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Browney AcademyEnglish Writing Long-Term Overview

August 2016

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Progression in Handwriting, Punctuation and Grammar Key Skills

Year 1 Form lower-case letters, using the correct movement sequence.

Begin to independently use capital letters at the start of sentences.

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

Leave spaces between words Begin to use full stops, exclamation marks and question

marks at the end of sentences. Compose sentences and combine in order to form short

narratives. Join words and joining clauses in sentences using and Re-read their own writing to check that it makes sense and

adjusting accordingly Terminology:

letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

Year 2 Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguished.

Form capital letters, being aware of orientation and relationship to one another and to lower-case letters.

Form numbers of the correct size, orientation and relationship to one another. Leave appropriately sized spaces between words. Use diagonal and horizontal strokes to join some of their letters appropriately. Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs,

recognising the term ‘suffix’. Use expanded noun phrases to describe and specify in independent writing. Use subordination (e.g. when, if, that, because) and co-ordination (e.g. or, and,

but). Make the correct choice of tense consistently throughout writing, using the

progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).

Use commas to separate items in a list Use apostrophes for contracted forms and the possessive (singular). Use grammatical terminology for Year 2 learning how to use both familiar and

new punctuation correctly, including full stops, capital letters, exclamation marks, question marks.

Plan the content and structure of each sentence orally before writing (including simple conjunctions and adjectives).

Recognise and write statements, questions, exclamations and commands. Make vocabulary and style choices appropriate to the purpose of the writing,

ensuring the main features are included. Write narratives (about real or fictional events) by developing a sequence of

sentences, including some variation in sentence openings. Write poems individually with support from a response partner to plan and

evaluate. Write about real events in chronological order, using a structure of orientation

(scene setting), events (recount) and reorientation (closing statement). Write simple non-fiction texts, with support, incorporating the main features of

the genre (e.g. instructions and information texts). Develop positive attitudes towards and stamina for writing by writing for

different purposes. Terminology: noun, noun phrase statement, question, exclamation,

command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma

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Year 3 Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box).

Formation of nouns using a range of prefixes [for example super–, anti–, auto–

Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver,

dissolve, insoluble] Attempt to use inverted commas to indicate direct speech. Compose and rehearse sentences orally before writing. Consider the organisation or sequence of sentences to

include conjunctions, subordination, adverbs and prepositions.

Independently use present perfect forms of verbs (e.g. ‘He has gone out to play’, contrasted with, ‘He went out to play’).

Begin to use paragraphs to group related material. Use headings and sub-headings to aid presentation. Incorporate the main features of a text type, showing

awareness of the reader, and make specific vocabulary and style choices.

Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]

Write narrative structure to include a simple beginning, middle and end, and some development of setting and characters in one or more of the sections.

Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Terminology:preposition, conjunction, word family, prefixclause, subordinate clause, direct speechconsonant, consonant letter vowel, vowel letterinverted commas (or ‘speech marks’)

Year 4 Use paragraphs to organise ideas around a theme Using appropriate choices of pronouns or nouns across sentences, to aid

cohesion and avoid repetition. Use Standard English forms for verb inflections instead of local spoken forms

(e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’). Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-

operative policeman with polished shoes’) and fronted adverbials (e.g. later that day) to develop ideas in more detail but communicate information in a concise way.

Use inverted commas accurately to demarcate direct speech and some dialogue with use of other punctuation types E.g. The conductor shouted, “Sit down!”

Write narrative structure using the main features, including an opening to establish setting and characters, a complication and resulting events, a resolution and/or ending.

Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.

Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names)

Use fronted adverbials followed by a comma to extend sentence variety (e.g. Later that day, I heard the bad news.)

Terminology: determiner, pronoun, possessive pronoun, adverbial

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Year 5 Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).

Indicate degrees of possibility using adverbs (e.g. perhaps) or modal verbs (e.g. might, should, will and must).

Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.

Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.

Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesis

Establish features of a selected form clearly, with some adaptation to purpose.

Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.

Use layout devices to structure text (e.g. headings, subheadings, columns, bullets or tables).

Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.

Write narrative structure to include most elements, (e.g. introduction, build up, main event, resolution, ending).

Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.

Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Terminology: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash cohesion, ambiguity

Year 6 Check own or partner’s use of diagonal and horizontal strokes to include leaving adjacent letters unjoined where necessary.

Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style.

Use a wide range of prefixes, consistently and appropriately, to extend both spoken and written vocabulary. Use further suffixes appropriately to extend vocabulary (e.g. -ant, -ance, -ancy, -ent, -ence, -ency, -tial, -

cial, -cious, -tious and -fer). Use the passive form to affect the presentation of information in a sentence (e.g. ‘I broke the window’

versus, ‘The window was broken by me’). Select layout devices, (e.g. headings, sub-headings, columns, bullets, tables and labelled diagrams)

appropriate to the text type, in order to structure text and guide the reader. Notice how hyphens can be used to avoid ambiguity (e.g. recover/re-cover) and use in context. Use semi-colons, colons or dashes to mark boundaries between independent clauses. Use a colon to introduce a list and use semi-colons within lists. Punctuate bullet points to list information. Critically evaluate and select appropriate features to use and adapt, creating their own checklists

independently. Make choices appropriate for formal writing, including the use of the subjunctive form (e.g. ‘If I were’ or

‘Were they to come’) in some very formal writing. Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials

including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’). Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s

raining; I’m fed up’). Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis). Independently select and use the most appropriate layout devices to structure a text effectively and guide

the reader. Identify the audience for/purpose of a range of text types, making features clear and establishing the

appropriate style. Expand vocabulary and use subject-related words appropriately. Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’). Write narrative structure to include most elements appropriately (introduction, build-up, main event,

resolution, ending) in a range of genres. Use dialogue effectively to create characters and move action forward in both scripted drama and narrative. Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect

their targets. Begin to check for correct subject and verb agreement, distinguishing between the language of speech and

writing. Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to

improve clarity. Begin to check for correct subject and verb agreement, distinguishing between the language of speech and

writing. Recall and write an extended range of homophones. Distinguish between homophones and other words which are often confused. Spell words with silent letters (e.g. psalm). Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Terminology: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon,

semi-colon, bullet points

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Suggested sentence types to be taught and applied in each age group throughout the year.

Year 1

Short descriptive sentences (use of simple adjectives)Conjunction sentences (and, but, so)

Year 2 Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentencesImperative sentencesQuestion sentences

Year 3

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesSpeech sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentences

Year 4 Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesSpeech sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentencesAs sentencesList sentencesPreposition sentences

Year 5

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentencesAs sentencesList sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Year 6 Descriptive sentences (use of ambitious adjectives taught powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentencesAs sentencesList sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

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Sentence Type ExamplesDescriptive Sentences - simple sentence Includes an adjective, powerful verb, an adverb or all of the above.

Imperative sentences - simple sentence Use a ‘bossy’ verb and give a command

Speech sentences - simple sentence or complex if

used with an additional clause

Use of speech marks (inverted commas) to demark speech.

Question sentence - simple sentence Sentence that uses a question mark.

Can be a rhetorical question to engage the reader

Short sharp sentence - simple sentence Add suspense or impact.

Conjunction sentences - compound sentence Simple sentences joined with and, but, so, because or another conjunction

Connective sentences - compound or complex

sentences

Types:Time connectives - e.g. Eventually - Narrative, recount, explanation, news reports etc.

Additional connectives - e.g. furthermore - information texts, persuasion, narrative

Opposition connectives - e.g. however - persuasion, explanation, narrative, recount

Casual Connectives - e.g. as a result, consequently - explanation, narrative, information

Explanatory connectives - e.g. for instance - information, persuasion, narrative

Adverb sentences - complex sentence Start or end with an adverb. (If starting with an adverb, place a comma after the adverb.)

As sentences - complex sentence Sentences that begin or end with an as clause - commas needed to separate the clauses.

