Progress Through The Sublevels In Writing
Stanley Grove Primary Academy
Progression
in
Writing
Stanley Grove Primary Academy
2015
Progress Through The Sublevels In Writing
Aspects of Writing to be Assessed
 Composition and Effect
2016 Assessment Performance Descriptors
 Text Structure
 Organisation
End of Key Stage 1
 Planning
Below National Standard
 Drafting
Towards National Standard
 Evaluating
At National Standard
 Editing and Proof-reading.
At Mastery Standard
 Sentence Structure
 Punctuation
End of Key Stage 2
 Applying Vocabulary
At National Standard
 Grammar
Expected Coverage for Year Groups
 Punctuation
Year 3 Expectation
 Handwriting
Year 4 Expectation
 Spelling
Stanley Grove Primary Academy
Year 5 Expectation
2015
Progress Through The Sublevels In Writing
Composition and Effect.
7aps/1c
9aps/1b
11aps/1a
13aps//2c
15aps/2b
17aps/2a
19aps/3c
21aps/3b
23aps/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.
Adjectives for
description
Some interesting
descriptive
language used,
e.g. for
appearance,
feelings,
characters and
settings.
Considers and
selects from
alternative word
choices related to
the subject
matter.
Writes for
different
purposes, when
prompted, but
may not always
maintain form
when:

Writing
narratives about
personal
experiences and
those of others
(real and
fictional)

writing
about
real events

writing
poetry.
Words chosen for
effect.
Variation in
word choices,
some of which is
ambitious;
(adjectives and
nouns)
Makes adventurous word
and language choices
appropriate to the style
and purpose of the text.
Dialogue or actions show
character and viewpoint.
Uses a range of
verbs and adjectives
for impact.
Most features of appropriate text-type are
executed with increasing confidence.
Organise paragraphs around a theme
In narratives, create settings, characters
and plot
Detail is used to
engage the
reader.
Simple but
appropriate text
features
apparent.
Sustains form in
narrative, including use
of person and time.
Produces a variety of
written pieces for
different purposes,
maintaining form
when:

writing
narratives about
personal experiences
and those of others
(real and fictional)

