Year 3: Writing Composition (Writing Transcription - Please refer to the NC and Appendix 1)
Assessment of writing takes place continually as pupils plan, draft, write and edit their work across a range of writing activities
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Pupils should be taught to plan
their writing by:
Meeting the standards for year 2
( year 3 and 4 objectives differ from Y2)
Working towards the expected
standards for Year 3 expectations
Working at the expected standard for
year 3
Working at greater depth within the
expected standard for year 3
Plan by:
Discussing writing similar to that which
they are planning to write in order to
understand and learn from its structure,
vocabulary and grammar
Pupils are able to identify and talk about
basic text types and their features. (E.g.,
a letter has an address, date, Dear…)
With support, they use structure from
basic text types to help plan their
writing. They may be reliant on using
structures and vocabulary and grammar
from a model
Pupils can sometimes identify structural
and organisational features of a text.
They comment upon language features
but may not always be accurate.
Pupils can identify the key
organisational features of a text.
And some language features e.g.
conjunctions,
They can identify the text type and
purpose
They are able to use this knowledge to
plan their writing.
Discussing and recording ideas
Pupils can produce basic plans before
writing, including pictures and key
words and phrases.
If asked, children can talk about what
they want to write.
Draft and write by:
Composing and rehearsing sentences
orally (including dialogue), progressively
building a varied and rich vocabulary
and an increasing range of sentence
structures
( English Appendix 2)
Vocabulary, grammar and punctuation
Develop their understanding of
concepts set out in Appendix 2
Nouns and Pronouns for cohesion
Extend their range of sentences with
more than one clause, use a wider
range of conjunctions (when, if,
because, although)
Expressing time, place and cause using
conjunctions [for example, when,
before, after, while, so, because],
adverbs [for example, then, next, soon,
therefore], or prepositions [for
example, before, after, during, in,
because of]
Use of the present perfect form of
verbs instead of the simple past [for
example, He has gone out to play
contrasted with He went out to play]
Objectives not included in Y2
Pupils produce plans before writing,
including pictures and key words and
phrases. They add some detail (adverbs,
adjectives)
If asked, children can talk about what
they want to write.
When composing and rehearsing
sentences orally, pupils are beginning to
vary their vocabulary.
They are beginning to increase their
range of sentences.
Pupils can identify, sometimes with
support, the key organisational features
of a text. E.g. heading, subheading,
paragraphs,
And some language features e.g.
conjunctions,
They can identify the text type and
purpose, although may need prompting
to do so
Pupils can work independently, with a
partner or small group to plan writing
and contribute own ideas. They are able
to record them in note or picture form
in detail.
When composing and rehearsing
sentences orally, pupils use a varied and
increasingly rich vocabulary.
There is variation in sentence structure
(simple and compound sentences).
When composing and rehearsing
sentences orally, pupils confidently and
consistently use a varied and rich
vocabulary. They use a range of
sentences with independence.
Pupils can consistently plan in detail.
They plan for paragraphs and are able
to edit and improve plans. They can
read their plans and talk through their
writing.
Pupils are using expanded noun phrases
and are beginning to use pronouns for
cohesion
Pupils are using some variation in nouns
and pronouns.
A range of work shows pupils choose
appropriate nouns and pronouns for
cohesion and to avoid repetition.
A range of work shows that pupils can
choose appropriate nouns and
pronouns for cohesion
Objective not included in Y2
Can write an increasing number of
sentences with more than 1 clause
Uses an increasing number of
sentences with more than 1 clause
across a range of independent writing.
(We still went on our camping trip
although it was raining when we set
off)
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using the present perfect
form of verbs in contrast to
the past tense
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Fronted adverbials
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using conjunctions, adverbs
and prepositions to express
time and cause
Can write an increasing number of
sentences with more than 1 clause
across a range of independent writing.
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punctuating direct speech
possessive apostrophe with
Use and understand the grammatical
terminology in English Appendix 2
accurately and appropriately when
discussing their writing and reading.
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Organising paragraphs around a theme
Pupils sometimes organise writing into
logical chunks that resemble
paragraphs.
Pupils are able to keep information
together in chunks that resemble
paragraphs.
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In narratives, creating settings,
characters and plot
Pupils can write about a setting and
characters within a simple narrative.
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In non-narrative material, using simple
organisational devices (e.g. headings
and sub-headings)
Pupils use headings in their writing
With support from a model, pupils can
create a story setting, 2-3 characters
and a plot. They may be over reliant on
the model.
Pupils show that they can use headings
in some non-narrative writing
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Evaluate and edit by:
Assessing the effectiveness of their own
and others’ writing and suggesting
improvements
Pupils can say, with support, what they
liked about their own and others work.
Pupils can comment on what they liked
and what is effective in others work
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Proposing changes to grammar and
vocabulary to improve consistency,
including the accurate use of pronouns
in sentences
With support, children can spot basic
grammatical mistakes. They can say if
inaccurate pronouns are used
Pupils can with support, identify
possible improvements in grammar and
vocabulary to their own and others
writing.
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Proof-read for spelling and punctuation
errors
When talking to a teacher, pupils can
spot basic spelling and punctuation
mistakes in their writing.
Pupils can spot basic spelling and
punctuation mistakes in their writing.
Performing Writing
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
Pupils can read their work to others
with appropriate intonation for
purpose.
Pupils can read their work to others
with appropriate intonation for
purpose. They are aware of audience
and purpose.
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single and plural nouns
Uses and understands:
preposition, conjunction
word family, prefix
clause, subordinate clause
direct speech
consonant, consonant letter vowel,
vowel letter
Pupils demonstrate use of paragraphs
in non-fiction texts through use of
subheadings and writing a series of
linked sentences. In narrative writing
pupils can organise material into logical
chunks, and can write a coherent series
of linked sentences but these are not
always demarcated with paragraphs
Pupils can create an appropriate
setting, two or three characters and a
coherent plot which draws on, but
adapts elements of the modelled story
With support, pupils can organise their
material into logical chunks and can
suggest headings and subheadings
Pupils can read back their own writing,
and may need support to do this. They
can identify aspects linked to the
learning goal/success criteria for
improvement.
Pupils can, with support, identify
possible improvements in grammar and
vocabulary to their own and others
writing. (eg, I need to change this to ‘He’
because I have used ‘Jason’ a lot)
With support, pupils can spot some of
their own and others spelling and
punctuation errors, but does not
always notice errors in the most
recently taught items/patterns.
Pupils can read loudly and clearly
enough to be heard by all, although this
may not be sustained for the whole
piece. There is some expression and
pausing at the end of sentences.
Pupils can organise writing into logical
chunks and write a series of linked
sentences. They are beginning to use
conjunctions and adverbs to link these
together.
Pupils know how demarcate
paragraphs and usually remember to
do so.
Pupils can create a setting confidently
with distinguishable characters and a
clear plot. They are able to adapt a
model
A range of non-narrative work is well
organised and uses organisational
devices such as headings and subheadings
Pupils can read back their own writing
as they write to check the meaning is
clear. They can read back completed
writing of others. They can identify and
make suggestions for alterations
Writing shows that work is edited and
improved. Changes are made to
improve grammar and vocabulary.
Pupils can spot some of their own and
others spelling and punctuation errors,
They sometimes notice errors in the
most recently taught items/patterns.
Pupils read aloud confidently and
clearly. They can gain and monitor the
attention of their audience.