Progression Guidance in English for Year 6
Grammatical Skills - Knowledge and skills: awareness, sentence construction and punctuation

Improve range of connectives to give writing fluency and cohesion: e.g. using adverbials such as ‘on the other hand; in contrast; as a consequence of
this;

ensure correct identification of the main clause and subordinate clause in a sentence; explore different order in own writing; discuss effect of changes;

quickly identify statements, questions and commands, and punctuate correctly;

know that relative clauses begin with who, which, where etc;

readily identify the passive voice: e.g. The window in the greenhouse was broken (as distinct from the active.)

use expanded noun phrases in writing, to convey precise information: e.g. The horse which jumped over the fence won the race;

develop confidence to recognise and use adverbials which link ideas across sentences and paragraphs;

confidently identify the past, present and future tense within texts;

be able to select powerful and effective verbs when writing;

revise the term modal verbs to indicate degree of possibility: might, should, will etc;

confidently use the term synonym for words which are similar in meaning: thin, slim; and antonym for words which are opposite in meaning;

know the meaning of preposition and be able to identify these in texts;

recognise a parenthesis within a sentence (embedded clause) and know how to punctuate this accurately, with commas, dashes or brackets;

show how the hyphen can be used to avoid ambiguity: e.g. man eating shark versus man-eating shark; little, used car versus little-used car;

revise identification of direct speech and reported/indirect speech; use accurately in independent writing;

use the semi-colon to mark a bigger pause than a comma, separating two sentences which are closely linked in context: e.g. The journey was very long;
we all fell asleep.

show also that a semi-colon can divide long items in a list;

revise use of the colon before a list. Introduce the colon as indicating a reveal: e.g. I knew her secret: she was a ghost!

show that an ellipsis is the omission of a word or phrase which is expected and predictable, e.g. Jack waved to Kelly and (he) watched her walk away.

use a dictionary and thesaurus with confidence to define new words and to support the collection of a wide variety of words to support writing;

be able to identify formal and informal styles; begin to be able to use formal Standard English;
achieve competence in subject/verb agreement, both in speech and in writing e.g. we were; they were; I did;
Handwriting and Presentation
Pupils should be taught to:

write legibly, fluently and with increasing speed by:

choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

choosing the writing implement that is best suited for a task.

Non statutory: Pupils should continue to practise handwriting and be encouraged to increase the speed of it, so that problems with forming letters do
not get in the way of their writing down what they want to say.

They should be clear about what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten version.

They should also be taught to use an unjoined style, for example, for labelling a diagram or data, writing an email address, or for algebra and capital
letters, for example, for filling in a form.
Reading – Comprehension
Knowledge, skills and understanding
Pupils should be taught to:
How comprehension can be supported by adults; routines and resources

maintain positive attitudes to reading and understanding of what they read
by:
fiction, fiction from our literary heritage and books from other cultures.



Broaden the texts that children read and discuss to include modern
continuing to read and discuss an increasingly wide range of fiction,
Practitioners to keep up-to-date knowledge of contemporary fiction and
retellings of other works.
poetry, plays, non-fiction and reference books or textbooks

Discuss and review books read.
reading books that are structured in different ways and reading for a

Read, enjoy and perform a repertoire of poetry, reciting some poems by
heart.
range of purposes

increasing their familiarity with a wide range of books, including

myths, legends and traditional stories, modern fiction, fiction from
our literary heritage, and books from other cultures and traditions


and motivations; justify opinions by locating evidence in the text.

recommending books that they have read to their peers, giving
reasons for their choices

making comparisons within and across books

learning a wider range of poetry by heart

preparing poems and plays to read aloud and to perform, showing
understanding through intonation, tone and volume so that the



Model how to identify key words and phrases.

Work in pairs to locate ideas that summarise a text, drawn from several
paragraphs. Identify key details that support the main idea.


asking questions to improve their understanding

drawing inferences such as inferring characters’ feelings, thoughts

Use read-aloud programme, shared and guided reading to consider
authorial purpose and effect.

Identify figurative language such as alliteration, simile and metaphor in
poetry and fiction.