writing about
real events o writing
poetry
Uses a range of
technical and
descriptive
language.
Adopts and
maintains an
appropriate form
throughout
longer pieces of
writing for
different
purposes.
Varies the use of
verbs and
adjectives to
achieve impact.
Adverbs are used
to add detail to
actions.
Characters are created with some
interaction to reveal feelings.
In non-narrative material, using simple
organisational devices such as
headings and sub-headings
Word use is lively and imaginative intended
to amuse, entertain, etc.
Writing may
need to be
mediated to
be
understood.
Begins to
write in
different
forms; e.g.
lists,
captions,
simple
stories.
There may be
some simple but
appropriate
vocabulary linked
to the context.
Attempts to write
simple
sentences and
sentence-like
structures to
form short
narratives based
on fictional and
real experiences.
Narrative or nonnarrative
identifiable
Creates simple
poems.
Begins to use
story language
Stanley Grove Primary Academy
Selects nouns to be
specific, e.g. Ferrari
instead of car.
Begins to use
technical language
appropriate to texttype.
Attempts to engage
reader through
detail or word
choices.
The beginnings of
a conscious
written style are
evident, e.g.
directly
addressing the
reader.
Carefully selected detail is included to
support purpose and engage reader’s
interest.
Some vocabulary is chosen to add interest
or clarity or to introduce opinion or
persuasion.
In narrative, a range of devices are used to
describe settings.
2015
Progress Through The Sublevels In Writing
25aps/4c
27aps/4b
29aps/4a
31aps/5c
33aps/5b
35aps/5a
Above 36aps/6
Settings are
described in some
detail.
Main ideas are
sustained and
developed in a logical
way.
Elements of description,
action and
characterisation are well
developed and may be
interwoven.
There are direct attempts to
involve the reader.
The writer may
comment upon the
character’s thoughts
and feelings.
Appropriate style and
form selected to suit
specific purpose and
audience, drawing on
knowledge of different
text types.
Pace is varied.
Textually appropriate writing
style is shown through a range
of sentences employed for
specific effects.
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
Characters are
developed through
description and/or
dialogue.
Writing is lively to
interest, inform or
engage the reader.
There is significant
interaction between
characters using
action or dialogue.
Well chosen and
effective vocabulary
is sometimes used
Appropriate written
style is consistent.
Information is clearly
presented, including
detail to add interest,
persuade, etc.
Uses different narrative
techniques to engage
and entertain the reader.
Viewpoint is consistent.
Appropriate tone and
style is mostly
consistent.
Character dialogue and
action is used to carry
narrative forward.
Main features of texttype apparent.
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.
Word choice supports purpose
with increasing precision.
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.
Confident use of grammar
appropriate to text type.
Organise paragraphs around a theme
In narratives, create settings, characters and plot
In non-narrative material, using simple organisational devices such as
headings and sub-headings
Plan their writing by: identifying the audience for &
purpose of the writing, selecting the appropriate
form & using other similar writing as models
Plan writing by: identifying the audience & purpose of the writing,
selecting the appropriate form & using other similar writing as
models for their own
Plan their writing by: noting and developing initial
ideas drawing on reading and research where
necessary
Plan their writing by: noting and developing initial ideas, drawing on
reading and research where necessary
Plan their writing by: in narratives considering how authors have
developed characters and settings in what they have read, listened to
or seen performed
Selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning.
Perform their own compositions using appropriate intonation,
volume and movement so that meaning is clear
Stanley Grove Primary Academy
2015
Progress Through The Sublevels In Writing
Text Structure, Organisation, Planning, Drafting, Evaluating, Editing and Proof-reading.
7aps/1c
Writing
is
orientat
ed
correctl
y, (top
to
bottom,
left to
right).
Some
ideas
may be
linked
by ‘and’.
9aps/1b
Simple
beginning,
middle and end
are becoming
apparent
through imitated
story language.
Before writing,
sentences are
planned by
saying out loud
what the
writing will be
about using
oral
composition to
recognise
where the
sentence
begins and
ends.
11aps/1a
Ideas are
sequenced
appropriately,
e.g. stories
have a
beginning,
middle and an
end or
instructions
are in the
correct order.
Some
formulaic
phrases are
used to
indicate the
start / end,
e.g. once upon
a time, one
day, the end.
Some events or
ideas are in an
appropriate
order
Writing is
discussed with
the teacher and
other pupils to
check that what
they have
written makes
sense and
make simple
changes where
suggested.
13aps/2c
Writing begins to
show
characteristics of
chosen form
based on the
structure of
known texts.
15aps/2b
Organisation reflects
the purpose of the
writing, e.g.
Instructions.
Chronological
and nonchronological
texts show
simple
structures.
Some use of basic
layout conventions
are used.
Uses the drafting
process to:

say out loud
and plan what the
writing will be
about

write down
some ideas or key
words, including
some new
vocabulary drawn
from listening to,
and talking about,
whole books

write
sentences which
are sequenced to
form short
narrative
Writing is
discussed with
the teacher and
other pupils to:
consider word
choice,
grammar and
punctuation o
make simple
changes where
appropriate.
Related ideas are
grouped together.
Uses connectives
that signal time, e.g.
then, after, before,
meanwhile.
Re-reads own
writing to check
that what is written
makes sense.
17aps/2a
Uses appropriate language
and structures for the textform.
Uses the drafting process
to:

gather and
write down ideas and key
words, including new
vocabulary drawn from
reading, and discussion of
different types of writing

encapsulate
what is to be said,
sentence by sentence, to
compose meaningful
narratives.
Pupil starts to show
awareness of paragraphs.
Writing is discussed with
the teacher and other
pupils to:

