Progress Through The Sublevels In Writing
Stanley Grove Primary Academy
Progress
Through the
Sublevels in
Writing
Stanley Grove Primary Academy
2014
Progress Through The Sublevels In Writing
Stanley Grove Primary Academy
2014
Progress Through The Sublevels In Writing
Aspects of Writing to be Assessed
Assessment focuses
The Writing Strands
1. Write imaginative, interesting and thoughtful
texts
2. Produce texts which are appropriate to task,
reader and
purpose
3. Organise and present whole texts effectively,
sequencing
and structuring information, ideas and events.
4. Construct paragraphs and use cohesion within
and
between paragraphs
5. Vary sentences for clarity, purpose and effect
6. Write with technical accuracy of syntax and
punctuation
in phrases, clauses and sentences
7. Select appropriate and effective vocabulary
8. Use correct spelling
Sentence structure and punctuation (AF5 and
AF6)
♦ Vary sentences for clarity, purpose and effect
♦ Write with technical accuracy of syntax and
punctuation in
phrases, clauses and sentences
Stanley Grove Primary Academy
Text structure and organisation (AF3 and AF4)
♦ Organise and present whole texts effectively,
sequencing and
structuring information, ideas and events
♦ Construct paragraphs and use cohesion within and
between
Paragraphs
Composition and effect (AF1, AF2 and AF7)
♦ Write imaginative, interesting and thoughtful texts
♦ Produce texts which are appropriate to task, reader
and purpose
♦ Select appropriate and effective vocabulary
2014
Progress Through The Sublevels In Writing
Composition and Effect (AF1, AF2 and AF7)
♦ Write imaginative, interesting and thoughtful texts.
♦ Produce texts which are appropriate to task, reader and purpose.
♦ Select appropriate and effective vocabulary.
1c
1b
1a
2c
2b
2a
3c
3b
3a
Recognisable letters
and simple words and
phrases are used to
convey meaning.
Writing can generally
be read without
mediation.
Pupil uses appropriate
vocabulary, making
choices between
alternatives supplied,
e.g. word banks.
Considers and selects
from alternative word
choices related to the
subject matter.
Variation in word
choices, some of
which is ambitious;
(adjectives and
nouns)
Sustains form in
narrative, including
use of person and
time.
Uses a range of verbs
and adjectives for
impact.
Uses a range of
technical and
descriptive language.
Most features of
appropriate text-type
are executed with
increasing confidence.
Selects nouns to be
specific, e.g. Ferrari
instead of car.
Varies the use of verbs
and adjectives to
achieve impact.
Begins to use technical
language appropriate to
text-type.
Adverbs are used to
add detail to actions.
Carefully selected
detail is included to
support purpose and
engage reader’s
interest.
The beginnings of a
conscious written style
are evident, e.g.
directly addressing the
reader.
Some vocabulary is
chosen to add interest
or clarity or to
introduce opinion or
persuasion.
Writing may need to
be mediated to be
understood.
Begins to write in
different forms; e.g.
lists, captions, simple
stories.
Begins to use story
language
There may be some
simple but appropriate
vocabulary linked to
the context.
Some interesting
descriptive language
used, e.g. for
appearance, feelings,
characters and settings.
Words chosen for
effect.
Narrative or nonnarrative identifiable.
Detail is used to
engage the reader.
Simple but appropriate
text features apparent.
Makes adventurous
word and language
choices appropriate to
the style and purpose
of the text.
Dialogue or actions
show character and
viewpoint.
Attempts to engage
reader through detail or
word choices.
In narrative, a range
of devices are used to
describe settings.
Characters are created
with some interaction
to reveal feelings.
Word use is lively and
imaginative intended
to amuse, entertain,
etc.
Y1 2014 Expectations, equivalent to levels 1b-1c:
Sequencing sentences to form short narratives
Read aloud their writing clearly enough to be heard by their peers and the
teacher.
Y2 2014 Expectations: Writing narratives about personal experiences and
those of others (real and fictional). Writing about real events. Writing
poetry. Writing for different purposes. Evaluating their writing with the
teacher and other pupils Read aloud what they have written with appropriate
intonation to make the meaning clear.
