Nursery
Speaking
- Using sentences of four to six words e.g. I went to the shops.
- Use conjunctions ‘and’, ‘because’ ‘or’, in spoken language.
- Apply future and past tense e.g. I went down the slide. (Begin to use irregular past tense verbs).
Writing
- Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy.
- Write some or all of their name.
Formation:
- Write some well-known, lower case letters accurately.
- Show a preference for a dominant hand
Reception
Oral Composition (Speaking ELG)
- Express ideas and feelings using full sentences using past/ present/ future tenses and making use of conjunctions.
- Use conjunctions ‘and’, ‘because’ ‘or’, in spoken language.
Writing (ELG)
- Spell words by identifying sounds in them and representing the sounds with a letter or letters
- Write simple phrases and sentences that can be read by others.
Editing:
- Capital letters
- Full stops
- Question marks
- Subject and predicate
- Adjectives
- Finger spaces
Formation:
- Write recognisable lowercase letters correctly.
- Form capital letters correctly.
- Write on a line.
Phonics application
- Record all set 2 and most 3 sounds.
- Apply set 2 sounds and some set 3 to writing to create phonetically plausible attempts.
Year 1
Sentence Structure
- Use simple sentences
- Use compound sentences containing the conjunctions and, so & but
- Use complex sentences containing the word because (IC+DC)
- Sentences expansion
- – Why? because
- – When? after/before/at/in/on
- – Where? Prepositional language
* Sentence expansion for How? What? and Who? covered verbally.
Editing:
- Capital letters
- Full stops
- Question marks
- Subject and predicate
- Adjectives
- Finger spaces
Formation:
- Write recognisable lowercase letters correctly.
- Form capital letters correctly.
- Write on a line.
Phonics application
- Record all set 2 and most 3 sounds.
- Apply set 2 sounds and some set 3 to writing to create phonetically plausible attempts.
Year 2
Sentence Structure
- Use simple sentences
- Use compound sentences (and, but, so)
- Use complex sentences containing conjunctions listed below (at least one complex sentence per piece)
- Sentences expansion
- Why? because
- When? after/before/at/in/on/while/when
- Where? Prepositional language
- How? Single adverbs
* Minimum of one complex sentence per piece.
Editing:
- Capital letters/full stops/subject & verb/adjectives/finger spaces
- Run on sentences
- Adverbs (not as fronted adverbial)
- Pronouns to avoid repetition
- Expanded noun phrases
- Apostrophe (possessive & contraction)
- Appropriate verb tense
- Punctuation – Question marks and exclamation marks where appropriate/commas for lists if used
Genre specific:
Structure and vocabulary used are in keeping with the writing genre
Sequencing – Firstly, secondly, finally, next, after that
Year 3
Sentence Structure
- Use simple sentences
- Use compound sentences (and, but, so)
- Use complex sentences containing conjunctions listed below
- Sentences expansion
- Why? because/since/as
- When? after/ before/ at/ in/ on/ while/ when/ whenever/ since
- Where? Prepositional language
- How? Single adverbs
- Direct speech (use sparingly)
Editing:
- Capital letters/full stops/subject & verb/adjectives/finger spaces
- Run on sentences/commas splice
- Adverbs (not as fronted adverbial)
- Precise nouns & pronouns to avoid repetition
- Expanded noun phrases
- Apostrophe (possessive & contraction)
- Appropriate verb tense
- Punctuation – Question marks and exclamation marks where appropriate/commas for lists if used
- New punctuation – speech marks (used sparingly); commas to separate clauses (DC + IC) & (adverb +IC)
Genre specific:
Structure and vocabulary used are in keeping with the writing genre
Develops own topic sentences from examples given.