List sentences - complex sentence Use commas to separate actions or descriptions.

Sometimes the use of a colon before a list is appropriate.

Preposition sentences - complex sentence Begin with a preposition (positional phrase) to aid description or to give information.

Ing sentences - complex sentence Sentences that start with a verb or adjective ending in ing

Ed sentences - complex sentence Sentences that start with a verb ending in ed

Extra information - complex sentence Added clause that gives further information between commas - can be at the beginning, middle or end of a

sentence.

Simile or metaphor sentences Sentences that use similes or metaphors to enhance description.

Please note: New tasks and activities should be planned for each alternate academic year. Previous planning can only be improved and adapted on a two year rolling basis, to ensure that pupils in mixed year-group classes do not undertake the same work as that which they have experienced at a lower-level in the previous academic year.

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Formative Testing

At the end of each text type (e.g. poetry, traditional tales), formative testing should be undertaken.

This is entirely separate to the summative end of term testing (which will be provided by the subject co-ordinator) and should be set by the class teacher adhering to the format below:

Be undertaken independently (in silence), without significant assistance from the class teacher Be constrained within an appropriate period of time for the text-text / year group Dictionaries should be freely available to children Children should be provided with the appropriate criteria to enable success, based on the written and grammatical areas of work that you have covered within the

teaching of the relevant text type (see example below based on ‘Year 1: Book Reviews’). All teacher input must be given to the children in the recommended school font.

LO: To write a book review on our class novel

You should include:

A title

Describing words (adjectives)

Linking words (conjunctions)

What you thought of the book and why you thought it

A score out of ten for the book and why you gave this score

Would you recommend this book to someone else? Why?

Your writing should include:

Spaces between words

Correctly formed letters

Full stops, capital letters and question marks (where needed).

Remember to read your work through again at the end, checking it is the best it can be.

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Year 1 - Autumn Term

Weeks Genre Sentence types/language features to cover GrammarTerminology; letter, capital letter word, singular, plural sentence punctuation, full stop, question mark, exclamation mark

Spelling to include (additional to Spellodrome)

1-2 Stories with familiar settings - Link with Roald Dahl Day


Form lower-case letters, using the correct movement sequence.Join words and joining clauses in sentences using and

3-4 Traditional and Fairy Tales


Leave spaces between words Form lower-case letters, using the correct movement sequence.Begin to use full stops, exclamation marks and question marks at the end of sentences.Compose sentences and combine in order to form short narratives.

The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck

5 Poetry -Link with National Poetry Day


Begin to independently use capital letters at the start of sentences.Leave spaces between words Re-read their own writing to check that it makes sense and adjusting accordingly

The /v/ sound at the end of words

6-7 Dictionary use Link to explanations of topic words to make a glossary


Form lower-case letters, using the correct movement sequence. Name the letters of the alphabet in order

HALF TERM1-2 Recounts

Link to SMSCShort descriptive sentences (use of simple adjectives)Conjunction sentences (and, but, so)

Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ Begin to use full stops, exclamation marks and question marks at the end of sentences.

Days of the week

3-4 Instructions(linked to topic/Christmas)

Using simple imperative verbs at the start of a sentence. Begin to independently use capital letters at the start of sentences.Join words and joining clauses in sentences using andRe-read their own writing to check that it makes sense and adjusting accordingly

Adding s and es to words (plural of nouns and the third person singular of verbs)

5 Application of Skills including assessed pieces of work; non-fiction (instructions) and fiction (poetry)

Application of Skills including assessed pieces of work for all (including non-key skills) year-group specific aspects of vocabulary, grammar and punctuation.

Application of Skills Test and assess words from statutory lists above.

6 Letter Writing(linked to topic/Christmas)


Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ Compose sentences and combine in order to form short narratives.

Division of wordsinto syllables

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Year 1 - Spring Term



1-2 Stories about fantasy worlds Link with National Reading Day


Begin to independently use capital letters at the start of sentences.Leave spaces between words Compose sentences and combine in order to form short narratives.Re-read their own writing to check that it makes sense and adjusting accordingly

Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word

3-4 Information textsLink to topic work

Short descriptive sentences (use of simple adjectives)Conjunction sentences (and, but, so)Leaving spaces between words

Begin to independently use capital letters at the start of sentences.Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ Begin to use full stops, exclamation marks and question marks at the end of sentences.Join words and joining clauses in sentences using and

Adding –er and –est to adjectives where no change is needed to the root word

5-6 Labels, lists and captions Leaving spaces between words Form lower-case letters, using the correct movement sequence.Leave spaces between words

HALF TERM1 Book Reviews

Link to World Book DayShort descriptive sentences (use of simple adjectives)Conjunction sentences (and, but, so)

Leave spaces between words Re-read their own writing to check that it makes sense and adjusting accordingly

2-3 Recounts (fact and fiction) Link to different cultures through SMSC


Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ Join words and joining clauses in sentences using and

Words ending –y (/i:/ or /ɪ/)

4 Traditional and Fairy tales Short descriptive sentences (use of simple adjectives)Conjunction sentences (and, but, so)

Form lower-case letters, using the correct movement sequence.Begin to independently use capital letters at the start of sentences.Leave spaces between words Begin to use full stops, exclamation marks and question marks at the end of sentences.Compose sentences and combine in order to form short narratives.

New consonant spellings ph and wh

5 Application of Skills including assessed pieces of work; non-fiction (recounts) and fiction (fairy tale narratives)



6 Traditional and Fairy tales continued


Form lower-case letters, using the correct movement sequence.Begin to independently use capital letters at the start of sentences.Leave spaces between words Begin to use full stops, exclamation marks and question marks at the end of sentences.Compose sentences and combine in order to form short narratives.

New consonant spellings ph and wh

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Year 1 - Summer Term



1 Stories with predictable patterned language


Begin to use full stops, exclamation marks and question marks at the end of sentences.Begin to independently use capital letters at the start of sentences.Compose sentences and combine in order to form short narratives.

Adding the prefix –un

2-3 Stories from a range of culturesLink to MFL

4-5 Letter WritingLink to topic theme

Short descriptive sentences (use of simple adjectives) Begin to independently use capital letters at the start of sentences.Join words and joining clauses in sentences using and

Using k for the /k/ sound

6 Recount of a trip or activityLink to topic theme


Begin to independently use capital letters at the start of sentences.Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ Join words and joining clauses in sentences using and

HALF TERM1-2 Legendary Stories Short descriptive sentences (use of simple adjectives)

Conjunction sentences (and, but, so)Begin to use full stops, exclamation marks and question marks at the end of sentences.Begin to independently use capital letters at the start of sentences.Compose sentences and combine in order to form short narratives.

Compound words

3-4 Explanation texts using dictionaries


Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ Begin to use full stops, exclamation marks and question marks at the end of sentences.Form lower-case letters, using the correct movement sequence.Leave spaces between wordsRe-read their own writing to check that it makes sense and adjusting accordingly

Common exception words

5 Application of Skills including assessed pieces of work; non-fiction (information texts) and fiction (stories from other cultures)



6 Poetry patterns and rhyme

Short descriptive sentences (use of simple adjectives)Use of rhyming words at the end of line

Form lower-case letters, using the correct movement sequence.Leave spaces between words Re-read their own writing to check that it makes sense and adjusting accordingly

Name the letters of the alphabet in order

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Weeks Genre Sentence types/language features to cover

GrammarTerminology: noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma


1-2 Stories with familiar SettingsLink to Roald Dahl Day

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentences Speech sentences

Terminology: noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma

Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguishedUse apostrophes for contracted forms and the possessive (singular).Use grammatical terminology for Year 2 learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks.Plan the content and structure of each sentence orally before writing (including simple conjunctions and adjectives).Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write narratives (about real or fictional events) by developing a sequence of sentences, including some variation in sentence openings.