Y3/Y4 2014 Expectations Y3 equivalent to 2a to 3b and Y4 equivalent to 3b to 4c: Discussing writing
similar to that which they are planning to write in order to understand and learn from its structure,
vocabulary and grammar. In narratives, creating settings, characters and plot. Assessing the
effectiveness of their own and others’ writing and suggesting improvements. Composing and
rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary
and an increasing range of sentence structures (English Appendix 2) Proposing changes to grammar
and vocabulary to improve consistency, including the accurate use of pronouns in sentences. 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.
Stanley Grove Primary Academy
2014
Progress Through The Sublevels In Writing
4c
4b
4a
5c
5b
5a
6
Settings are described in
some detail.
Main ideas are sustained and
developed in a logical way.
There are direct attempts to
involve the reader.
The writer may comment upon
the character’s thoughts and
feelings.
Characters are developed
through description and/or
dialogue.
Information is clearly
presented, including detail to
add interest, persuade, etc.
Elements of description, action
and characterisation are well
developed and may be
interwoven.
Appropriate style and form
selected to suit specific
purpose and audience,
drawing on knowledge of
different text types.
Writing is lively to interest,
inform or engage the reader.
Uses different narrative
techniques to engage and
entertain the reader.
Imaginative treatment of
appropriate materials, familiarity
with conventions of a variety of
forms, adapting them when
needed to suit purpose and
audience, not always successfully,
e.g. deliberate use of
inappropriate register for humour,
clear emphasis on narration rather
than plot
There is significant
interaction between
characters using action or
dialogue.
Well chosen and effective
vocabulary is sometimes
used
Appropriate written style is
consistent.
Viewpoint is consistent.
Appropriate tone and style is
mostly consistent.
Character dialogue and
action is used to carry
narrative forward.
Main features of text-type
apparent.
Word choice supports purpose
with increasing precision.
Pace is varied.
Some experimentation with
different techniques such as
breaking conventions to
achieve specific effects, e.g.
one word sentences; starting
with ‘And’.
Vocabulary is appropriate to
task, audience and purpose,
chosen to convey shades of
meaning.
Characters convey thoughts
and emotions.
Confident use of grammar
appropriate to text type.
Textually appropriate writing
style is shown through a range
of sentences employed for
specific effects.
Elements of description, action
and characterisation are
combined effectively.
The passive voice may be used
to create suspense or for e.g.
science reports.
Experiments with language,
including the use of imagery,
alliteration, rhythm and rhyme.
May address the reader
directly.
The reader’s interest is
maintained through use
different narrative techniques.
Vocabulary is varied and
appropriate including use of
specific and technical words to
enhance precision and
economy.
Vocabulary is chosen to reflect
shades of meaning, e.g.
irritated, angry, furious,
apoplectic.
The style of the piece
demonstrates the writer’s
control over the language.
Varied vocabulary is used
confidently to create effects.
Sustained awareness of the
reader is shown.
Narrative theme is
developed.
Informal or formal style is
used and is consistent.
Convincing, individual voice or
point of view established and
mostly sustained throughout, e.g.
authoritative expert view,
convincing characterisation,
adopting a role
Level of formality used for
purpose and audience generally
appropriate and a range of
stylistic devices used to achieve
effect, not always successfully,
e.g. controlled informality,
generalisations or shifts between
conversational style and more
literary language.
Vocabulary chosen generally
appropriate to purpose and
audience. A range of vocabulary
generally varied and often
ambitious, even though choices
not always apt.
Y5/Y6 2014 Expectations, Y5 equivalent to 3a to 4b, Y6 equivalent to 4b to 5c.
Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models
for their own. In writing narratives, considering how authors have developed characters and settings in what pupils have read,
listened to or seen performed Assessing the effectiveness of their own and others’ writing. 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. Perform their own compositions, using
appropriate intonation, volume, and movement so that meaning
Stanley Grove Primary Academy
Y7 2014 Expectations, equivalent to 5b to 6c.