evaluate the
effective use of word
choice, grammar and
punctuation

make
appropriate additions,
revisions and corrections.
Appropriate presentational
features selected to suit
particular writing purpose on
paper and on screen.
Re-reads own writing to
check for meaning and the
correct, consistent use of
tense, including verbs in
the
continuous/progressive
form.
19aps/3c
In narrative, the main
features of story structure
are used to organise events
– openings and endings are
indicated.
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
Uses the drafting process
to gather and write down
ideas and key words,
including new vocabulary,
drawn from a wide range
of reading across the
curriculum.
Pupil starts to group related
material into short
paragraphs but links
between paragraphs may be
unclear.
In response to discussion
or comment:

evaluates their
writing according to
purpose, the effectiveness
of word choice, grammar
and punctuation

makes simple
additions, corrections and
revisions to their writing,
often without prompting.
21aps/3b
In narrative, pupil
uses beginning,
middle and end in
which events are
Sequenced logically
and the main conflict
is resolved.
Plan writing by
discussing writing
similar to that
which they are
planning to write to
learn from its
structure, vocab
and grammar
The story is
balanced and there
is an attempt to
create pace
Proof-read for
spelling and
punctuation errors
In non narrative, the
layout attempts to
organise key
elements.
Related material is
grouped into
paragraphs.
Some attempts to
link paragraphs.
23aps/3a
Text is organised into
paragraphs to distinguish
between different information,
events or processes.
Draft & write by composing &
rehearsing sentences orally,
progressively building a
varied & rich vocabulary & an
increasing range of sentence
structures
Narrative events are well paced.
Cohesion is achieved through
use of nouns and their related
pronouns.
Evaluate and edit by
assessing the effectiveness
of their own and others’
writing and suggesting
improvements
Writes narratives with a build up
and complication that lead
towards a defined ending.
Evaluate and edit by
assessing the effectiveness
of their own and others’
writing and suggesting
improvements
Each element of narrative is
grouped into separate
paragraphs.
Evaluate and edit by
proposing changes to
grammar and vocabulary to
improve consistency,
including the accurate use of
pronouns in sentences
Discussing and recording ideas
Read aloud own writing to a
group or whole class, using
appropriate intonation and
controlling tone and volume
so that the meaning is clear.
Some of the grammatical terminology in the ‘English programmes of study: key stages 1 and 2 National
curriculum in England - Appendix 2’ is used when discussing writing.
Stanley Grove Primary Academy
2015
Progress Through The Sublevels In Writing
25aps/4c
27aps/4b
29aps/4a
31aps/5c
33aps/5b
35aps/5a
Above 36aps/6
In narrative, attempts
are made to vary the
pace
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.
Development of
ideas is managed
across the text e.g.
closing refers back
to opening.
Use of a range of connecting
words and phrases
appropriate to text-type.
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
Layout is appropriate and
supports the purpose
Within
paragraphs/sections a
range of devices
support cohesion e.g.
secure
use of pronouns,
connectives
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.
In nonnarrative
material, using simple
organisational devices
[for example,
headings and
subheadings]
Uses paragraphs of varying
length to achieve pace and
emphasis, and to structure the
plot.
Paragraphs used to signal a
change of time, scene, action,
mood or person.
Use of varied structures to
shape and organise text
coherently.
Ideas are sustained and
developed within and
between paragraphs or
sections.
Non-fiction contains
relevant introduction
and clear presentation
of information.
Structure is well developed
with clear evidence of the
chosen form.
Events related
logically so that writing
is coherent and
coverage is good.
A widening range of
organisational or
presentational elements may
be included.
Pupil begins to create
own layouts to present
information on paper
or on screen.
There is a balance of dialogue,
action and description in
narrative.
Plan writing by discussing writing similar to that which they are planning to write to
learn from its structure, vocab and grammar
Draft & write by composing & rehearsing sentences orally, progressively building a
varied & rich vocabulary & an increasing range of sentence structures
Evaluate and edit by assessing the effectiveness of their own and others’ writing
and suggesting improvements
Evaluate and edit by proposing changes to grammar and vocabulary to improve
consistency, including the accurate use of pronouns in sentences
In non-chronological
writing, introduces,
develops and
concludes
paragraphs
appropriately.
Pupil presents texts
which integrate
words images and
sounds clearly and
effectively.
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.
Draft and write by: in narratives,
describing settings, characters and
atmosphere and integrating dialogue to
convey character and advance the action