The /i:/ sound spelt –ey

3-4 Traditional Tales Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentences

Use diagonal and horizontal strokes to join some of their letters appropriately.Make the correct choice of tense consistently throughout writing, using the progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).Use apostrophes for contracted forms and the possessive (singular).Use grammatical terminology for Year 2 learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write narratives (about real or fictional events) by developing a sequence of sentences, including some variation in sentence openings.

The /ɒ/ sound spelt a after w and qu

5 PoetryFrom a pictorial stimulus, link to National Poetry Day

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)

Form capital letters, being aware of orientation and relationship to one another and to lower-case letters.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write poems individually with support from a response partner to plan and evaluate.Develop positive attitudes towards and stamina for writing by writing for different purposes.

The /ɜ:/ sound spelt or after w

6-7 Explanation TextsLink to topic work

Conjunction sentences (and, so, but, because)Connective sentencesImperative sentencesQuestion sentences

Use diagonal and horizontal strokes to join some of their letters appropriately.Use expanded noun phrases to describe and specify in independent writing.Use subordination (e.g. when, if, that, because) and co-ordination (e.g. or, and, but).Use commas to separate items in a listRecognise and write statements, questions, exclamations and commands.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write about real events in chronological order, using a structure of orientation (scene setting), events (recount) and reorientation (closing statement).Write simple non-fiction texts, with support, incorporating the main features of the genre (e.g. instructions and information texts).Develop positive attitudes towards and stamina for writing by writing for different purposes.

The /ɔ:/ sound spelt ar after w

HALF TERM

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HALF TERMWeeks Genre Sentence types/language

features to coverGrammarTerminology: noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma


1-2 RecountsLink to SMSC

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentences

Leave appropriately sized spaces between words.Use diagonal and horizontal strokes to join some of their letters appropriately.Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Make the correct choice of tense consistently throughout writing, using the progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).Use grammatical terminology for Year 2 learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Develop positive attitudes towards and stamina for writing by writing for different purposes.

The /ʒ/ sound spelt s

3-4 Instruction TextsLink to topic / Christmas

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesImperative sentences

Form capital letters, being aware of orientation and relationship to one another and to lower-case letters.Form numbers of the correct size, orientation and relationship to one another.Leave appropriately sized spaces between words.Use expanded noun phrases to describe and specify in independent writing.Use subordination (e.g. when, if, that, because) and co-ordination (e.g. or, and, but).Use commas to separate items in a listMake vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write about real events in chronological order, using a structure of orientation (scene setting), events (recount) and reorientation (closing statement).Write simple non-fiction texts, with support, incorporating the main features of the genre (e.g. instructions and information texts).Develop positive attitudes towards and stamina for writing by writing for different purposes.

The suffixes –ment, –ness, –ful , –less and –ly

5 Application of Skills including assessed pieces of work; non-fiction (instruction texts) and fiction (traditional tales)



6 Information TextsLink to topic / Christmas

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesImperative sentencesQuestion sentences

Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguishedUse suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Plan the content and structure of each sentence orally before writing (including simple conjunctions and adjectives).Recognise and write statements, questions, exclamations and commands.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write simple non-fiction texts, with support, incorporating the main features of the genre (e.g. instructions and information texts).Develop positive attitudes towards and stamina for writing by writing for different purposes.

Contractions

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GrammarTerminology: noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma


1-2 Narratives through FablesLink to National Reading Day

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentencesQuestion sentences

Leave appropriately sized spaces between words.Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Make the correct choice of tense consistently throughout writing, using the progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).Use apostrophes for contracted forms and the possessive (singular).Use grammatical terminology for Year 2 learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks.Plan the content and structure of each sentence orally before writing (including simple conjunctions and adjectives).Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write narratives (about real or fictional events) by developing a sequence of sentences, including some variation in sentence openings.Develop positive attitudes towards and stamina for writing by writing for different purposes.

The possessive apostrophe (singular nouns)

3-4 Non-chronological TextsLink to Topic Work


Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguished. Use subordination (e.g. when, if, that, because) and co-ordination (e.g. or, and, but).Make the correct choice of tense consistently throughout writing, using the progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).Use commas to separate items in a listUse grammatical terminology for Year 2 learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks.Recognise and write statements, questions, exclamations and commands.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write about real events in chronological order, using a structure of orientation (scene setting), events (recount) and reorientation (closing statement).Write simple non-fiction texts, with support, incorporating the main features of the genre (e.g. instructions and information texts).Develop positive attitudes towards and stamina for writing by writing for different purposes.

Words ending in –tion

5-6 Non-Fiction Texts: Labels, lists and CaptionsLink to Scientific Discovery


Leave appropriately sized spaces between words.Use diagonal and horizontal strokes to join some of their letters appropriatelyUse expanded noun phrases to describe and specify in independent writing.Use subordination (e.g. when, if, that, because) and co-ordination (e.g. or, and, but).Make the correct choice of tense consistently throughout writing, using the progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).Use commas to separate items in a listPlan the content and structure of each sentence orally before writing (including simple conjunctions and adjectives).Recognise and write statements, questions, exclamations and commands.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write about real events in chronological order, using a structure of orientation (scene setting), events (recount) and reorientation (closing statement).Write simple non-fiction texts, with support, incorporating the main features of the genre (e.g. instructions and information texts).Develop positive attitudes towards and stamina for writing by writing for different purposes.

Homophones and near-homophones

HALF TERM

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features to coverGrammarTerminology: noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma


1 Book ReviewsLink to children’s interests through World Book Day

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentences

Correct choice and consistent use of present tense and past tense throughout writing Use expanded noun phrases to describe and specify in independent writing.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Develop positive attitudes towards and stamina for writing by writing for different purposes.


2-3 Poetry Link to different cultures through SMSC

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesImperative sentences

Form capital letters, being aware of orientation and relationship to one another and to lower-case letters.Use diagonal and horizontal strokes to join some of their letters appropriatelyMake vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write poems individually with support from a response partner to plan and evaluate.Develop positive attitudes towards and stamina for writing by writing for different purposes.

Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it hiking, hiked, hiker, nicer, nicest, shiny

4 Play scripts of Traditional Tales

Sentences with different forms (exclamation and command)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentencesImperative sentences

Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguished. Form capital letters, being aware of orientation and relationship to one another and to lower-case letters.Form numbers of the correct size, orientation and relationship to one another.Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Use apostrophes for contracted forms and the possessive (singular).Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write narratives (about real or fictional events) by developing a sequence of sentences, including some variation in sentence openings.Develop positive attitudes towards and stamina for writing by writing for different purposes.

The /ʌ/ sound spelt o Mother, brother, another

The /i:/ sound spelt –ey Key, donkey, monkey, valleyThe /ɒ/ sound spelt a after w and qu Want, watch, quantity

5 Application of Skills including assessed pieces of work; non-fiction (non-chronological reports) and fiction (poetry)



6 Play scripts of Traditional Tales continued

Sentences with different forms (exclamation and command)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentencesImperative sentences

Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguished. Form capital letters, being aware of orientation and relationship to one another and to lower-case letters.Form numbers of the correct size, orientation and relationship to one another.Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Use apostrophes for contracted forms and the possessive (singular).Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.Write narratives (about real or fictional events) by developing a sequence of sentences, including some variation in sentence openings.Develop positive attitudes towards and stamina for writing by writing for different purposes.

The /ʌ/ sound spelt o Mother, brother, another

The /i:/ sound spelt –ey Key, donkey, monkey, valleyThe /ɒ/ sound spelt a after w and qu Want, watch, quantity

15


Weeks Genre Sentence types/language features to cover GrammarTerminology: noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma


1 A story with a familiar setting

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentences.

Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguished. Form capital letters, being aware of orientation and relationship to one another and to lower-case letters.Leave appropriately sized spaces between words.Use diagonal and horizontal strokes to join some of their letters appropriately.Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Use expanded noun phrases to describe and specify in independent writing.Use apostrophes for contracted forms and the possessive (singular).Write narratives (about real or fictional events) by developing a sequence of sentences, including some variation in sentence openings.Use grammatical terminology for Year 2 learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included

The suffixes –ment, –ness, –ful , –less and ‘-ly’ enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly merriment, happiness, plentiful, penniless, happily

2-3 Stories from Other CulturesLink to MFL

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentences

Leave appropriately sized spaces between words.Use diagonal and horizontal strokes to join some of their letters appropriately.Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Develop positive attitudes towards and stamina for writing by writing for different purposes.Make the correct choice of tense consistently throughout writing, using the progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).Write narratives (about real or fictional events) by developing a sequence of sentences, including some variation in sentence openings.Recognise and write statements, questions, exclamations and commands.Plan the content and structure of each sentence orally before writing (including simple conjunctions and adjectives).Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.

Words ending in –tion Station, fiction, nationalHomophones and near-homophones there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight

4-5 Communications texts

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentencesImperative sentencesQuestion sentences

Form capital letters, being aware of orientation and relationship to one another and to lower-case letters.Write simple non-fiction texts, with support, incorporating the main features of the genre (e.g. instructions and information texts).Develop positive attitudes towards and stamina for writing by writing for different purposes.Use expanded noun phrases to describe and specify in independent writing.Make the correct choice of tense consistently throughout writing, using the progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).Recognise and write statements, questions, exclamations and commands.Use grammatical terminology for Year 2 learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks. Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.

The /ʒ/ sound spelt s Vision, television, treasure, usual

16

6-7 Recount of a trip or activityLink to topic theme

Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentencesImperative sentencesQuestion sentences

Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguished. Leave appropriately sized spaces between words.Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Write simple non-fiction texts, with support, incorporating the main features of the genre (e.g. instructions and information texts).Develop positive attitudes towards and stamina for writing by writing for different purposes.Use subordination (e.g. when, if, that, because) and co-ordination (e.g. or, and, but).Write about real events in chronological order, using a structure of orientation (scene setting), events (recount) and reorientation (closing statement).Use commas to separate items in a listUse apostrophes for contracted forms and the possessive (singular).Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.


HALF TERM

17

HALF TERMWeeks Genre Sentence types/language features to

coverGrammarTerminology: noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma


1-2 Narratives; Legends Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesSpeech sentencesImperative sentences

Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguished. Use diagonal and horizontal strokes to join some of their letters appropriately.Use expanded noun phrases to describe and specify in independent writing.Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Make the correct choice of tense consistently throughout writing, using the progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).Develop positive attitudes towards and stamina for writing by writing for different purposes.Use apostrophes for contracted forms and the possessive (singular).Write narratives (about real or fictional events) by developing a sequence of sentences, including some variation in sentence openings.Use grammatical terminology for Year 2 learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.

Revision of spelling rules as required

3-4 Explanation Texts Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Conjunction sentences (and, so, but, because)Connective sentencesImperative sentencesQuestion sentences

Use suffixes -er and -est in adjectives and -ly to turn adjectives into adverbs, recognising the term ‘suffix’.Write simple non-fiction texts, with support, incorporating the main features of the genre (e.g. instructions and information texts).Develop positive attitudes towards and stamina for writing by writing for different purposes.Use subordination (e.g. when, if, that, because) and co-ordination (e.g. or, and, but).Use expanded noun phrases to describe and specify in independent writing.Make the correct choice of tense consistently throughout writing, using the progressive form of verbs in the present and past tense, to mark actions in progress (e.g. she is drumming/he was shouting).Use commas to separate items in a listRecognise and write statements, questions, exclamations and commands.Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.

5 Application of Skills including assessed pieces of work; non-fiction (explanation texts) and fiction (poetry)



6 Poetry Short descriptive sentences (use of simple adjectives, powerful verbs, adverbs or all of the above)Imperative sentencesQuestion sentences

Form capital letters, being aware of orientation and relationship to one another and to lower-case letters.Form lower-case letters of the correct size relative to one another, with ascenders and descenders distinguished. Leave appropriately sized spaces between words.Develop positive attitudes towards and stamina for writing by writing for different purposes.Write poems individually with support from a response partner to plan and evaluateUse apostrophes for contracted forms and the possessive (singular).Plan the content and structure of each sentence orally before writing (including simple conjunctions and adjectives).Make vocabulary and style choices appropriate to the purpose of the writing, ensuring the main features are included.

Revision of spelling rules as required

18



GrammarTerminology: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’)


1-2 Stories with Familiar SettingsLink to Roald Dahl Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesSpeech sentencesSimile sentences

Write narrative structure to include a simple beginning, middle and end, and some development of setting and characters in one or more of the sections.Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Compose and rehearse sentences orally before writing.Begin to use paragraphs to group related material.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box).

Revision of Y1 and 2 objectives as required.AfL to check children are able to spell all unfamiliar and HFW from Y1 and 2.

3-4 Myths and LegendsLink to National Poetry Day


Write narrative structure to include a simple beginning, middle and end, and some development of setting and characters in one or more of the sections.Attempt to use inverted commas to indicate direct speech.Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]Formation of nouns using a range of prefixes [for example super–, anti–, auto–Begin to use paragraphs to group related material.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Adding suffixes beginning with vowel letters to words of more than one syllable

5-6 Information TextsLink to holiday brochures and leaflets

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspense

Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Formation of nouns using a range of prefixes [for example super–, anti–, auto–Use headings and sub-headings to aid presentationIndependently use present perfect forms of verbs (e.g. ‘He has gone out to play’, contrasted with, ‘He went out to play’).Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

The / / ɪ sound spelt y elsewhere than at the end of words

7 Shape Poetry and Calligrams

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Short sharp sentences for impact/suspenseSimile sentences

Compose and rehearse sentences orally before writing.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box).Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

The /ʌ/ sound spelt ou

HALF TERM

19


coverGrammarTerminology: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’)


1-2 Recounts Diary and news reportsRetell events from the past

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesImperative sentencesShort sharp sentences for impact/suspense

Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Formation of nouns using a range of prefixes [for example super–, anti–, auto–Use headings and sub-headings to aid presentationBegin to use paragraphs to group related material.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Revise alternative graphemes for /j/ g, dge/s/ spelt with a c before e, l or y/n/ kn, gn/r/ wr

3-4 BiographiesLink to topic work

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesImperative sentencesShort sharp sentences for impact/suspenseSimile sentences

Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]Independently use present perfect forms of verbs (e.g. ‘He has gone out to play’, contrasted with, ‘He went out to play’).Begin to use paragraphs to group related material.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box).Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

More prefixes (See DfE Appendix 2)

5 Application of Skills including assessed pieces of work; non-fiction (biographies) and fiction (myths and legends)



6 Narratives – Folk Tales Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesSpeech sentencesSimile sentences

Write narrative structure to include a simple beginning, middle and end, and some development of setting and characters in one or more of the sections.Attempt to use inverted commas to indicate direct speech.Compose and rehearse sentences orally before writing.Begin to use paragraphs to group related material.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

HFW Revision if required.

20





1-2 Information Texts Link to Scientific Discovery

Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspense

Formation of nouns using a range of prefixes [for example super–, anti–, auto–Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver,dissolve, insoluble]Attempt to use inverted commas to indicate direct speech.Use headings and sub-headings to aid presentationBegin to use paragraphs to group related material.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

The suffix –ation

3-4 Play ScriptsLink to National Reading Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Speech sentencesImperative sentencesShort sharp sentences for impact/suspenseSimile sentences

Use headings and sub-headings to aid presentationConsider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Write narrative structure to include a simple beginning, middle and end, and some development of setting and characters in one or more of the sections.Independently use present perfect forms of verbs (e.g. ‘He has gone out to play’, contrasted with, ‘He went out to play’).Compose and rehearse sentences orally before writing.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

The suffix –ly

5-6 InstructionsLinked to topic

Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspense

Formation of nouns using a range of prefixes [for example super–, anti–, auto–Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver,dissolve, insoluble]Use headings and sub-headings to aid presentationBegin to use paragraphs to group related material.Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box).Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Revision of Year 3 and 4 Word List.