Use a newspaper report to distinguish between fact and opinion
(practitioner to model this first).
and motives from their actions, and justifying inferences with
evidence
During written comprehension activities, allow adequate time for
children to fully engage with the text.
checking that the book makes sense to them, discussing their
understanding and exploring the meaning of words in context
Read aloud class story up to a given point, discuss predict and write
about what might happen next.
meaning is clear to an audience
understand what they read by:
Role play characters by activities such as hot seating or conscience
corridor, in order to understand their point of view.
identifying and discussing themes and conventions in and across a
wide range of writing
Use shared/group reading as an opportunity to infer characters’ feelings

Engage in group discussion (book talk) around the class book and the

predicting what might happen from details stated and implied
pupils’ own reading to build their own ideas, clarify their thinking and to

summarising the main ideas drawn from more than one paragraph,
justify their views.
identifying key details that support the main ideas


identifying how language, structure and presentation contribute to
meaning
discuss and evaluate how authors use language, including figurative
language, considering the impact on the reader
Engage the children in discussion about how the class or school libraries
could be arranged and organised.

Ask children to suggest a favourite author of the week, selecting texts
and reviews for display.

Organise the reading area into books around chosen themes, using
distinguish between statements of fact and opinion
attractive ways to display different genres, or books by different
retrieve, record and present information from non-fiction
authors.

participate in discussions about books that are read to them and those they
Outside the classroom, display the class text: ‘In …class, we are
reading….’
can read for themselves, building on their own and others’ ideas and
challenging views courteously
explain and discuss their understanding of what they have read, including
through formal presentations and debates, maintaining a focus on the topic
and using notes where necessary
provide reasoned justifications for their views.
Spelling
Expected
Spelling pattern, rule or tip
Word suggestions
-able and -ably endings are far more common
than –ible/-ibly.
adorable/adorably
Revision of Year 3, 4 and 5 objectives. Extend and
develop to Year 6 coverage below, as appropriate.
Statutory:

Words ending in -able and -ible; -ably and
–ibly
applicable/applicably
considerable/considerably
-ible is common if a complete root cannot be heard
Exception: sensible
tolerable/tolerably
possible, horrible, terrible, visible,
incrediblechange/changeable
When adding –able to a word ending with –ce or –
ge, keep the e.
notice/noticeable
(but force/forcible and legible)
-able is common if a complete root can be heard
before it, e.g. depend dependable
(Not in POS) Some words can be spelt two ways,
e.g. loveable, lovable
Double the r if the

Adding suffixes to words ending with –fer
dependable, comfortable, understandable,
reasonable, enjoyable, reliable
referring, referred, referral, preferring, preferred,
transferring, transferred
reference, referee, preference, transference
-fer is still stressed when the ending is added.
Do not double the r if the –fer is no longer
stressed.
little-used, square-based,

Further use of the hyphen (not part of
statutory POS)
Use a hyphen with compound adjectives, to
show that they are not a list of separate adjectives,
e.g. little-used car, rather than little, used car.
In these pairs of words, nouns end –ce and
verbs end –se e.g. advice (noun) but advise
(verb)
blue-eyed, bad-tempered
licence/license,
prophecy/prophesy
(See Yr 5 for more.)
affect: usually a verb e.g. The weather may affect
our plans.

Further homophones and nearhomophones
effect: usually a noun e.g. It may have an effect on
our plans.
aisle/isle
principle: basic truth or belief
altar/alter
principal: adjective – most important
ascent/assent
noun – important person, such as principal of a
college
bridal/bridle
morning/mourning
wary/weary
stationary: not moving
stationery: paper etc
profit/prophet
affect/effect
principle, principal
stationary, stationery
Spoken Language
Pupils should be taught to:
•listen and respond appropriately and selectively to adults and their peers
•ask relevant questions to extend their understanding and knowledge
•use relevant strategies to build a vocabulary of increasing breadth and depth
•articulate and justify answers, arguments and opinions with increasing confidence
•give well-structured descriptions, explanations and narratives for different purposes; express feelings appropriately
•maintain attention, being able to participate actively in collaborative conversations, staying on topic; initiate and respond to the comments of others; raise questions in a
group
•use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
•speak audibly and fluently with an increasing command of Standard English
•participate in discussions, presentations and performances; further develop skills in role play and improvisation; participate in debates
•gain, maintain and monitor the interest of the listener/s
•consider and evaluate different viewpoints; attend to and build on the contributions of others
•be more confident to select and use appropriate registers for effective communication
Writing Composition
Knowledge, skills and understanding
Supporting composition: routines and resources
Pupils should be taught to:
plan their 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
 building cohesion within a paragraph [e.g. then, after that, this, firstly]
 linking ideas across paragraphs using adverbials of time e.g. later, of
place e.g. nearby, or number e.g. secondly, or by tense choice e.g. he
had seen her before.