Sequencing – Firstly, secondly, finally, next, after that
Cause & Effect – Although, even though
Year 4
Sentence Structure
- Use simple sentences
- Use compound sentences (and, but, so)
- Use complex sentences containing conjunctions listed below
- Some use of 3 clause sentences (or adverb>IC>DC / adverb>DC>IC)
- Sentences expansion
- Why? because/since/as
- When? after/before/at/in/on/while/ when/whenever/since
- Where? Prepositional language
- How? Adverbs (including fronted adverbials)
- What?/Who? – Appositives & relative clauses
- Direct speech (use sparingly)
Editing:
- Capital letters/full stops/subject & verb/adjectives/finger spaces
- Run on sentences/commas splice
- Adverbs (including fronted adverbials)
- Precise nouns & pronouns to avoid repetition
- Expanded noun phrases
- Apostrophe (possessive & contraction)
- Verb tense
- Punctuation – Question marks and exclamation marks where appropriate/ commas for lists if used/ speech marks (used sparingly)/
- New punctuation – commas to separate clauses (DC+IC & after adverb); brackets
Genre specific:
Structure and vocabulary used are in keeping with the writing genre
Develops own topic sentences from examples given
Sequencing – Firstly, secondly, finally, next, after that
Cause & Effect – Although, even though
Year 5
Sentence Structure
- Use simple sentences
- Use compound sentences (and, but, so)
- Use complex sentences containing conjunctions listed below
- Use of 3 clause sentences (or adverb>IC>DC / adverb>DC>IC)
- Sentences expansion
- Why? because/since/as
- When? after/before/at/in/on/while/ when/whenever/since
- Where? Prepositional language
- How? Adverbs (including fronted adverbials)
- What?/Who? – Appositives & relative clauses
- Relative clauses to give further detail (beyond clarifying the noun)
- Direct speech (speech must move the story along)
Editing:
- Capital letters/full stops/subject & verb/adjectives/finger spaces
- Run on sentences/commas splice
- Adverbs (including fronted adverbials)
- Precise nouns & pronouns to avoid repetition
- Expanded noun phrases
- Apostrophe (possessive & contraction)
- Verb tense
- Punctuation – Question marks and exclamation marks where appropriate/ commas for lists if used/ speech marks/commas to separate clauses (DC+IC & after adverb); brackets
- New punctuation – dashes; hyphens
Genre specific:
Structure and vocabulary used are in keeping with the writing genre
Topic sentences to introduce paragraphs
Sequencing – Firstly, secondly, finally, next, after that
Cause & Effect – Although, even though, as a result
Adding – Furthermore, in addition/additionally, also
Contrasting – On the other hand, alternatively, however,
Year 6
Sentence Structure
- Use simple sentences
- Use compound sentences (and, but, so)
- Use complex sentences containing conjunctions listed below
- Use of 3 clauses sentences (or adverb>IC>DC / adverb>DC>IC)
- Sentences expansion
- Why? because/since/as
- When? after/before/at/in/on/while/ when/whenever/since
- Where? Prepositional language
- How? Adverbs (including fronted adverbials)
- What?/Who? – Appositives & relative clauses
- Relative clauses to give further detail (beyond clarifying the noun)
- Direct speech (speech must move the story along & convey character)
Editing:
- Capital letters/full stops/subject & verb/adjectives/finger spaces
- Run on sentences/commas splice
- Adverbs (including fronted adverbials)
- Precise nouns & pronouns to avoid repetition
- Expanded noun phrases
- Apostrophe (possessive & contraction)
- Verb tense
- Punctuation – Question marks and exclamation marks where appropriate/ commas for lists if used/ speech marks/commas to separate clauses (DC+IC & after adverb)/brackets/ dashes/ hyphens
- New punctuation – colons (independent clause>list); semi colons (separate independent clauses)
Genre specific:
Structure and vocabulary used are in keeping with the writing genre
Topic sentences to introduce paragraphs
Sequencing – Firstly, secondly, finally, next, after that
Cause & Effect – Although, even though, as a result, therefore
Adding – Furthermore, in addition/additionally, also, moreover
Contrasting – On the other hand, alternatively, however, whereas
Illustrating – for example, for instance, such as, including
Writing Genres - EYFS & KS1
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Reception
Year 1
Sentence structure
Sentence structure
Sentence structure
Sentence structure
Sentence structure
Sentence structure
Year 2
Information text
Information text
Recount/diary
Story writing
Story writing
Letter
Writing Genres - KS2
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Year 3
Information text
Recount/diary
Story writing
Story writing
Persuasive writing
Letter
Year 4
Information text
Recount/diary
Story writing
Story writing
Persuasive writing
Letter
Year 5
Information text
Recount/diary
Story writing
Story writing
Balanced Argument
Letter
Year 6
Information text
Recount/diary
Story writing
Story writing
Balanced Argument
Letter