Writing for a wide range of purposes and audiences
Drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance
the impact of their writing
Considering how their writing reflects the audiences and purposes for which it was intended
Applying their growing knowledge of vocabulary, grammar and text structure to their writing and
selecting the appropriate form Amending the vocabulary, grammar and structure of their writing to
improve its coherence and overall effectiveness
2014
Progress Through The Sublevels In Writing
Text Structure and Organisation (AF3 and AF4)
♦ Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
♦ Construct paragraphs and use cohesion within and between paragraphs.
1c
1b
1a
2c
2b
2a
3c
3b
3a
Writing is orientated
correctly, (top to
bottom, left to right).
Simple beginning,
middle and end are
becoming apparent
through imitated story
language.
Ideas are sequenced
appropriately, e.g.
stories have a
beginning, middle and
an end or instructions
are in the correct order.
Writing begins to show
characteristics of
chosen form based on
the structure of known
texts.
Organisation reflects
the purpose of the
writing, e.g.
Instructions.
Uses appropriate
language and
structures for the textform.
Pupil starts to show
awareness of
paragraphs.
In narrative, pupil uses
beginning, middle and
end in which events
are
Sequenced logically
and the main conflict
is resolved.
Text is organised into
paragraphs to
distinguish between
different information,
events or processes.
Related ideas are
grouped together.
In narrative, the main
features of story
structure are used to
organise events –
openings and endings
are indicated.
Some ideas may be
linked by ‘and’.
Some events or ideas
are in an appropriate
order
Some formulaic
phrases are used to
indicate the start / end,
e.g. once upon
a time, one day, the
end.
Chronological and
non-chronological
texts show simple
structures.
Some use of basic
layout conventions are
used.
Uses connectives that
signal time, e.g. then,
after, before,
meanwhile.
Appropriate
presentational features
selected to suit
particular writing
purpose on paper and
on screen.
Story structure is
present but may not be
balanced, e.g. long
beginnings and sudden
endings.
In non-narrative, some
simple layout features
are used.
There are some links
between ideas but
these may not be clear
Pupil starts to group
related material into
short paragraphs but
links between
paragraphs may be
unclear.
Y1 2014 Expectations equivalent to 1b to 2c:
Saying out loud what they are going to write about
Composing a sentence orally before writing it
Rereading what they have written to check that it makes sense
Discuss what they have written with the teacher or other pupils
Stanley Grove Primary Academy
The story is balanced
and there is an attempt
to create pace
In non narrative, the
layout attempts to
organise key elements.
Related material is
grouped into
paragraphs.
Some attempts to link
paragraphs.
Narrative events are
well paced.
Cohesion is achieved
through use of nouns
and their related
pronouns.
Writes narratives with
a build up and
complication that lead
towards a defined
ending.
Each element of
narrative is grouped
into separate
paragraphs.
Y2 2014 Expectations equivalent to 2b to 3c:
Consider what they are going to write before beginning
Planning or saying out loud what they are going to write about
Writing down ideas and/or key words, including new vocabulary
Make simple additions, revisions and corrections to their own writing
Y3 2014 Expectations Y3 equivalent to 2a to 3b and Y4 equivalent to 3b to 4c:
Discussing and recording ideas
Organising paragraphs around a theme
In nonnarrative material, using simple organisational devices [for example, headings and subheadings]
2014
Progress Through The Sublevels In Writing
4c
4b
In narrative, attempts are
made to vary the pace
Some appropriate layout
features are used to enhance
organisation.
Causal and logical
connectives are used in
addition to those that signal
time, e.g. however,
therefore.
4a
5c
5b
5a
6
Ideas are sustained and
some are developed within
and between paragraphs or
sections
Begins to experiment with the
order of sections and
paragraphs to achieve different
effects.
Within paragraphs/sections a
range of devices support
cohesion e.g. secure
use of pronouns, connectives
Development of ideas is
managed across the text e.g.
closing refers back to opening.
Layout is appropriate and
supports the purpose
Use of a range of connecting
words and phrases appropriate
to text-type.
Non-fiction contains relevant
introduction and clear
presentation of information.