Draft and write by: selecting appropriate grammar and vocabulary
Draft and write by: using a range of devices to build cohesion
within paragraphs
Draft and write by: using further organisational and presentational
devices to structure text and to guide the reader
Evaluate and edit by: assessing the effectiveness of their own
writing
Proof-read for spelling and punctuation errors
Evaluate and edit by: proposing changes to vocabulary, grammar
and punctuation to enhance effects
Read aloud own writing to a group or whole class, using appropriate intonation and
controlling tone and volume so that the meaning is clear.
Evaluate and edit by: ensuring the consistent and correct use of
tense throughout a piece of writing
Evaluate & edit by: ensuring correct subject-verb agreement when
using singular & plural, distinguish between the language of
speech & writing
Draft and write by: précising longer
passages
Draft and write by: using a wide range of
devices to build cohesion within and
across paragraphs
Evaluate and edit by: assessing the
effectiveness of their own and others’
writing
Evaluate and edit by: proposing changes
to vocabulary, grammar and punctuation
to enhance effects and clarify meaning
Evaluate & edit by: ensuring correct
subject-verb agreement when using
singular & plural, distinguish between
the language of speech & writing
Proof-read for spelling and punctuation errors
Stanley Grove Primary Academy
2015
Progress Through The Sublevels In Writing
Sentence Structure, Punctuation, Applying Vocabulary, Grammar and Punctuation
7aps/1c
9aps/1b
11aps/1a
13aps/2c
15aps/2b
17aps/2a
19aps/3c
21aps/3b
23aps/3a
Writes
simple
words and
phrases
Begins to
join ideas
with ‘and’.
Writing
demonstr
ates
some
appropria
te use of
spaces
between
words
Some use
of capital
letters.
Writes
simple
sentences
that
makes
sense.
Uses simple
sentences and
compound
sentences joined
by ‘and’
‘and’ to join
words and
clauses
Uses full stops
and capital
letters more
consistently.
There is some
use of capital
letters and/or
full stops to
demarcate
sentence
boundaries and
some use of
question marks
and
exclamation
marks.
Some evidence
of the use of
other
punctuation
such as
exclamation and
question marks.
Capital letters
for some
names of
people, places
and days of the
week.
Uses a range of
connectives to
make a compound
sentence e.g. and,
but because, so.
Some coordination using
and/but to join
clauses
Full stops, capital
letters and
question marks
are used more
consistently.
Sentences start in a
variety of ways.
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.
All aspects of writing
composition: applying
vocabulary, grammar and
punctuation at the national
standard are embedded.
Begins to use subordination such
as ‘when’, ‘while’, ‘until’, ‘because’.
Writing demonstrates confident
and consistent use of:
a variety of sentences with
different structures and
functions, correctly punctuated
the present and past tense,
including the progressive form,
correctly chosen and
consistently used throughout
writing
features of written Standard
English.
Use conjunctions, adverbs and
prepositions to express time
and cause
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.
Punctuation is used correctly,
including apostrophes for
contractions and singular
possession in nouns.
Begins to use commas to mark
embedded clauses. e.g. The
pirate, with his cutlass clenched in
his teeth, swung on to the ship.
Y3 Grammar: formation of
nouns using a range of prefixes,
use of a/an, word families
Uses apostrophe for possession.
Use inverted commas to
punctuate direct speech
Uses a variety of
sentences for effect
e.g. long and short
sentences for
description or
suspense.
Extend the range of
sentences with more
than one clause by
using a wider range
of conjunctions e.g.
when, if , because,
although
Starts sentences in a
variety of ways.
Begin to identify
main and
subordinate clauses
Indicate possession
by using the
possessive
apostrophe with
singular nouns and
regular plurals
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.
Use the perfect form
of verbs in contrast
to the past tense
Tense mostly
accurate.
Compose
sa
sentence
orally and
attempt to
replicate it
in writing.
Shows
some
awarenes
s of how
full stops
are used
in writing
or
reading.
Full stops
may be
used to
mark the
end of a
line rather
than a
sentence.
Writing
begins to
show an
awareness
of how full
stops are
used.
Begins to
join simple
sentences
with ‘and’.
Some
sentences
demarcate
d with
capital
letters and
full stops.
Sometime
s attempts
to match
sentence
structure
to
purpose.
Pronouns are
used to avoid
repetition.
Writing
demonstrates
appropriate use
of: capital letters
for some proper
nouns and for
the personal
pronoun ‘I’
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
Stanley Grove Primary Academy
Past and present
tense is mainly
accurate
Connectives used at
the beginning and
within sentences e.g.
when, if.
Full stops, capital
letters and question
marks used
accurately.
Uses capital letters,
full stops, question
marks or
exclamation marks
to demarcate most
sentences with
different functions.
Exclamation marks
used more effectively.
Commas used to
separate items in a
list.
There is some use of
commas to separate
