

• To listen to stories, accurately anticipating key events and responding to what they hear with relevant comments, questions or actions.

• To demonstrate understanding when talking with other about what they have read.

• To answer ‘how and ‘why’ questions about their experiences and in response to stories or events.

• To express themselves effectively, showing awareness of listeners’ needs.

KS1

By the end of Key Stage 1 all pupils should be able to:

• Read accurately most words of two or more syllables

• Read most words containing common suffixes

• Read most common exception words.

In age-appropriate1 books, the pupils can:

• Read most words accurately without overt sounding and blending, and sufficiently fluently to allow them to focus on their understanding rather than on decoding individual words.

• Sound out most unfamiliar words accurately, without undue hesitation.

In a book that they can already read fluently, the pupil can:

• Check it makes sense to them, correcting any inaccurate reading

• Answer questions and make some inferences

• Explain what has happened so far in what they have read

KS2

At the end of KS2, children are assessed against the expected standard for reading in the SATs examinations which take place in May of Year 6.

These examinations assess the skills and knowledge children have acquired in Years 3, 4, 5 and 6 as detailed below.

EYFS

At the end of EYFS children will be able to:

• Enjoy rhyming and rhythmic activities.

• Show an awareness of rhyme and alliteration.

• Recognise rhythms in spoken words.

• Continue a rhyming string.

• Hear and say the initial sound in words.

• Segment the sounds in simple words and blend them together and know which letter represents some of them.

• Link sounds to letters, naming and sounding the letters of the alphabet.

• Use phonic knowledge to decode regular words and read them accurately.

• Read some common irregular words.

• Recognise familiar words and signs, such as their own name and logos.

• Read words and simple sentences.

• Break the flow of speech into words.

Year 1

At the end of Year 1 children will be able to:

• Apply phonic knowledge and skills as the route to decode words.

• Respond speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.

• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.

• Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

• Read words containing taught GPCs and -s, -es, -ing, -ed, -er and -est endings.

• Read other words of more than one syllable that contain taught GPCs.

• Read words with contractions e.g. I’m, can’t, we’ll.

• Understand that an apostrophe in a contractions represents omitted letters.

• Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.

• Re-read familiar books to build up their fluency and confidence in word reading.

Year 2

At the end of Year 2 children will be able to:

• Apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.

• Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognizing alternative sounds for graphemes.

• Read accurately words of two or more syllables that contain the same graphemes as above.

• Read words containing common suffixes.

• Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

• Read most words quickly and accurately, without overt sounding and blending, when these have been frequently encountered.

• Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.

• Re-read familiar books to build up their fluency and confidence in word reading.

Year 3

At the end of Year 3 children will be able to:

• Skills in LKS2 will be introduced in Year 3 and revisited in Year 4 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in the National Curriculum English Appendix 1, both to read aloud and to understand the meaning of new words they meet.

• Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Year 4

At the end of Year 4 children will be able to:

• In Year 4 children will revisit the skills introduced in Year 3 to build confidence, independence and mastery.

• Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in the National Curriculum English Appendix 1, both to read aloud and to understand the meaning of new words they meet.

• Children should read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Year 5

At the end of Year 5 children will be able to:

• Skills in UKS2 will be introduced in Year 5 and revisited in Year 6 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in the National Curriculum English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Year 6

At the end of Year 6 children will be able to:

• In Year 6 children will revisit the skills introduced in Year 5 to build confidence, independence and mastery to ensure they are fully prepared for transition to secondary school.

• Children should be able to apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in the National Curriculum English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

EYFS

By the end of EYFS children will be able to:

• Show an interest in illustrations and print in books and print in the environment.

• Look at books independently.

• Handle books carefully.

• Hold books the right way up and turn pages.

• Ascribe meanings to marks that they see in different places.

• Read and understand simple sentences.

• Know that print carries meaning and, in English, is read from left to right and top to bottom.