In non-chronological writing,
introduces, develops and
concludes paragraphs
appropriately.
Layout is fully developed,
appropriate and often designed
by the pupil. It supports the
coherent organisation of ideas
into paragraphs.
Material is clearly controlled and
sequenced, taking account of the
reader’s likely reaction, e.g.
paragraphs of differing lengths,
use of flashback in narrative,
anticipating reader’s questions
Uses paragraphs of
varying length to achieve
pace and emphasis, and to
structure the plot.
Ideas are sustained and
developed within and between
paragraphs or sections.
Events related logically so that
writing is coherent and
coverage is good.
Pupil presents texts which
integrate words images and
sounds clearly and effectively.
Paragraphs used to signal
a change of time, scene,
action, mood or person.
Structure is well developed
with clear evidence of the
chosen form.
Pupil begins to create own
layouts to present information
on paper or on screen.
Use of varied structures to
shape and organise text
coherently.
A widening range of
organisational or presentational
elements may be included.
There is a balance of
dialogue, action and
description in narrative.
Y5/Y6 2014 Expectations, Y5 equivalent to 3a to 4b, Y6 equivalent to 4b to 5c.
Noting and developing initial ideas, drawing on reading and research where necessary. Selecting appropriate grammar and
vocabulary, understanding how such choices can change and enhance meaning. Précising longer passages. Using a wide range of
devices to build cohesion within and across paragraphs. Using further organisational and presentational devices to structure text
and to guide the reader [for example, headings, bullet points, underlining
Stanley Grove Primary Academy
A range of devices is used
within and between paragraphs
to achieve cohesion.
Chronology or logical
sequence is maintained
throughout.
ICT presentations are clear,
effective and have impact.
A range of features clearly signal
overall direction of the text for the
reader, e.g. opening paragraphs
that introduce themes clearly,
paragraph markers, links between
paragraphs.
Construction of paragraphs
clearly supports meaning and
purpose, e.g. paragraph topic
signalled and then developed,
withholding of information for
effect, thematic links between
paragraphs.
Within paragraphs, cohesive
devices contribute to emphasis
and effect.
Y7 2014 Expectations, equivalent to 5b to 6c
Summarising and organising material, and supporting ideas and arguments with any necessary factual
detail.
Amending the vocabulary, grammar and structure of their writing to improve its coherence and overall.
2014
Progress Through The Sublevels In Writing
Sentence Structure and Punctuation (AF5 and AF6)
♦ Vary sentences for clarity, purpose and effect
♦ Write with technical accuracy of syntax
1c
1b
1a
2c
2b
2a
3c
3b
3a
Writes simple words
and phrases
Begins to join ideas
with ‘and’.
Writes simple
sentences that makes
sense.
Some use of capital
letters.
Uses a range of
connectives to make a
compound sentence
e.g. and, but because,
so.
Sentences start in a
variety of ways.
Composes a sentence
orally and attempt to
replicate it in writing.
Uses simple sentences
and compound
sentences joined by
‘and’
Writing is generally
composed in effective
simple and compound
sentences which are
grammatically correct.
Writing is composed in
effective simple and
compound sentences,
grammatically correct.
Uses a variety of
sentences for effect
e.g. long and short
sentences for
description or
suspense.
Full stops, capital
letters and question
marks are used more
consistently.
Connectives used at
the beginning and
within sentences e.g.
when, if.
Pronouns are used to
avoid repetition.
Full stops, capital
letters and question
marks used
accurately.
Shows some
awareness of how full
stops are used in
writing or reading.
Writing begins to
show an awareness of
how full stops are
used.
Full stops may be
used to mark the end
of a line rather than a
sentence.
Begins to join simple
sentences with ‘and’.
Some sentences
demarcated with
capital letters and full
stops.
Sometimes attempts to
match sentence
structure to purpose.
Uses full stops and
capital letters more
consistently.
Some evidence of the
use of other
punctuation such as
exclamation and
question marks.
Begins to experiment
with exclamation
marks.
Starts some sentences
in different ways e.g.