items in a list and
some attempted use
of apostrophes for
contraction and
singular possession.
Begins to experiment
with speech marks.
Mostly
grammatically
accurate sentences,
sequenced to form
short narratives.
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.
Adds detail through noun phrases, e.g.
golden coins; and adverbs, e.g. glistening
brightly.
Some expanded
noun phrases for
description words combined to make
single clause sentences
Speech marks attempted where
appropriate.
Appropriate use of capital letters for
almost all proper nouns, adjectives,
adverbs and expanded noun phrases to
describe and specify the present and
past tense, including the progressive
form to mark actions in progress
throughout writing
co-ordination, using or/and/but o
subordination, using when/if/that/
because
grammatically accurate sentences with
different forms and functions
(statements, questions, exclamations
and commands) features of written
Standard English.
Uses punctuation, almost always
correctly (including: capital letters, full
stops, exclamation marks and question
marks to demarcate sentence
boundaries; commas to separate items
in lists; and apostrophes for some
contracted forms and some singular
possession in nouns).
2015
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
25aps/4c
27aps/4b
29aps/4a
31aps/5c
33aps/5b
35aps/5a
Above 36aps/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.
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, buildup, suspense, draw the reader in
with a question.
Sentence
structures are
chosen to have
a specific effect
upon the reader.
Controlled use of a variety of simple and
complex sentences to achieve purpose
and contribute to overall effect.
Beginning to try
different sentence
lengths and
structures to
create effect.
Extended use and
control of complex
sentences by deploying
subordinate clauses
effectively.
Connectives are
appropriate to text-type;
e.g. discursive;
explanatory; and
indicate the relationship
between clauses.
Conventions are
broken in order
to achieve
specific effects,
e.g. starting a
series of
sentences with
and to convey
tedium or
relentlessness
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.
Uses punctuation to clarify
meaning in complex sentences.
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.
Mostly accurate use of commas to
demarcate clauses.
Extend the range of sentences with more than one clause by using a wider range of
conjunctions, adverbs or prepositions
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.
Some sentences start with
conjunctions; ‘although’,
‘despite’, ‘as’, ‘since’,
‘whenever’.
Pupil adapts conventions
to achieve creative effect.
Uses the full range of
punctuation appropriately.
Punctuation is used to
convey and clarify
meaning and to
integrate speech into
longer sentences.
Use ellipses
Punctuation used for
effect as well as
demarcation. ‘No! Stop. .
.‘
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.
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.
Recognise vocabulary and structures
that are appropriate for formal
speech and writing, including
subjunctive forms
Use passive verbs to affect the
presentation of information in a
sentence
Use the perfect form of verbs to mark relationships of time and cause
Use modal verbs or adverbs to indicate degrees of possibility
Use hyphens to avoid ambiguity
Use semi-colons, colons or dashes to
mark boundaries between
independent clauses and a colon to
introduce a list.
Y4 Grammar: plural and possessive –s, verb inflections
Use relative clauses beginning with who, which, where, when, whose,
that or with an implied (i.e. omitted) relative pronoun
Punctuating bullet points
consistently
Use fronted adverbials followed by commas
Use commas to clarify meaning or avoid ambiguity in writing
Indicate possession by using the possessive apostrophe with plural nouns
Use brackets, dashes or commas to indicate parenthesis
Learn the grammar and grammatical
terminology for Stage 6: formal and
informal speech and writing,
synonyms and antonyms
Use and punctuate direct speech using inverted commas and other punctuation: a
comma after the reporting clause, end punctuation within inverted commas
Learn the grammar for Y5.
Choose nouns or pronouns appropriately for clarity & cohesion & to avoid repetition
e.g. Harry (the noun) is appropriately replaced by the pronoun ‘he’, ‘him’, ‘his’ etc)
Use expanded noun phrases to convey complicated information
concisely
Use conjunctions, adverbs and prepositions to express time and cause
Use & understand the Y5 grammatical terminology
Use and understand the grammatical terminology for Y4
Stanley Grove Primary Academy
2015
Progress Through The Sublevels In Writing
Spelling
7-12aps/1
13-18aps/2
19-2/4aps/3
25-30aps/4
31-36aps/5
Above 36aps/6
Usually correct spelling of simple highfrequency words
Usually correct spelling of:
• High frequency grammatical
function words
In most writing correct
spelling of:
• Some common
grammatical function words
Across a range of writing correct
spelling of:
• Most common grammatical
function words, including adverbs
with –ly formation
Correct spelling of:
• Grammatical function
words
Generally correct spelling
throughout, including some