• Understand humour e.g. nonsense rhymes, jokes.

• Listen to stories with increasing attention and recall.

• Be aware of the way stories are structured.

• Describe main story settings, events and principle characters.

• Follow a story without pictures or props.

• Enjoy an increasing range of books.

• Listen to stories, accurately anticipating key events and responding to what they hear with relevant comments, questions or actions.

• Demonstrate understanding when talking with other about what they have read.

• Use vocabulary and forms of speech that are increasingly influenced by their experiences of books.

• Suggest how a story might end.

• Begin to understand ‘how’ and ‘why’ questions.

• Answer ‘how and ‘why’ questions about their experiences and in response to stories or events.

• Listen and join in with stories and poems, both 1:1 and in small groups.

• Join in with repeated refrains in rhymes and stories.

• Use intonation, rhythm and phrasing to make the meaning clear to others.

• Develop preference for forms of expression.

• to act out a narrative.

• Know that information can be relayed in the form of print.

• Know that information can be retrieved from books and computers.

Year 1

By the end of Year 1 children will be able to:

• Show pleasure in reading, motivation to read, vocabulary and understanding by:

  - Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.

  - Being encouraged to link what they read or hear read to their own experiences.

  - Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.

  - Recognising and joining in with predictable phrases.

  - Learning to appreciate rhymes and poems, and to recite some by heart.

  - Discussing word meanings, linking new meanings to those already known.

• Understand both the books they can already read accurately and fluently and those they listen to by:

  - Drawing on what they already know or on background information and vocabulary provided by the teacher.

  - Checking that the text makes sense to them as they read and correcting inaccurate reading.

  - Discussing the significance of the title and events.

  - Making inferences on the basis of what is being said and done.

  - Predicting what might happen on the basis of what has been read so far.

• Participate in discussion about what is read to them, taking turns and listening to what others say.

• Explain clearly their understanding of what is read to them.

Year 2

By the end of Year 2 children will be able to:

• Show pleasure in reading, motivation to read, vocabulary and understanding by:

  - Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.

  - Discussing the sequence of events in books and how items of information are related.

  - Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales.

  - Being introduced to non-fiction books that are structured in different ways.

  - Recognising simple recurring literary language in stories and poetry.

  - Discussing and clarifying the meanings of words, linking new meanings to known vocabulary.

  - Discussing their favourite words and phrases.

  - Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.

• Understand both the books that they can already read accurately and fluently and those that they listen to by:

  - Drawing on what they already know or on background information and vocabulary provided by the teacher.

  - Checking that the text makes sense as they read and correcting inaccurate reading.

  - Making inferences on the basis of what is being said and done.

  - Answering and asking questions.

  - Predicting what might happen on the basis of what has been read so far.

• Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.

• Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Year 3

By the end of Year 3 children will be able to:

Skills in LKS2 will be introduced in Year 3 and revisited in Year 4 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• Demonstrate positive attitudes to reading and understanding of what they read by:

  - Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

  - Reading books that are structured in different ways and reading for a range of purposes.

  - Using dictionaries to check the meaning of words that they have read.

  - Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.

  - Identifying themes and conventions in a wide range of books.

  - Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.

  - Discussing words and phrases that capture the reader’s interest and imagination.

  - Recognising some different forms of poetry e.g. free verse, narrative

• Understand what they read, in books that they read independently by:

  - Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.

  - Asking questions to improve their understanding of a text.

  - Drawing inferences such as inferring characters’ feelings, thought and motives from their actions, and justifying inferences with evidence.

  - Predicting what might happen from details stated and implied.

  - Identifying main ideas drawn from more than one paragraph and summarising these.

  - Identifying how language, structure and presentation contribute to meaning.

• Retrieve and record information from non-fiction.

• Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Year 4

By the end of Year 4 children will be able to:

In Year 4 children will revisit the skills introduced in Year 3 to build confidence, independence and mastery.