HALF TERM

21




1-2 NarrativesLink to Science Fiction / Fantasy and World Book Day preparation

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesSpeech sentencesShort sharp sentences for impact/suspenseSimile sentences

Formation of nouns using a range of prefixes [for example super–, anti–, auto–Attempt to use inverted commas to indicate direct speech.Begin to use paragraphs to group related material.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Write narrative structure to include a simple beginning, middle and end, and some development of setting and characters in one or more of the sections.Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box).Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Words with endings sounding like /ʒə/ or /tʃə/

3-4 Non-chronological ReportsLink to topic

Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentences

Use headings and sub-headings to aid presentation Begin to use paragraphs to group related material.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Endings which sound like /ʒən/

Homophones and near homophones

5 Application of Skills including assessed pieces of work; non-fiction (information texts) and fiction (Science Fiction narratives)



6 Communication Texts Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspense

Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver,dissolve, insoluble]Begin to use paragraphs to group related material.Independently use present perfect forms of verbs (e.g. ‘He has gone out to play’, contrasted with, ‘He went out to play’).Compose and rehearse sentences orally before writing.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

The suffix –ous

22





1-2 Discussion Texts Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesImperative sentencesQuestion sentences

Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver,dissolve, insoluble]Use headings and sub-headings to aid presentation.Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Begin to use paragraphs to group related material.Independently use present perfect forms of verbs (e.g. ‘He has gone out to play’, contrasted with, ‘He went out to play’).Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Formation of nouns using a range of prefixes [for example super–, anti–, auto–Compose and rehearse sentences orally before writing.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian

3-4 Adventure and Mystery stories


Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver,dissolve, insoluble]Write narrative structure to include a simple beginning, middle and end, and some development of setting and characters in one or more of the sections.Attempt to use inverted commas to indicate direct speech.Begin to use paragraphs to group related material.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Words with the /k/ sound spelt ch (Greek in origin)

5-6 Information Texts - Persuasion


Use headings and sub-headings to aid presentation.Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Attempt to use inverted commas to indicate direct speech.Begin to use paragraphs to group related material.Independently use present perfect forms of verbs (e.g. ‘He has gone out to play’, contrasted with, ‘He went out to play’).Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Formation of nouns using a range of prefixes [for example super–, anti–, auto–Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Words with the /ʃ/ sound spelt ch (mostly French in origin)

HALF TERM

23




1-2 Explanation textsLink to Moral aspect of SMSC

Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentences Imperative sentencesQuestion sentences

Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver,dissolve, insoluble]Use headings and sub-headings to aid presentation.Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Begin to use paragraphs to group related material.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Formation of nouns using a range of prefixes [for example super–, anti–, auto–Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Words ending with the /g/ sound spelt – gue and the /k/ sound spelt –que (French in origin)

Possessive apostrophe with plural words

3-4 Non-chronological Reports

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst)Connective sentencesImperative sentencesQuestion sentences

Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver,dissolve, insoluble]Use headings and sub-headings to aid presentation.Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of]Begin to use paragraphs to group related material.Consider the organisation or sequence of sentences to include conjunctions, subordination, adverbs and prepositions.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Words with the /s/ sound spelt sc (Latin in origin)

5 Application of Skills including assessed pieces of work; non-fiction (Non-chronological reports and persuasion texts)



6 Poetry from other CulturesLink to MFL

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Short sharp sentences for impact/suspenseSimile sentences

Independently use present perfect forms of verbs (e.g. ‘He has gone out to play’, contrasted with, ‘He went out to play’).Use the forms ‘a’ or ‘an’ according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box).Compose and rehearse sentences orally before writing.Incorporate the main features of a text type, showing awareness of the reader, and make specific vocabulary and style choices.Proof-read and correct errors in spelling, grammar and punctuation, knowing when to use a dictionary.

Words with the /eɪ/ sound spelt ei, eigh, or ey

24



GrammarTerminology: determiner, pronoun, possessive pronoun, adverbial


1-2 Narratives using inferenceLink to Roald Dahl Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesSpeech sentencesImperative sentencesQuestion sentencesAdverb sentencesSimile sentencesAs sentencesPreposition sentences

Use paragraphs to organise ideas around a theme Using appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) Use inverted commas accurately to demarcate direct speech and some dialogue with use of other punctuation types E.g. The conductor shouted, “Sit down!”Write narrative structure using the main features, including an opening to establish setting and characters, a complication and resulting events, a resolution and/or ending.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) Use fronted adverbials followed by a comma to extend sentence variety (e.g. Later that day, I heard the bad news.)

Revision of Y1 and 2 objectives as required.AfL to check children are able to spell all unfamiliar and HFW from Y1 and 2.

3-4 Myths and LegendsLink to National Poetry Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesSpeech sentencesShort sharp sentences for impact/suspenseAdverb sentencesSimile sentencesAs sentencesList sentencesPreposition sentences


Adding suffixes beginning with vowel letters to words of more than one syllable

5-6 Information texts – Non-chronological reports on holiday destinations

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesImperative sentencesQuestion sentencesAdverb sentencesSimile sentencesAs sentencesList sentencesPreposition sentences

Use paragraphs to organise ideas around a themeUsing appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use Standard English forms for verb inflections instead of local spoken forms (e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’).Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) and fronted adverbials (e.g. later that day) to develop ideas in more detail but communicate information in a concise way.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names)

The / / ɪ sound spelt y elsewhere than at the end of words

7 Poetry - creating images in the mind

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Short sharp sentences for impact/suspenseAdverb sentencesSimile sentencesAs sentencesPreposition sentences

Using appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) and fronted adverbials (e.g. later that day) to develop ideas in more detail but communicate information in a concise way.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.

The /ʌ/ sound spelt ou

HALF TERM

25


coverGrammarTerminology: determiner, pronoun, possessive pronoun, adverbial


1-2 Recounts Link to Diary and Newspaper Articles

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesSpeech sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseAdverb sentencesPreposition sentences

Use paragraphs to organise ideas around a themeUsing appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use Standard English forms for verb inflections instead of local spoken forms (e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’).Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) and fronted adverbials (e.g. later that day) to develop ideas in more detail but communicate information in a concise way.Use inverted commas accurately to demarcate direct speech and some dialogue with use of other punctuation types E.g. The conductor shouted, “Sit down!”Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names)

Revise alternative graphemes for /j/ g, dge/s/ spelt with a c before e, l or y/n/ kn, gn/r/ wr

3-4 BiographiesAutobiographies linked to topic work

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseAdverb sentencesList sentencesPreposition sentences

Use paragraphs to organise ideas around a themeUsing appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use Standard English forms for verb inflections instead of local spoken forms (e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’).Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) and fronted adverbials (e.g. later that day) to develop ideas in more detail but communicate information in a concise way.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names).

More prefixes (See DfE Appendix 2)

5 Application of Skills including assessed pieces of work; non-fiction (Recounts) and fiction (inferential narratives)



6 Narratives – Folk TalesLink to evaluating evidence for actions and events

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesSpeech sentencesAdverb sentencesSimile sentencesAs sentencesPreposition sentences


HFW Revision if required.

26



GrammarTerminology: determiner, pronoun, possessive pronoun, adverbial


1-2 Information TextsLink to Scientific Discovery

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesImperative sentencesQuestion sentencesAdverb sentencesList sentencesPreposition sentences

Use paragraphs to organise ideas around a themeUse Standard English forms for verb inflections instead of local spoken forms (e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’).Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) and fronted adverbials (e.g. later that day) to develop ideas in more detail but communicate information in a concise way.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names)

More prefixes

super–: supermarket, superman, superstar anti–: antiseptic, anti-clockwise, antisocial auto–: autobiography, autograph

3-4 Play ScriptsLink to National Reading Day and stories in historical settings

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesSpeech sentencesImperative sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentencesAs sentencesPreposition sentencesHistorical basis through setting description, relevant events and dialogue.