Subject; preposition;
pronoun.
Begins to use
subordination to show
time and reason
Past and present tense
is mainly accurate
Exclamation marks
used more effectively.
Commas used to
separate items in a
list.
Begins to experiment
with speech marks.
Uses first and third
person consistently.
Uses a range of
connectives to signal
time, e.g. first, next,
then, after a
while, eventually;
Uses a range of
connectives to signal
cause/reason, e.g.
because, so.
Begins to use
subordination such as
‘when’, ‘while’, ‘until’,
‘because’.
Uses complex sentences
with adverb starters, e.g.
slowly, carefully; or a
relative clause, e.g. The
boy, who was caught
stealing apples, was
chased by the farmer’s
dog.
Adds detail through
noun phrases, e.g.
golden coins; and
adverbs, e.g. glistening
brightly.
Begins to use commas to
mark embedded clauses.
e.g. The pirate, with his
cutlass clenched in his
teeth, swung on to the
ship.
Speech marks attempted
where appropriate.
Uses apostrophe for
possession.
Speech marks mostly
accurate.
Y1 2014 Expectations:
Develop their understanding of the concepts set out in English Appendix
2. Using a capital letter for names of people, places, the days of the week,
and the personal pronoun ‘I’. Leaving spaces between words. Learning the
grammar for year 1 in English Appendix 2. Joining words and joining
clauses using and. Use the grammatical terminology in English Appendix
2 in discussing their writing. Beginning to punctuate sentences using a
capital letter and a full stop, question mark or exclamation mark.
Stanley Grove Primary Academy
Y2 2014 Expectations: Encapsulating what they want to say, sentence by
sentence. The present and past tenses correctly and consistently including the
progressive form. Rereading to check that their writing makes sense and that
verbs to indicate time are used correctly and consistently, including verbs in
the continuous form. Subordination (using when, if, that, or because) and
coordination (using or, and, or but). Proofreading to check for errors in
spelling, grammar and punctuation [for example, ends of sentences
punctuated correctly]. The grammar for year 2 in English Appendix 2.
Learning how to use both familiar and new punctuation correctly (see
English Appendix 2), including full stops, capital letters, exclamation marks,
question marks, commas for lists and apostrophes for contracted forms and
the possessive (singular). Some features of written Standard English. Use
and understand the grammatical terminology in English Appendix 2 in
discussing their writing. Expanded noun phrases to describe and specify
[for example, the blue butterfly]. Sentences with different forms: statement,
question, exclamation, command.
2014
Starts sentences in a
variety of ways.
Subordination
connectives are used
between, at the
beginning, and within
sentences. We wore
our wellies when we
played in the puddles.
When we played in the
puddles we wore our
wellies.
Tense mostly accurate.
Accurate use of
commas in a list and to
mark clauses.
Mostly accurate use of
punctuation within
dialogue and within
the complete sentence.
Progress Through The Sublevels In Writing
Y3/Y4 2014 Expectations Y3 equivalent to 2a to 3b and Y4 equivalent to 3b to 4c:
Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich
vocabulary and an increasing range of sentence structures (English Appendix 2). Proposing changes to
grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
Proofread for spelling and punctuation errors. Extending the range of sentences with more than one
clause by using a wider range of conjunctions, including when, if, because, although. Using the present
perfect form of verbs in contrast to the past tense. Choosing nouns or pronouns appropriately for clarity
and cohesion and to avoid repetition.. Using conjunctions, adverbs and prepositions to express time and
cause using fronted adverbials. Learning the grammar for years 3 and 4 in English Appendix 2. Using
commas after fronted adverbials. Indicating possession by using the possessive apostrophe with plural
nouns. Using and punctuating direct speech. Use and understand the grammatical terminology in English
Appendix 2 accurately and appropriately when discussing their writing and reading.
4c
4b
4a
5c
5b
5a
6
Complex sentences used
appropriate to text
Varied sentence starter
techniques used, e.g. ing, ed,
simile, adverbial.
Conscious attempts to vary
sentence structure and length
to create intended effects.