• Children should develop positive attitudes to reading and understanding of what they read by:

  - Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

  - Reading books that are structured in different ways and reading for a range of purposes.

  - Using dictionaries to check the meaning of words that they have read.

  - Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.

  - Identifying themes and conventions in a wide range of books.

  - Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.

  - Discussing words and phrases that capture the reader’s interest and imagination.

  - Recognising some different forms of poetry e.g. free verse, narrative

• Understand what they read, in books that they read independently by:

  - Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.

  - Asking questions to improve their understanding of a text.

  - Drawing inferences such as inferring characters’ feelings, thought and motives from their actions, and justifying inferences with evidence.

  - Predicting what might happen from details stated and implied.

  - Identifying main ideas drawn from more than one paragraph and summarising these.

  - Identifying how language, structure and presentation contribute to meaning.

• Retrieve and record information from non-fiction.

• Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Year 5

By the end of Year 5 children will be able to:

Skills in UKS2 will be introduced in Year 5 and revisited in Year 6 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• Demonstrate positive attitudes to reading and understanding of what they have read by:

  - Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books/textbooks.

  - Reading books that are structures in different ways and reading for a range of purposes.

  - Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

  - Recommending books that they have read to their peers, giving reasons for their choices.

  - Identifying and discussing themes and conventions in and across a wide range of writing.

  - Making comparisons within and across books.

  - Learning a wider range of poetry by heart.

  - Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

• Understand what they read by:

  - Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

  - Asking questions to improve their understanding.

  - Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

  - Predicting what might happen from details stated and implied.

  - Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

  - Identifying how language, structure and presentation contribute to meaning.

• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

• Distinguish between statements of fact and opinion.

• Retrieve, record and present information from non-fiction.

• Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.

• Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

• Provide reasoned justifications for their views.

Year 6

By the end of Year 6 children will be able to:

In Year 6 children will revisit the skills introduced in Year 5 to build confidence, independence and mastery to ensure they are fully prepared for transition to secondary school.

• Demonstrate positive attitudes to reading and understanding of what they have read by:

  - Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books/textbooks.

  - Reading books that are structures in different ways and reading for a range of purposes.

  - Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

  - Recommending books that they have read to their peers, giving reasons for their choices.

  - Identifying and discussing themes and conventions in and across a wide range of writing.

  - Making comparisons within and across books.

  - Learning a wider range of poetry by heart.

  - Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

• Understand what they read by:

  - Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

  - Asking questions to improve their understanding.

  - Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

  - Predicting what might happen from details stated and implied.

  - Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

  - Identifying how language, structure and presentation contribute to meaning.

• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

• Distinguish between statements of fact and opinion.

• Retrieve, record and present information from non-fiction.

• Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.

• Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

• Provide reasoned justifications for their views.

EYFS

• To use their phonic knowledge to write words in ways that match their spoken sounds.

• To write some irregular common words.

• To develop their own narratives and explanations by connecting ideas or events.

• To write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

• To express themselves effectively, showing awareness of listeners’ needs.

• To answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

• To use past, present and future forms accurately when talking about events that have happened or are going to happen in the future.

KS1

By the end of Key stage 1 all pupils should be able to:

• Write simple, coherent narratives about personal experiences and those of others (real or fictional)

• Write about real events, recording these simply and clearly

• Demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required

• Use present and past tense mostly correctly and consistently

• Use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses

• Segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others

• Spell many common exception words

• Form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters

• Use spacing between words that reflects the size of the letters

KS2

By the end of Key Stage 2 all pupils should be able to:

• Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)

• In narratives, describe settings, characters and atmosphere

• Integrate dialogue in narratives to convey character and advance the action

• Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility)

• Use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs

  Use verb tenses consistently and correctly throughout their writing

• Use the range of punctuation taught at key stage 2 mostly correctly (e.g. inverted commas and other punctuation to indicate direct speech)

•  

  Spell correctly most words from the year 5 / year 6 spelling list, and use a dictionary to check the spelling of uncommon or more ambitious vocabulary

•  

  Maintain legibility in joined handwriting when writing at speed.