Using appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) Write narrative structure using the main features, including an opening to establish setting and characters, a complication and resulting events, a resolution and/or ending.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) Use fronted adverbials followed by a comma to extend sentence variety (e.g. Later that day, I heard the bad news.)

Suffix -ion

y grapheme sounding like /i/:myth, Egypt, pyramid

5-6 Instructions Linked to topic work

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesImperative sentencesQuestion sentencesAdverb sentencesList sentencesPreposition sentences

Use paragraphs to organise ideas around a themeUse Standard English forms for verb inflections instead of local spoken forms (e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’).Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) and fronted adverbials (e.g. later that day) to develop ideas in more detail but communicate information in a concise way.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names)

HALF TERM

27




1-2 Narrative VerseLink to Science Fiction / Fantasy and World Book Day preparation

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentencesAs sentencesPreposition sentences

Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) Write narrative structure using the main features, including an opening to establish setting and characters, a complication and resulting events, a resolution and/or ending.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) Use fronted adverbials followed by a comma to extend sentence variety (e.g. Later that day, I heard the bad news.)

Words with endings sounding like /ʒə/ or /tʃə/ Measure, pleasure, treasureEndings which sound like /ʒən/ Division, invasion, confusion

3-4 Explanation TextsLink to topic

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesQuestion sentencesAdverb sentencesList sentencesPreposition sentences

Use paragraphs to organise ideas around a themeUsing appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use Standard English forms for verb inflections instead of local spoken forms (e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’).Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) and fronted adverbials (e.g. later that day) to develop ideas in more detail but communicate information in a concise way.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.

Suffix rules doubling letters e.g. forget, forgetting, forgotten, begin, beginning, beginner

5 Application of Skills including assessed pieces of work; non-fiction (Instructions) and fiction (play scripts)



6 Communication TextsLink to dilemmas

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesSpeech sentencesImperative sentencesQuestion sentencesAdverb sentencesPreposition sentences

Use paragraphs to organise ideas around a themeUsing appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use Standard English forms for verb inflections instead of local spoken forms (e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’).Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use fronted adverbials followed by a comma to extend sentence variety (e.g. Later that day, I heard the bad news.)

ou grapheme as /u/Young, tough, double, trouble, country

28


Weeks Genre Sentence types/language features to cover GrammarTerminology: determiner, pronoun, possessive pronoun, adverbial


1-2 Discussion TextsLink to reviews and critiques

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesQuestion sentences

Using appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use Standard English forms for verb inflections instead of local spoken forms (e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’).Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) and fronted adverbials (e.g. later that day) to develop ideas in more detail but communicate information in a concise way.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names)

Words with the /k/ sound spelt ch (Greek in origin) Scheme, chorus, echo

Words with the /s/ sound spelt sc (Latin in origin) Science, scene, discipline, fascinate,

3-4 Adventure and Mystery StoriesLink to historical settings

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesSpeech sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentencesAs sentencesPreposition sentences

Use paragraphs to organise ideas around a themeUsing appropriate choices of pronouns or nouns across sentences, to aid cohesion and avoid repetition.Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) Use inverted commas accurately to demarcate direct speech and some dialogue with use of other punctuation types E.g. The conductor shouted, “Sit down!”Write narrative structure using the main features, including an opening to establish setting and characters, a complication and resulting events, a resolution and/or ending.Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) Use fronted adverbials followed by a comma to extend sentence variety (e.g. Later that day, I heard the bad news.)

Suffix -ationInformation, sensation, preparation

5-6 Information Texts – PersuasionLink to written advertising and film trailers.

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentencesAs sentencesList sentences

Use paragraphs to organise ideas around a themeUse Standard English forms for verb inflections instead of local spoken forms (e.g. ‘we were’ instead of ‘we was’, or ‘I did’ instead of ‘I done’).Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) Use fronted adverbials followed by a comma to extend sentence variety (e.g. Later that day, I heard the bad news.)

Suffix -ly to form an adverb

Possessive apostrophe with plural words Girls’, boys’, children’s, men’s

HALF TERM

29




1-2 Explanation TextsLink to Moral aspect of SMSC

Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesQuestion sentencesPreposition sentences


Words with the /ʃ/ sound spelt ch (mostly French in origin) Chef, chalet, machine, brochure

Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) League, tongue, antique, unique

3-4 Non-chronological ReportsLink to Newspapers

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseAdverb sentencesList sentencesPreposition sentences


Negative prefixes - illegible, immature, irregular

5 Application of Skills including assessed pieces of work; non-fiction (explanation texts) and fiction (adventure and mystery stories)



6 Poetry from other culturesLink to MFL

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Simile sentencesAdverb sentencesAs sentencesPreposition sentences

Use expanded noun phrases (e.g. ‘the policeman’, is expanded to, ‘the co-operative policeman with polished shoes’) Demonstrate more accurate proof-reading for spelling, age-appropriate grammar and punctuation using a dictionary when required.Use apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) Use fronted adverbials followed by a comma to extend sentence variety (e.g. Later that day, I heard the bad news.)

More prefixes:dis, mis, re, sub

30


Weeks Genre Sentence types/language features to cover Grammar Terminology: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash cohesion, ambiguity


1-2 Instruction TextsLink to Roald Dahl Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesImperative sentencesSimile sentencesAdverb sentences (including time)As sentencesList sentencesPreposition sentences

Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Use layout devices to structure text (e.g. headings, subheadings, columns, bullets or tables).Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

AfL to identify gaps in Year 3/4 spelling objectives

3-4 Myths and Legends Link to Stories from other cultures

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesShort sharp sentences for impact/suspenseSimile sentencesAs sentencesList sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Write narrative structure to include most elements, (e.g. introduction, build up, main event, resolution, ending).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.

Endings whichsound like /ʃəs/spelt –cious or–tious

5-6 Descriptive VerseLink to MFL andNational Poetry Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Simile sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentences

Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Establish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Endings which sound like /ʃəl/

6-7 Non-Chronological Reports Linked to topic work

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesQuestion sentencesAdverb sentences (including time)Preposition sentencesing sentencesed sentencesextra information (complex) sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisRelative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Use layout devices to structure text (e.g. headings, subheadings, columns, bullets or tables).Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.

Words ending in –ant, –ance/–ancy, –ent, –ence/–ency

HALF TERM

31

HALF TERMWeeks Genre Sentence types/language features to cover Grammar



1-2 RecountsLink to newspaper articles

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspensePreposition sentencesing sentencesed sentencesextra information (complex) sentences

Indicate degrees of possibility using adverbs (e.g. perhaps) or modal verbs (e.g. might, should, will and must).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Use layout devices to structure text (e.g. headings, subheadings, columns, bullets or tables).Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Words ending in –able and –ible Words ending in –ably and –ibly

3-4 Explanation TextsLink to topic work

Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesImperative sentencesQuestion sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentencesList sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Indicate degrees of possibility using adverbs (e.g. perhaps) or modal verbs (e.g. might, should, will and must).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Use layout devices to structure text (e.g. headings, subheadings, columns, bullets or tables).Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Adding suffixesbeginning withvowel letters towords endingin –fer

5 Application of Skills including assessed pieces of work; non-fiction (explanations) and fiction (fables)



6 Traditional Narratives Link to Fables

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentences (including time)As sentencesList sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Write narrative structure to include most elements, (e.g. introduction, build up, main event, resolution, ending).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.