ambitious,
uncommon words
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
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.
Usually correct spelling of:
• Common single-morpheme
content/lexical words
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]
In most writing correct
spelling of:
• Common content/lexical
words with more than one
morpheme, including
compound words
Use further prefixes and
suffixes and understand
how to add them (English
Appendix 1)
Across a range of writing correct
spelling of:
• Regularly formed content/lexical
words, including those with
multiple
Morphemes
Across a range of writing correct
spelling of:
• Most past and present tense
inflections, plurals
Spell further homophones
Spell words that are often
misspelt (English
Appendix 1)
Use further prefixes and suffixes
and understand how to add
them (English Appendix 1)
Spell further homophones
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
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
Correct spelling of:
• Almost all inflected words
Correct spelling of:
• Most derivational suffixes
and prefixes
Correct spelling of:
• Most content/lexical words
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.
Stanley Grove Primary Academy

words with complex
sound/symbol relationships

words with
unstressed syllables

multiletter vowel
and consonant symbols

likely errors

occasionally in
complex words such as
outrageous, exaggerated,
announcing, parallel.
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.
2015
Progress Through The Sublevels In Writing
Handwriting
7-12aps/1
13-18aps/2
19-24aps/3
25-30aps/4
31-36aps/5
Above 36aps/6
Most letters correctly formed
and orientated
Letters generally correctly
shaped but inconsistencies in
orientation, size and use of
upper/lower-case letters.
In most writing:
• Legible style, shows
accurate and consistent
letter formation, sometimes
joined.
In most writing:
• Legible style, shows
accurate and consistent
letter formation, mostly
joined.
In most writing:
• Legible style, shows
accurate and consistent
letter formation, joined.
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.
In most writing:
• Handwriting style adapted
for different purposes –
printing, capitalization, bold
etc.
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.
Spaces between words
Upper and lower case
sometimes distinguished
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.
Clear letter formation, with
ascenders and descenders
distinguished, generally upperand lower-case letters not
mixed within words.
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
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
In most writing:
• Handwriting style adapted
for different purposes –
printing, capitalization, bold
etc.
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
2015