EYFS

• To draw lines and circles using gross motor movements.

• To use one-handed tools and equipment e.g. making snips in paper.

• To hold a pencil near the point between their first two fingers and thumb and use it with good control.

• To cope some letters e.g. letters from their name.

• To give meaning to the marks they draw and paint.

• To show preference for a dominant hand.

• To begin to use anticlockwise movement and retrace vertical lines.

• To use a pencil and hold it effectively to form recognizable letters, most of which are correctly formed.

• To use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

• To link sounds to letters, naming and sounding the letters of the alphabet.

• To use their phonic knowledge to write words in ways that match their spoken sounds.

• To write some irregular common words.

Year 1

• To spell words containing each of the 40+ phonemes already taught.

• To spell common exceptions words, as detailed in the National Curriculum English Appendix 1, correctly.

• To accurately spell the days of the week.

• To be able to name the letters of the alphabet in order and to use letter names to be able to distinguish between alternative spellings of the same sound.

• To be able to add prefixes and suffixes:

  - -s or -es

  - Un-

  - -ing, -ed, -er and -est

• Apply simple spelling rules and guidance as listed in the National Curriculum English Appendix 1.

• Write from memory simple sentences dictates by the teacher that include words using the GPCs and common exception words taught so far.

• To sit correctly at a table, holding a pencil comfortably and correctly.

• To begin to form lower-case letters in the correct direction, starting and finishing in the right place.

• Form capital letters correctly.

• Form digits 0-9 correctly.

• To understand which letters belong to which handwriting families (letters that are formed in similar ways) and to practise these.

Year 2

• To spell by segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.

• To learn new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones.

• To spell common exceptions words, as detailed in the National Curriculum English Appendix 1, correctly.

• Learn to spell an increasing number of words with contracted forms.

• Learn how to use the singular possessive apostrophe.

• To be able to distinguish between homophones and near-homophones.

• To add suffices to spell longer words:

  - -ment

  - -ness

  - -ful

  - -less

  - -ly

• To be able to apply spelling rules and guidance, as detailed in the National Curriculum English Appendix 1.

• Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Year 3

Skills in LKS2 will be introduced in Year 3 and revisited in Year 4 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• To use further prefixes and suffixes and understand how to add them as detailed in the National Curriculum English Appendix 1.

• To be able to spell further homophones.

• To be able to accurately spell words that are often misspelt.

• Place the possessive apostrophe accurately in words with regular plurals e.g. girls’ and in words with irregular plural e.g. children’s.

• Use the first two or three letters of a word to check its spelling in a dictionary.

• Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

• To be able to use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

• To improve the legibility, consistency and quality of their handwriting e.g. by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing a spaced sufficiently so that the ascenders and descenders of letters do not touch.

Year 4

In Year 4 children will revisit the skills introduced in Year 3 to build confidence, independence and mastery.

• To use further prefixes and suffixes and understand how to add them as detailed in the National Curriculum English Appendix 1.

• To be able to spell further homophones.

• To be able to accurately spell words that are often misspelt.

• Place the possessive apostrophe accurately in words with regular plurals e.g. girls’ and in words with irregular plural e.g. children’s.

• Use the first two or three letters of a word to check its spelling in a dictionary.

• Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

• To be able to use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

• To improve the legibility, consistency and quality of their handwriting e.g. by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing a spaced sufficiently so that the ascenders and descenders of letters do not touch.

Year 5

Skills in UKS2 will be introduced in Year 5 and revisited in Year 6 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• Children should be taught to use further prefixes and suffixes and understand the guidance for adding them.

• Spell some words with silent letter e.g. knight

• Continue to distinguish between homophones and other words which are often confused.

• Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in the National Curriculum English Appendix 1.

• To use dictionaries to check the spelling and meaning of words.