Use of the hyphen

32




1 Poetic StyleCompare and contrast

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Imperative sentencesQuestion sentencesSimile sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentences

Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Words with the /i:/ sound spelt ei after c

2-3 Inferential TextsLink to National Reading Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesQuestion sentencesAdverb sentences (including time)List sentencesPreposition sentencesextra information (complex) sentences

Indicate degrees of possibility using adverbs (e.g. perhaps) or modal verbs (e.g. might, should, will and must).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Write narrative structure to include most elements, (e.g. introduction, build up, main event, resolution, ending).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.

- Words containing the letter-string ough

4-5 Persuasive Writing

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentences (including time)As sentencesList sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Indicate degrees of possibility using adverbs (e.g. perhaps) or modal verbs (e.g. might, should, will and must).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Use layout devices to structure text (e.g. headings, subheadings, columns, bullets or tables).Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Wordscontaining theletter-stringough

6 Significant Authors Link to Phillip Pullman

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentences

Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Establish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Use layout devices to structure text (e.g. headings, subheadings, columns, bullets or tables).Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Homophonesand otherwords that areoften confused

HALF TERM

33




1-2 Recounts‘The Day I Found My Perfect Book’ preparing for World Book Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesImperative sentencesQuestion sentencesSimile sentencesAdverb sentences (including time)ing sentencesed sentencesextra information (complex) sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targetsRelative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun.


3-4 BiographiesLink to SMSC

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Indicate degrees of possibility using adverbs (e.g. perhaps) or modal verbs (e.g. might, should, will and must).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Use layout devices to structure text (e.g. headings, subheadings, columns, bullets or tables).Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Revision of Year 5 / 6 spelling list

5 Non-chronological ReportsLink to topic work

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesQuestion sentencesAdverb sentences (including time)Preposition sentencesing sentencesed sentencesextra information (complex) sentencesList sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun


6 Application of Skills including assessed pieces of work; non-fiction (biographies and persuasive writing)



34




1-2 InstructionsLink to SMSC


Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Use layout devices to structure text (e.g. headings, subheadings, columns, bullets or tables).Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun


3-4 Discussion textsLink to current news


Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes, including topic-specific vocabulary.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun


5-6 Poetry from other CulturesLink to MFL


Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use commas deliberately to clarify meaning or avoid ambiguity and brackets, dashes or commas to indicate parenthesisEstablish features of a selected form clearly, with some adaptation to purpose.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.


HALF TERM

35




1-2 Medieval LiteratureLink to historic settings

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesSimile sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Indicate degrees of possibility using adverbs (e.g. perhaps) or modal verbs (e.g. might, should, will and must).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity.Establish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Write narrative structure to include most elements, (e.g. introduction, build up, main event, resolution, ending).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Revision of spelling patterns

3-4 Film Narrative/ Play Scripts Link to topic work

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Indicate degrees of possibility using adverbs (e.g. perhaps) or modal verbs (e.g. might, should, will and must).Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity.Establish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Write narrative structure to include most elements, (e.g. introduction, build up, main event, resolution, ending).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

-cial/-tialofficial, special, confidential

5 Application of Skills including assessed pieces of work; non-fiction (discussion texts) and fiction (poetry from other cultures)



6 Twists on Traditional TalesComparing different versions of established narratives

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesSimile sentencesAdverb sentences (including time)As sentencesList sentencesPreposition sentencesing sentencesextra information (complex) sentences

Convert nouns or adjectives into verbs using suffixes (e.g. -ate; -ise; -ify).Select the appropriate tense for a range of speech and writing (e.g. diary, story, recount, letters) and use consistently.Use devices within a paragraph to build cohesion (e.g. then, after that and firstly), ensuring consistency throughout.Use commas deliberately to clarify meaning or avoid ambiguity.Establish features of a selected form clearly, with some adaptation to purpose.Use a given variety of planning structures to make appropriate notes.Maintain a clear purpose across a range of writing with all features of the chosen form used appropriately to maintain readers’ interest.Write narrative structure to include most elements, (e.g. introduction, build up, main event, resolution, ending).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

-ant/anceobservant/observance, tolerant/ tolerance

36



Grammar Terminology: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points


1-2 Instruction TextsLink to Roald Dahl Day


Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.Use subjunctive forms (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing and speech).Make choices appropriate for formal writing, including the use of the subjunctive form (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing.Select layout devices, (e.g. headings, sub-headings, columns, bullets, tables and labelled diagrams) appropriate to the text type, in order to structure text and guide the reader.Notice how hyphens can be used to avoid ambiguity (e.g. recover/re-cover) and use in context.Use semi-colons, colons or dashes to mark boundaries between independent clauses.Use a colon to introduce a list and use semi-colons within lists.Punctuate bullet points to list information.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas.

AfL to identify gaps in Year 3/4 spelling objectives

3-4 Myths and Legends Link to Stories from other cultures

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesShort sharp sentences for impact/suspenseSimile sentencesAs sentencesList sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Check own or partner’s use of diagonal and horizontal strokes to include leaving adjacent letters unjoined where necessary.Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style.Write narrative structure to include most elements appropriately (introduction, build-up, main event, resolution, ending) in a range of genres.Use dialogue effectively to create characters and move action forward in both scripted drama and narrative.Begin to check for correct subject and verb agreement, distinguishing between the language of speech and writing.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Use a wide range of prefixes, consistently and appropriately, to extend both spoken and written vocabulary.Use further suffixes appropriately to extend vocabulary (e.g. -ant, -ance, -ancy, -ent, -ence, -ency, -tial, -cial, -cious, -tious and -fer).Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

Endings whichsound like /ʃəs/spelt –cious or–tious

37

5-6 Descriptive VerseLink to Poetry: the power of imagery andNational Poetry Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Simile sentencesAdverb sentences (including time)As sentences

Preposition sentencesing sentencesed sentences

Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.

Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

Endings which sound like /ʃəl/

7 Non-Chronological Reports Linked to topic work


Select layout devices, (e.g. headings, sub-headings, columns, bullets, tables and labelled diagrams) appropriate to the text type, in order to structure text and guide the reader.Notice how hyphens can be used to avoid ambiguity (e.g. recover/re-cover) and use in context.Use semi-colons, colons or dashes to mark boundaries between independent clauses.Use a colon to introduce a list and use semi-colons within lists.Punctuate bullet points to list information.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

Words ending in –ant, –ance/–ancy, –ent, –ence/–ency

Recall and write an extended range of homophones.Distinguish between homophones and other words which are often confused.Spell words with silent letters (e.g. psalm).

HALF TERM

38


features to coverGrammar Terminology: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points


1-2 RecountsTV Interview - Journalistic writing through formal and informal English

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspensePreposition sentencesing sentencesed sentencesextra information (complex) sentences

Use subjunctive forms (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing and speech).Make choices appropriate for formal writing, including the use of the subjunctive form (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing.Select layout devices, (e.g. headings, sub-headings, columns, bullets, tables and labelled diagrams) appropriate to the text type, in order to structure text and guide the reader.Notice how hyphens can be used to avoid ambiguity (e.g. recover/re-cover) and use in context.Use semi-colons, colons or dashes to mark boundaries between independent clauses.Use a colon to introduce a list and use semi-colons within lists.Punctuate bullet points to list information.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

Words ending in –able and –ible Words ending in –ably and –ibly

3-4 Explanation TextsLink to topic work and formal English

Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesImperative sentencesQuestion sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Check own or partner’s use of diagonal and horizontal strokes to include leaving adjacent letters unjoined where necessary.Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style.Use subjunctive forms (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing and speech).Make choices appropriate for formal writing, including the use of the subjunctive form (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing.Select layout devices, (e.g. headings, sub-headings, columns, bullets, tables and labelled diagrams) appropriate to the text type, in order to structure text and guide the reader.Notice how hyphens can be used to avoid ambiguity (e.g. recover/re-cover) and use in context.Use semi-colons, colons or dashes to mark boundaries between independent clauses.Use a colon to introduce a list and use semi-colons within lists.Punctuate bullet points to list information.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.

Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Use a wide range of prefixes, consistently and appropriately, to extend both spoken and written vocabulary.Use further suffixes appropriately to extend vocabulary (e.g. -ant, -ance, -ancy, -ent, -ence, -ency, -tial, -cial, -cious, -tious and -fer).Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

Adding suffixesbeginning withvowel letters towords endingin –fer

39

5 Application of Skills including assessed pieces of work; non-fiction (instructions) and fiction (myths and legends)



6 Traditional Narratives Link to Fables

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentences (including time)As sentencesList sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Write narrative structure to include most elements appropriately (introduction, build-up, main event, resolution, ending) in a range of genres.Use dialogue effectively to create characters and move action forward in both scripted drama and narrative.Use a colon to introduce a list.Use semi-colons within complicated lists to separate items.Begin to check for correct subject and verb agreement, distinguishing between the language of speech and writing.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

Use of the hyphen

40





1 Poetic StyleCompare and contrast


Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.


2-3 Inferential TextsLink to National Reading Day

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesQuestion sentencesAdverb sentences (including time)List sentencesPreposition sentencesextra information (complex) sentences

Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas.Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

- Words containing the letter-string ough


4-5 Persuasive WritingLink to interviews – Formal and impersonal styles

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Connective sentencesImperative sentencesQuestion sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentences (including time)As sentencesList sentencesPreposition sentencesing sentencesed sentences

extra information (complex) sentences

Check own or partner’s use of diagonal and horizontal strokes to include leaving adjacent letters unjoined where necessary.Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style.Use subjunctive forms (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing and speech).Make choices appropriate for formal writing, including the use of the subjunctive form (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing.Use a colon to introduce a list.Use semi-colons within complicated lists to separate items.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Use a wide range of prefixes, consistently and appropriately, to extend both spoken and written vocabulary.Use further suffixes appropriately to extend vocabulary (e.g. -ant, -ance, -ancy, -ent, -ence, -ency, -tial, -cial, -cious, -tious and -fer).Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

Wordscontaining theletter-stringough

41

6 Significant Authors Link to Phillip Pullman

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentences

Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.


HALF TERM

42




1-2 RecountsLink to famous diaries, preparing for World Book Day


Select layout devices, (e.g. headings, sub-headings, columns, bullets, tables and labelled diagrams) appropriate to the text type, in order to structure text and guide the reader.Notice how hyphens can be used to avoid ambiguity (e.g. recover/re-cover) and use in context.Use semi-colons, colons or dashes to mark boundaries between independent clauses.Use a colon to introduce a list and use semi-colons within lists.Punctuate bullet points to list information.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.



3-4 BiographiesLink to SMSC through formal writing of autobiographies

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Use subjunctive forms (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing and speech).Make choices appropriate for formal writing, including the use of the subjunctive form (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Use a wide range of prefixes, consistently and appropriately, to extend both spoken and written vocabulary.Use further suffixes appropriately to extend vocabulary (e.g. -ant, -ance, -ancy, -ent, -ence, -ency, -tial, -cial, -cious, -tious and -fer).Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.


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5 Application of Skills including assessed pieces of work; non-fiction (recounts and inferential texts)



6 Non-chronological ReportsLink to topic work


Check own or partner’s use of diagonal and horizontal strokes to include leaving adjacent letters unjoined where necessary.Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style.Select layout devices, (e.g. headings, sub-headings, columns, bullets, tables and labelled diagrams) appropriate to the text type, in order to structure text and guide the reader.Notice how hyphens can be used to avoid ambiguity (e.g. recover/re-cover) and use in context.Use semi-colons, colons or dashes to mark boundaries between independent clauses.Use a colon to introduce a list and use semi-colons within lists.Punctuate bullet points to list information.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.


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1-2 InstructionsLink to SMSC


Use subjunctive forms (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing and speech).Make choices appropriate for formal writing, including the use of the subjunctive form (e.g. ‘If I were’ or ‘Were they to come’) in some very formal writing.Select layout devices, (e.g. headings, sub-headings, columns, bullets, tables and labelled diagrams) appropriate to the text type, in order to structure text and guide the reader.Notice how hyphens can be used to avoid ambiguity (e.g. recover/re-cover) and use in context.Use semi-colons, colons or dashes to mark boundaries between independent clauses.Use a colon to introduce a list and use semi-colons within lists.Punctuate bullet points to list information.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas.

3-4 Discussion textsLink to current news - Arguments


Check own or partner’s use of diagonal and horizontal strokes to include leaving adjacent letters unjoined where necessary.Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Use a wide range of prefixes, consistently and appropriately, to extend both spoken and written vocabulary.Use further suffixes appropriately to extend vocabulary (e.g. -ant, -ance, -ancy, -ent, -ence, -ency, -tial, -cial, -cious, -tious and -fer).Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

5-6 Poetry from other CulturesLink to MFL


Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas.

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Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.HALF TERM




1-2 Medieval LiteratureLink to historic settings in fictional texts

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesSimile sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentencesextra information (complex) sentences

Check own or partner’s use of diagonal and horizontal strokes to include leaving adjacent letters unjoined where necessary.Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style.Write narrative structure to include most elements appropriately (introduction, build-up, main event, resolution, ending) in a range of genres.Use dialogue effectively to create characters and move action forward in both scripted drama and narrative.Begin to check for correct subject and verb agreement, distinguishing between the language of speech and writing.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

3-4 Film Narrative/ Play Scripts Link to topic work

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesShort sharp sentences for impact/suspenseSimile sentencesAdverb sentences (including time)As sentencesPreposition sentencesing sentencesed sentences

Write narrative structure to include most elements appropriately (introduction, build-up, main event, resolution, ending) in a range of genres.Use dialogue effectively to create characters and move action forward in both scripted drama and narrative.Select layout devices, (e.g. headings, sub-headings, columns, bullets, tables and labelled diagrams) appropriate to the text type, in order to structure text and guide the reader.Notice how hyphens can be used to avoid ambiguity (e.g. recover/re-cover) and use in context.Use semi-colons, colons or dashes to mark boundaries between independent clauses.Use a colon to introduce a list and use semi-colons within lists.Begin to check for correct subject and verb agreement, distinguishing between the language of speech and writing.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

46

5 After-SATS activities6 Twists on

Traditional TalesComparing different versions of established narratives

Descriptive sentences (use of ambitious adjectives taught, powerful verbs and adverbs)Conjunction sentences (and, so, but, because, then, when, whilst, if, after, which, until, where)Connective sentencesSpeech sentencesSimile sentencesAdverb sentences (including time)As sentencesList sentencesPreposition sentencesing sentencesextra information (complex) sentences

Write narrative structure to include most elements appropriately (introduction, build-up, main event, resolution, ending) in a range of genres.Use dialogue effectively to create characters and move action forward in both scripted drama and narrative.Use passive verbs to affect the presentation of information in a sentence.Use a broader range of cohesive devices (e.g. repetition of key words and phrases, ellipsis and adverbials including ‘on the other hand’, ‘in contrast’ and ‘as a consequence of’).Use semi-colons, colons and dashes to mark the boundary between independent clauses (e.g. ‘It’s raining; I’m fed up’).Use a wider range of cohesive devices (e.g. repetition of a word or phrase, adverbials and ellipsis).Independently select and use the most appropriate layout devices to structure a text effectively and guide the reader.Identify the audience for/purpose of a range of text types, making features clear and establishing the appropriate style.Expand vocabulary and use subject-related words appropriately.Choose vocabulary to reflect shades of meaning (e.g. ‘pleased’, ‘excited’, ‘enthusiastic’, ‘exuberant’).Proof-read for spelling/punctuation errors, consistent tense and meaning, editing as they go along to reflect their targets.Evaluate their own and others’ writing, indicating changes to vocabulary, grammar and punctuation to improve clarity.Use a dictionary, thesaurus and spell checker competently in all curriculum areas. Critically evaluate and select appropriate features to use and adapt, creating their own checklists independently.

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