Uses sentence variation to
contribute to the effectiveness
of the writing.
Extended use and control of
complex sentences by
deploying subordinate clauses
effectively.
Sentence structures are chosen
to have a specific effect upon
the reader.
Uses subordinate clauses to
add relevant detail to complex
sentences.
Writes sentences in an
appropriate and effective style
in relation to text type,
audience and purpose, e.g.
pace, build-up, suspense, draw
the reader in with a question.
Adverbials of place, e.g.
walked wearily into the deep,
dark forest; time, e.g.in the
blink of an eye; or manner, e.g.
stomping angrily out of the
room; are used to add detail.
Controlled use of a variety
of simple and complex
sentences to achieve
purpose and contribute to
overall effect.
Uses punctuation to clarify
meaning in complex sentences.
Some sentences start with
conjunctions; ‘although’,
‘despite’, ‘as’, ‘since’,
‘whenever’.
Beginning to try different
sentence lengths and structures
to create effect.
Tense and person accurate.
Appropriate word order
selected for interest, precision,
clarity or economy.
Dialogue layout and
punctuation accurate.
Extended noun phrases are
used to add detail, e.g. olden
coins glistening brightly;
flickering candle-light.
Tense and person are accurate
and consistent with noun verb
agreement.
Beginning to show an
awareness of the difference
between spoken and written
language reflected in use of
dialogue.
Begins to use the full range of
punctuation, e.g. ellipsis,
hyphen, brackets, colon,
semicolon.
Different speech punctuation
used, such as split dialogue;
speaker identified before,
between and after dialogue.
Pupil adapts conventions to
achieve creative effect.
Uses the full range of
punctuation appropriately.
Mostly accurate use of
commas to demarcate clauses.
Y5/Y6 2014 Expectations, Y5 equivalent to 3a to 4b, Y6 equivalent to 4b to 5c.
Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. Using modal verbs or adverbs to
indicate degrees of possibility. Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e.
omitted) relative pronoun. Ensuring the consistent and correct use of tense throughout a piece of writing. Ensuring correct subject and
verb agreement when using singular and plural. Learning the grammar for years 5 and 6 in English Appendix 2. Distinguishing
between the language of speech and writing and choosing the appropriate register. Using commas to clarify meaning or avoid
ambiguity in writing. Using hyphens to avoid ambiguity. Proofread for spelling and punctuation errors. Using brackets, dashes or
commas to indicate parenthesis. Recognising vocabulary and structures that are appropriate for formal speech and writing, including
subjunctive forms. Using semicolons, colons or dashes to mark boundaries between independent clauses. Using passive verbs to
affect the presentation of information in a sentence. Using a colon to introduce a list. Using the perfect form of verbs to mark
relationships of time and cause. Punctuating bullet points consistently. Using expanded noun phrases to convey complicated
information concisely.
Stanley Grove Primary Academy
Connectives are appropriate to
text-type; e.g. discursive;
explanatory; and indicate the
relationship between clauses.
Punctuation is used to convey
and clarify meaning and to
integrate speech into longer
sentences.
Conventions are broken in
order to achieve specific
effects, e.g. starting a series of
sentences with and to convey
tedium or relentlessness
Tense manipulated for effect,
e.g. diaries written in all three
tenses, e.
Confident use of a range of
sentence features to clarify
or emphasise meaning, e.g.
fronted adverbials
(‘Reluctantly, he…, Five
days later, it…’), complex
noun or prepositional
phrases.
Punctuation used for effect as
well as demarcation. ‘No! Stop.
..‘
Syntax and full range of
punctuation are
consistently accurate in a
variety of sentence
structures, with occasional
errors in ambitious
structures, e.g. only
occasional comma splices,
some use of semi-colons,
not always accurate.
Y7 2014 Expectations, equivalent to 5b to 6c. Applying their growing knowledge of vocabulary,
grammar and text structure to their writing and selecting the appropriate. Amending the
vocabulary, grammar and structure of their writing to improve its coherence and overall
effectiveness form. Paying attention to accurate grammar, punctuation and spelling; applying
the spelling patterns and rules set out in English Appendix 1 to the key stage 1 and 2 programmes
of study for English. Extending and applying the grammatical knowledge set out in English
Appendix 2 to the key stage 1 and 2 programmes of study to analyse more challenging texts.