• To use a thesaurus.

• To write legibly, fluently and with increasing speed by:

  - Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.

  - Choosing the writing implement that is best suited for a task.

Year 6

In Year 6 children will revisit the skills introduced in Year 5 to build confidence, independence and mastery to ensure they are fully prepared for transition to secondary school.

• Children should be taught to use further prefixes and suffixes and understand the guidance for adding them.

• Spell some words with silent letter e.g. knight

• Continue to distinguish between homophones and other words which are often confused.

• Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in the National Curriculum English Appendix 1.

• To use dictionaries to check the spelling and meaning of words.

• To use the first three of four letters of a word to check spelling, meaning or both of these in a dictionary.

• To use a thesaurus.

• To write legibly, fluently and with increasing speed by:

  - Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.

  - Choosing the writing implement that is best suited for a task.

EYFS

By the end of EYFS children will be able to:

• Retell a simple past event in the correct order.

• Use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and live past experiences.

• Use talk in pretending that objects stand for something else in play e.g. ‘this box is my castle’.

• Engage in imaginative role play based on own first-hand experiences.

• Build stories around toys e.g. farm animals needing rescue from an armchair ‘cliff’.

• Capture experiences and responses with a range of media, such as music, dance and paint and other materials or words.

• Link statements and stick to a main theme or intention.

• Use talk to organise, sequence and clarify thinking, ideas, feelings and events.

• Introduce a storyline or narrative into their play.

• Write their own name and other things such as labels and captions.

• Attempt to write short sentences in meaningful contexts.

• Play cooperatively as part of a group to develop and act out a narrative.

• Develop their own narratives and explanations by connecting ideas or events.

• Write simple sentences which can be read by themselves and others.

• Spell some words  correctly whilst others are phonetically plausible.

• Use language to imagine and recreate roles and experiences in play situations.

• Express themselves effectively, showing awareness of listeners’ needs.

Year 1

By the end of Year 1 children will be able to:

• Write sentences by:

  - Saying out loud what they are going to write about.

  - Composing a sentence orally before writing it.

  - Sequencing sentences to form short narratives.

• Re-reading what have written to check that it makes sense.

• Discuss what they have written with the teacher or other pupils.

• Read aloud their writing clearly enough to be heard by their peers and the teacher.

Year 2

By the end of Year 2 children will be able to:

• Demonstrate positive attitudes towards and stamina for writing by:

  - Writing narratives about personal experiences and those of others (real and fictional)

  - Writing about real events.

  - Writing poetry.

  - Writing for different purposes.

• Consider what will be written beforehand beginning by:

  - Planning or saying out loud what they will write about.

  - Writing down ideas and/or key words, including new vocabulary.

  - Encapsulating what they want to say, sentence by sentence.

• Make simple additions, revisions and corrections to their writing (editing) by:

  - Evaluating their writing with the teacher and other pupils.

  - Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.

  - Proof-reading to check for errors in spelling, grammar and punctuation e.g. ends of sentences punctuated correctly.

• Read aloud what they have written with appropriate intonation to make the meaning clear.

Year 3

By the end of Year 3 children will be able to:

Skills in LKS2 will be introduced in Year 3 and revisited in Year 4 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• Plan writing by:

  - Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

  - Discussing and recording ideas.

• Draft and write by:

  - Composing and rehearsing sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures as detailed in the National Curriculum English Appendix 2.

  - Organising paragraphs around a theme.

  - In narratives, creating settings, characters and plot.

  - In non-narrative material, using simple organizational devices e.g. headings and sub-headings.

• Evaluate and edit by:

  - Assessing the effectiveness of their own and others’ writing and suggesting improvements.

  - Proposing changes to grammar and vocabulary to improve consistency including the accurate use of pronouns in sentences.

• Proof-read for spelling and punctuation errors.