Use a class short story to identify key events and place these in sequential order;
draw a plan; insert key information in each section.
During shared writing or as a sentence–starter activity, play with sentence order,
exploring how changes affect the reader.
Use shared reading as a regular routine, to observe and discuss use of
connectives which promote fluency.
Build dictionary skills to check the meaning of new words; become familiar with
using a thesaurus to expand vocabulary; keep a journal of words.
Visit theatre productions to broaden experience, language structures and
vocabulary, and to enrich knowledge and understanding of play scripts.
During shared reading, discuss how the author uses both dialogue and actions to
depict character.
Model how to improve skills in organisation of logical paragraphs. Identify
similar information when sharing texts.
Use connectives more effectively to link sentences and paragraphs, to improve



in narratives, describing settings, characters and atmosphere and
integrating dialogue to convey character and advance the action

précising longer passages
using further organisational and presentational devices to structure text
and to guide the reader [for example, 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
Develop their understanding of the concepts set out in English Appendix 2 by:







Collect words to describe a given setting; use a picture or film as a stimulus.
Find vocabulary to evoke atmosphere of a setting.
Use a dictionary and thesaurus with confidence to define new words and to
support the collection of a wide variety of words to support writing.

Plan activities involving note-taking; summarising; writing a précis; write a book
blurb; write a newspaper article for a school newspaper.
Keep journals for first drafting.

recognising vocabulary and structures that are appropriate for formal
speech and writing

 using expanded noun phrases to convey complicated information concisely
 using the perfect form of verbs to mark relationships of time and cause
 using relative clauses beginning with who, which, where, when, whose, that
 using modal verbs or adverbs to indicate degrees of possibility [e.g. might;
should; will; must or perhaps; surely].
Indicate grammatical and other features by:





fluency of writing and cohesion of the whole piece.
Link ideas across paragraphs using adverbials [e.g. later, nearby, secondly].
Model boxing-up activity as a regular routine; show how to organise similar
information into each section or paragraph; allow pupils to practise this boxingup activity themselves.
Identify/highlight/textmark the main clause and subordinate clause of a
sentence.
Which is it? game – use a bag or box containing a mixture of statements,
questions and commands. Child picks out a card and reads to whole class.
Everyone must respond with their choice.
Human sentences. Give out word cards (can include punctuation cards). Pupils
arrange themselves into a sentence which makes sense.
Word class game. Use P.E hoops (or large paper) to create a Venn Diagram of
three circles with intersections. Each hoop relates to either noun/verb or
adjective. Group of children discuss where to place given word cards.
using commas to clarify meaning or avoid ambiguity
using brackets, dashes or commas to indicate parenthesis [embedded 
clause]
using a dash to mark boundaries between independent clauses [as a 
Link with cross-curricular topic work to practise research skills, referencing text
books.
Regularly engage pupils in discussion of their writing and that of their peers,
through feedback activities; guided writing and shared writing.
Model the process of providing constructive feedback, so that pupils learn to do
this effectively for themselves.
Model how to improve work; how to maintain tense; how to make better
separator]





Identify the subject and object within a sentence.
vocabulary choices.
Introduce the idea of the future tense; will be going, shall dine.
Reiterate the importance of subject/verb agreement; I am, you are, we were; I
did, you did, they did; I was, you were, he was, they were.
Role-play use of Standard English forms in a formal situation. Develop to use
during writing, for example, a formal letter with an audience and purpose.
Model the proof-reading process during shared and guided writing.


Know the term Standard English and what it means.
Use a dictionary and thesaurus to define words and to collect a variety of words
to support writing.

Identify and model effective noun phrases, avoiding overuse of adjectives. ‘Every
adjective must earn its place.’ (Pie Corbett)

On mini-whiteboards, practise writing sentences using relative clauses beginning
with who, which, where, when, whose and that.