Studying the effectiveness and impact of the grammatical features of the texts they read. Drawing
on new vocabulary and grammatical constructions from their reading and listening, and using
these consciously in their writing and speech to achieve particular effects. Knowing and
understanding the differences between spoken and written language, including differences
associated with formal and informal registers, and between Standard English and other varieties
of English. Using Standard English confidently in their own writing and speech.
2014
Progress Through The Sublevels In Writing
Spelling (AF8)
1
2
3
4
5
6
Usually correct spelling of simple
high-frequency words
Usually correct spelling of:
• High frequency grammatical
function words
In most writing correct spelling of:
• Some common grammatical
function words
Correct spelling of:
• Grammatical function words
Generally correct spelling
throughout, including some

ambitious,
uncommon words
Usually correct spelling of:
• Common single-morpheme
content/lexical words
In most writing correct spelling of:
• Common content/lexical words with
more than one morpheme, including
compound words
Across a range of writing correct
spelling of:
• Most common grammatical function
words, including adverbs with –ly
formation
Across a range of writing correct
spelling of:
• Regularly formed content/lexical
words, including those with multiple
Morphemes
Correct spelling of:
• Most derivational suffixes and
prefixes
Phonetically plausible attempts at
words with digraphs and double
letters
Sufficient number of recognisable
words for writing to be readable,
including, e.g. use of letter names to
approximate syllables and words
Correct spelling of:
• Almost all inflected words

words with complex
sound/symbol relationships

words with
unstressed syllables

multiletter vowel
and consonant symbols
Correct spelling of:
• Most content/lexical words
Across a range of writing correct
spelling of:
• Most past and present tense
inflections, plurals
Y1 2014 Expectations:
Words containing each of the 40+
phonemes already taught. Using the
spelling rule for adding –s or –es as
the plural marker for nouns and the
third person singular marker for
verbs. Common exception words.
The days of the week. Using the
prefix un–. Name the letters of the
alphabet. Naming the letters of the
alphabet in order. Using –ing, –ed,
–er and –est where no change is
needed in the spelling of root words
[for example, helping, helped,
helper, eating, quicker.
Using letter names to distinguish
between alternative spellings of the
quickest] same sound add prefixes
and suffixes. Apply simple spelling
rules and guidance, as listed in
English Appendix 1. Write from
memory simple sentences dictated
by the teacher that include words
using the GPCs and common
exception words taught so far.
Y2 2014 Expectations:
Segmenting spoken words into
phonemes and representing these by
graphemes, spelling many correctly
Distinguishing between homophones
and near homophones
Add suffixes to spell longer words,
including –ment, –ness, –ful, –less, –
ly
Learning new ways of spelling
phonemes for which one or more
spellings are already known, and
learn some words with each spelling,
including a few common
homophones
Apply spelling rules and guidance, as
listed in English Appendix 1 write
from memory simple sentences
dictated by the teacher that include
words using the GPCs, common
exception words and punctuation
taught so far.
Learning to spell common exception
words
Learning to spell more words with
contracted forms
Learning the possessive apostrophe
(singular) [for example, the girl’s
book]
Stanley Grove Primary Academy
Y3 2014 Expectations:
Use further prefixes and suffixes and
understand how to add them (English
Appendix 1)
Spell further homophones
Spell words that are often misspelt
(English Appendix 1)
Place the possessive apostrophe
accurately in words with regular
plurals [for example, girls’, boys’]
and in words with irregular plurals
[for example, children’s]
Use the first two or three letters of a
word to check its spelling in a
dictionary
Write from memory simple sentences,
dictated by the teacher, that include
words and punctuation taught so far.