• Read aloud their own writing to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Year 4

By the end of Year 4 children will be able to:

In Year 4 children will revisit the skills introduced in Year 3 to build confidence, independence and mastery.

• Plan writing by:

  - Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

  - Discussing and recording ideas.

• To be able to draft and write by:

  - Composing and rehearsing sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures as detailed in the National Curriculum English Appendix 2.

  - Organising paragraphs around a theme.

  - In narratives, creating settings, characters and plot.

  - In non-narrative material, using simple organizational devices e.g. headings and sub-headings.

• Evaluate and edit by:

  - Assessing the effectiveness of their own and others’ writing and suggesting improvements.

  - Proposing changes to grammar and vocabulary to improve consistency including the accurate use of pronouns in sentences.

• Proof-read for spelling and punctuation errors.

• Read aloud their own writing to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Year 5

By the end of Year 5 children will be able to:

Skills in UKS2 will be introduced in Year 5 and revisited in Year 6 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• Plan writing by:

  - Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

  - Noting and developing initial ideas, drawing on reading and research where necessary.

  - In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

• Draft and write by:

  - Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

  - In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.

  - Précising longer passages.

  - Using a wide range of devices to build cohesion within and across paragraphs.

  - Using further organization and presentational devices to structure text and to guide the reader e.g. headings, bullet points, underlining.

• Evaluate and edit by:

  - Assessing the effectiveness of their own and others’ writing.

  - Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

  - Ensuring the consistent and correct use of tense throughout a piece of writing.

  - Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

• Proof-read for spelling and punctuation errors.

• Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.

Year 6

By the end of Year 6 children will be able to:

In Year 6 children will revisit the skills introduced in Year 5 to build confidence, independence and mastery to ensure they are fully prepared for transition to secondary school.

• Plan writing by:

  - Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

  - Noting and developing initial ideas, drawing on reading and research where necessary.

  - In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

• Draft and write by:

  - Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

  - In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.

  - Précising longer passages.

  - Using a wide range of devices to build cohesion within and across paragraphs.

  - Using further organization and presentational devices to structure text and to guide the reader e.g. headings, bullet points, underlining.

• Evaluate and edit by:

  - Assessing the effectiveness of their own and others’ writing.

  - Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

  - Ensuring the consistent and correct use of tense throughout a piece of writing.

  - Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

• Proof-read for spelling and punctuation errors.

• Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.

EYFS

By the end of EYFS children will be able to:

• Use more complex sentences to link thoughts when speaking e.g. using ‘and’ and ‘because’.

• Understand prepositions, such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting a correct picture.

• Question why things happen and give explanations and ask questions e.g. who, what, when, how.

• Use a range of tenses in speech e.g. play, playing, will play, played.

• Answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

• Use past, present and future forms accurately when talking about events that have happened or are going to happen in the future.

Year 1

By the end of Year 1 children will be able to:

• Understanding the concepts set out in the National Curriculum English Appendix 2 by:

  - Leave spaces between words.

  - Join words and clauses using ‘and’.

  - Punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.

  - Use a capital letter for names of people, places, the days of the week and the personal pronoun ‘I’.

  - Learn the grammar for Year 1 in the National Curriculum Appendix 2.

• Use the grammatical terminology in the National Curriculum English Appendix 2 in discussing their writing.

Year 2

By the end of Year 2 children will be able to:

• Understand the concepts set out in the National Curriculum English Appendix 2 by:

  - Use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas in a list and apostrophes for contracted forms and singular possession.

• Know how to use:

  - Sentences with different forms: statement, question, exclamation, command.

  - Expanded noun phrases to describe and specify.

  - Present and past tenses correctly and consistently, including the progressive form.

  - Subordination and coordination.

  - Some features of written Standard English.

  - The grammar for Year 2 in the National Curriculum English Appendix 2.

Year 3

By the end of Year 3 children will be able to:

Skills in LKS2 will be introduced in Year 3 and revisited in Year 4 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• Understand the concepts set out in the National Curriculum English Appendix 2 by:

  - Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.

