EYFS
By the end of EYFS children will be able to: - Retell a simple past event in the correct order.
- Use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and live past experiences.
- Use talk in pretending that objects stand for something else in play e.g. ‘this box is my castle’.
- Engage in imaginative role play based on own first-hand experiences.
- Build stories around toys e.g. farm animals needing rescue from an armchair ‘cliff’.
- Capture experiences and responses with a range of media, such as music, dance and paint and other materials or words.
- Link statements and stick to a main theme or intention.
- Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
- Introduce a storyline or narrative into their play.
- Write their own name and other things such as labels and captions.
- Attempt to write short sentences in meaningful contexts.
- Play cooperatively as part of a group to develop and act out a narrative.
- Develop their own narratives and explanations by connecting ideas or events.
- Write simple sentences which can be read by themselves and others.
- Spell some words correctly whilst others are phonetically plausible.
- Use language to imagine and recreate roles and experiences in play situations.
- Express themselves effectively, showing awareness of listeners’ needs.
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Year 1
By the end of Year 1 children will be able to: - Write sentences by:
- Saying out loud what they are going to write about.
- Composing a sentence orally before writing it.
- Sequencing sentences to form short narratives.
- Re-reading what have written to check that it makes sense.
- Discuss what they have written with the teacher or other pupils.
- Read aloud their writing clearly enough to be heard by their peers and the teacher.
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Year 2
By the end of Year 2 children will be able to: - Demonstrate positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing about real events.
- Writing poetry.
- Writing for different purposes.
- Consider what will be written beforehand beginning by:
- Planning or saying out loud what they will write about.
- Writing down ideas and/or key words, including new vocabulary.
- Encapsulating what they want to say, sentence by sentence.
- Make simple additions, revisions and corrections to their writing (editing) by:
- Evaluating their writing with the teacher and other pupils.
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.
- Proof-reading to check for errors in spelling, grammar and punctuation e.g. ends of sentences punctuated correctly.
- Read aloud what they have written with appropriate intonation to make the meaning clear.
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Year 3
By the end of Year 3 children will be able to: Skills in LKS2 will be introduced in Year 3 and revisited in Year 4 to provide children with the opportunity to master the skills taught before transitioning to UKS2. - Plan writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
- Discussing and recording ideas.
- Draft and write by:
- Composing and rehearsing sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures as detailed in the National Curriculum English Appendix 2.
- Organising paragraphs around a theme.
- In narratives, creating settings, characters and plot.
- In non-narrative material, using simple organizational devices e.g. headings and sub-headings.
- Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements.
- Proposing changes to grammar and vocabulary to improve consistency including the accurate use of pronouns in sentences.
- Proof-read for spelling and punctuation errors.
- Read aloud their own writing to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
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Year 4
By the end of Year 4 children will be able to: In Year 4 children will revisit the skills introduced in Year 3 to build confidence, independence and mastery. - Plan writing by:
- Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
- Discussing and recording ideas.
- To be able to draft and write by:
- Composing and rehearsing sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures as detailed in the National Curriculum English Appendix 2.
- Organising paragraphs around a theme.
- In narratives, creating settings, characters and plot.
- In non-narrative material, using simple organizational devices e.g. headings and sub-headings.
- Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing and suggesting improvements.
- Proposing changes to grammar and vocabulary to improve consistency including the accurate use of pronouns in sentences.
- Proof-read for spelling and punctuation errors.
- Read aloud their own writing to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
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Year 5
By the end of Year 5 children will be able to:
Skills in UKS2 will be introduced in Year 5 and revisited in Year 6 to provide children with the opportunity to master the skills taught before transitioning to UKS2. - Plan writing by:
- Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
- Noting and developing initial ideas, drawing on reading and research where necessary.
- In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.
- Draft and write by:
- Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
- In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
- Précising longer passages.
- Using a wide range of devices to build cohesion within and across paragraphs.
- Using further organization and presentational devices to structure text and to guide the reader e.g. headings, bullet points, underlining.
- Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing.
- Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
- Ensuring the consistent and correct use of tense throughout a piece of writing.
- Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.
- Proof-read for spelling and punctuation errors.
- Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.
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Year 6
By the end of Year 6 children will be able to: In Year 6 children will revisit the skills introduced in Year 5 to build confidence, independence and mastery to ensure they are fully prepared for transition to secondary school. - Plan writing by:
- Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
- Noting and developing initial ideas, drawing on reading and research where necessary.
- In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.
- Draft and write by:
- Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
- In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
- Précising longer passages.
- Using a wide range of devices to build cohesion within and across paragraphs.
- Using further organization and presentational devices to structure text and to guide the reader e.g. headings, bullet points, underlining.
- Evaluate and edit by:
- Assessing the effectiveness of their own and others’ writing.
- Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
- Ensuring the consistent and correct use of tense throughout a piece of writing.
- Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.
- Proof-read for spelling and punctuation errors.
- Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.
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