Use the term parenthesis for an embedded clause of extra information; become
familiar with ways to punctuate this using commas, brackets or dashes.
Play ‘Drop in’, providing a simple sentence, and inviting pupils to ‘drop in’ an
embedded clause, or simply a word. Model this first to all children. Play this as
part of ‘Super sentences’, modelling a wide range of ways to adapt and improve
sentences. Show that embedded clauses can be punctuated in a variety of ways.
Display a range of connectives.
Game: Which connective is it? Provide a beginning and ending of a sentence
(use class text) omitting the connective. Pupils select something suitable
(whiteboards/ cards/ in pairs).
Use punctuation accurately in complex sentences; use a comma to clarify
meaning.
Regularly investigate main clauses and subordinate clauses within sentences.
Confidently identify sentences which are statements, questions or commands.
Develop confidence to identify a preposition within a sentence.
Develop confidence to identify reported speech (indirect) and direct speech;
e.g. James said that he didn’t want to join in; James said, “I don’t want to join
in.”
During shared and guided reading, regularly identify the subject and object.
Extending Year 6
Link ideas across paragraphs using a wider range of cohesive devices,


for example by repeating a word or phrase
using adverbials such as on the other hand, in contrast, or as a consequence
of
Use a range of layout devices, e.g. headings, sub-headings, columns, bullet points or
tables, to structure a text.
Pupils should be taught to:






Display and share a range of connectives to give writing fluency: e.g. using
adverbials such as ‘on the other hand; in contrast; as a consequence of this.
Revise and ensure correct identification of the main clause and subordinate
clause in a sentence; explore different order in own writing; discuss effect of
changes. Model. Text mark.
Identify the past, present and future tense within texts. Change from one to
another.
Model the selection of powerful and effective verbs during shared writing.
Revise the term modal verbs to indicate degree of possibility: might, should, will
Use practical scenarios to explain prepositions; identify them in texts.
Develop their understanding of the concepts in English Appendix 2 by:

using passive verbs to affect the presentation of information in a sentence
e.g. I broke the window in the greenhouse, versus The window in the
greenhouse was broken.
Indicate grammatical and other features by:






using hyphens to avoid ambiguity
using semi-colons, colons or dashes to mark boundaries between
independent clauses
using a colon to introduce a list.



Identify the subject and object of a sentence.




Identify the difference between formal and informal speech, e.g. He’s your friend,
isn’t he? Or the use of subjunctive forms such as If I were or Were they to come in
formal writing and speech.
Understand that words are synonyms if they have the same or similar meanings, and
antonyms if they are opposite in meaning.



Play language game which requires changing passive action to active, or vice
versa; set up real life scenarios.
Use punctuation fans (one per child), to select appropriate punctuation in a
given scenario e.g. on an IWB sentence.
Show how the hyphen can be used to avoid ambiguity: e.g. man eating shark
versus man-eating shark; little, used car versus little-used car.
Use the semi-colon to mark a bigger pause than a comma, separating two
sentences which are closely linked in context: e.g. The journey was very long; we
all fell asleep. Can pupils find and create examples?
Show also that a semi-colon can divide long items in a list.
Revise use of the colon before a list. Introduce the colon as indicating a reveal:
e.g. I knew her secret: she was a ghost!
Show that an ellipsis is the omission of a word or phrase which is expected and
predictable, e.g. Jack waved to Kelly and (he) watched her walk away.
Achieve competence in subject/verb agreement, both in speech and in writing
e.g. we were; they were; I did. Role-play scenarios requiring use of formal
speech, such as newsreader/ interview/ debate / school council. Use ‘Did you
mean to say?...’ so that when a pupil uses the verb incorrectly (e.g. I done), the
adult responds with the correct phrase.
Write a formal letter for a specific purpose, such as complaint or suggestion.
Model during shared writing, processes for linking paragraphs together using
connectives and adverbials; boxing up information, in order to clarify
paragraphs.
Convert text passages from direct to indirect speech and vice versa.
Revise identification of direct speech and reported/indirect speech; use
accurately in independent writing.
Find other words with similar meaning by using thesauruses, gathering words
from your reading; collect synonyms and antonyms in reading journals.