  - Use the present perfect form of verbs in contrast to the past tense.

  - Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.

  - Use conjunctions, adverbs and prepositions to express time and cause.

  - Use fronted adverbials.

  - Learn the grammar for Year 3 and 4 as detailed in the National Curriculum English Appendix 2.

• Indicate grammatical and other features by:

  - Using commas after fronted adverbials.

  - Indicating possession by using the possessive apostrophe for plural nouns.

  - Using and punctuating direct speech.

• Use and understand the grammatical terminology as detailed in the National Curriculum English Appendix 2.

Year 4

By the end of Year 4 children will be able to:

In Year 4 children will revisit the skills introduced in Year 3 to build confidence, independence and mastery.

• Understand the concepts set out in the National Curriculum English Appendix 2 by:

  - Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.

  - Use the present perfect form of verbs in contrast to the past tense.

  - Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.

  - Use conjunctions, adverbs and prepositions to express time and cause.

  - Use fronted adverbials.

  - Learn the grammar for Year 3 and 4 as detailed in the National Curriculum English Appendix 2.

• Indicate grammatical and other features by:

  - Using commas after fronted adverbials.

  - Indicating possession by using the possessive apostrophe for plural nouns.

  - Using and punctuating direct speech.

• Use and understand the grammatical terminology as detailed in the National Curriculum English Appendix 2.

Year 5

By the end of Year 5 children will be able to:

Skills in UKS2 will be introduced in Year 5 and revisited in Year 6 to provide children with the opportunity to master the skills taught before transitioning to UKS2.

• Understand the concepts set out in the National Curriculum English Appendix 2 by:

  - Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.

  - Use passive verbs to affect the presentation of information in a sentence.

  - Use the perfect form of verbs to mark relationships of time and cause.

  - Use expanded noun phrases to convey complicated information concisely.

  - Use modal verbs or adverbs to indicate degrees of possibility.

  - Use relative clauses beginning with who, which, where, when, whose, that or with an implied relative pronoun.

  - Learn the grammar for Years 5 and 6 as detailed in the National Curriculum English Appendix 2.

• Indicate grammatical and other features by:

  - Using commas to clarify meaning or avoid ambiguity in writing.

  - Using hyphens to avoid ambiguity.

  - Using brackets, dashes or commas to indicate parenthesis.

  - Using semi-colons, colons or dashes to mark boundaries between independent clauses.

  - Using a colon to introduce a list.

  - Punctuating bullet points consistently.

• Use and understand the grammatical terminology as detailed in the National Curriculum English Appendix 2 accurately and appropriately in discussing their reading and writing.

Year 6

By the end of Year 6 children will be able to:

In Year 6 children will revisit the skills introduced in Year 5 to build confidence, independence and mastery to ensure they are fully prepared for transition to secondary school.

• Understand the concepts set out in the National Curriculum English Appendix 2 by:

  - Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.

  - Using passive verbs to affect the presentation of information in a sentence.

  - Using the perfect form of verbs to mark relationships of time and cause

  - Using expanded noun phrases to convey complicated information concisely.

  - Using modal verbs or adverbs to indicate degrees of possibility.

  - Using relative clauses beginning with who, which, where, when, whose, that or with an implied relative pronoun.

  - Learning the grammar for Years 5 and 6 as detailed in the National Curriculum English Appendix 2.

• Indicate grammatical and other features by:

  - Using commas to clarify meaning or avoid ambiguity in writing.

  - Using hyphens to avoid ambiguity.

  - Using brackets, dashes or commas to indicate parenthesis.

  - Using semi-colons, colons or dashes to mark boundaries between independent clauses.

  - Using a colon to introduce a list.

  - Punctuating bullet points consistently.

• Use and understand the grammatical terminology as detailed in the National Curriculum English Appendix 2 accurately and appropriately in discussing their reading and writing.