Proofread for spelling and
punctuation errors
Y4 2014 Expectations:
Use further prefixes and suffixes and
understand how to add them (English
Appendix 1)
Spell further homophones
Spell words that are often misspelt
(English Appendix 1)
Place the possessive apostrophe
accurately in words with regular plurals
[for example, girls’, boys’] and in
words with irregular plurals [for
example, children’s]
Use the first two or three letters of a
word to check its spelling in a
dictionary
Write from memory simple sentences,
dictated by the teacher, that include
words and punctuation taught so far.
Proofread for spelling and punctuation
errors

Y5 2014 Expectations:
Use further prefixes and suffixes
and understand the guidance for
adding them
Spell some words with ‘silent’
letters [for example, knight, psalm,
solemn]
Continue to distinguish between
homophones and other words which
are often confused
Use knowledge of morphology and
etymology in spelling and
understand that the spelling of some
words needs to be learnt
specifically, as listed in English
Appendix 1
Use dictionaries to check the
spelling and meaning of words
Use the first three or four letters of a
word to check spelling, meaning or
both of these in a dictionary.
Use a thesaurus.
likely errors

occasionally in
complex words such as
outrageous, exaggerated,
announcing, parallel.
Y6 2014 Expectations:
Use further prefixes and
suffixes and understand the
guidance for adding them
Spell some words with ‘silent’
letters [for example, knight,
psalm, solemn]
Continue to distinguish
between homophones and other
words which are often confused
Use knowledge of morphology
and etymology in spelling and
understand that the spelling of
some words needs to be learnt
specifically, as listed in
English Appendix 1
Use dictionaries to check the
spelling and meaning of words
Use the first three or four letters
of a word to check spelling,
meaning or both of these in a
dictionary.
Use a thesaurus.
2014
Progress Through The Sublevels In Writing
Handwriting
1
Most letters correctly formed and
orientated
Spaces between words
Upper and lower case sometimes
distinguished
Y1 2014 Expectations:
Pupils should be taught to:
Sit correctly at a table, holding a
pencil comfortably and correctly.
Begin to form lowercase letters in
the correct direction, starting and
finishing in the right place.
Form capital letters.
Form digits 0-9.
Understand which letters belong to
which handwriting ‘families’ (i.e.
letters that are formed in similar
ways) and to practise these.
2
Letters generally correctly shaped
but inconsistencies in orientation,
size and use of upper/lower-case
letters.
Clear letter formation, with
ascenders and descenders
distinguished, generally upper- and
lower-case letters not mixed within
words.
Y2 2014 Expectations:
Form lowercase letters of the
correct size relative to one another.
Start using some of the diagonal and
horizontal strokes needed to join
letters and understand which letters,
when adjacent to one another, are
best left unjoined.
Write capital letters and digits of the
correct size, orientation and
relationship to one another and to
lower case letters.
Use spacing between words that
reflects the size of the letters.
Stanley Grove Primary Academy
3
In most writing:
• Legible style, shows accurate and
consistent letter formation,
sometimes joined.
4
In most writing:
• Legible style, shows accurate and
consistent letter formation, mostly
joined.
In most writing:
• Handwriting style adapted for
different purposes – printing,
capitalization, bold etc.
5
In most writing:
• Legible style, shows accurate and
consistent letter formation, joined.
In most writing:
• Handwriting style adapted for
different purposes – printing,
capitalization, bold etc.
Y3 2014 Expectations:
Y4 2014 Expectations:
Y5 2014 Expectations:
Y6 2014 Expectations:
• Use the diagonal and
horizontal strokes that are
needed to join letters and
understand which letters, when
adjacent to one another, are best
left unjoined.
• Increase the legibility,
consistency and quality of their
handwriting [for example, by
ensuring that the downstrokes
of letters are parallel and
equidistant; that lines of writing
are spaced sufficiently so that
the ascenders and descenders of
letters do not touch
• Use the diagonal and
horizontal strokes that are
needed to join letters and
understand which letters, when
adjacent to one another, are best
left unjoined.
• Increase the legibility,
consistency and quality of their
handwriting [for example, by
ensuring that the downstrokes
of letters are parallel and
equidistant; that lines of writing
are spaced sufficiently so that
the ascenders and descenders of
letters do not touch
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
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.
2014