PYP Language scope and sequence of ISÄ (writing)
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
• Uses a wide range of
ambitious vocabulary
accurately and precisely.
• Can develop ideas
through controlled use
of: elaboration or
imaginative detail.
• Can use different
techniques to conclude
work appropriately, (e.g.
opinion, summary,
justification, comment)
• Uses a range of stylistic
features to create within
the text e.g. rhetorical
questions, repetition,
figurative language,
passive voice, metaphor,
simile, alliteration,
onomatopoeia,
impersonal voice or
universal appeal.
• Use planning, drafting,
editing and reviewing
processes independently
and with increasing
• Can extend sentences
using a wider range of
connectives to clarify
relationships between
points and ideas (e.g.
when, because, if ,after,
while, also as well)
• Can use correct
grammatical structures in
sentences (nouns, verbs)
• Organize ideas in a
logical sequence for
example, write simple
narratives with a
beginning, middle and
end.
• With teacher guidance,
publish written work, in
handwritten form or in
digital format.
• Use familiar aspects of
written language with
increasing confidence and
accuracy, for example,
spelling patterns, high
frequency words, high
interest words.
 Write engaging stories
that have a recognizable
and appropriate
structure
competence.
• Identify and describe
elements of a story –
setting, plot, character,
and theme.
 Have a fluent and legible
style of handwriting and
show competency in
word processing
 Use standard spelling for
most words and use
appropriate resources to
check spelling.
• Can open and close
writing in interesting,
unusual or dramatic
ways, when appropriate.
• Edit and proofread
their own and peers’
writing before
completing a final copy.
 Use figurative language
appropriately in writing
(e.g. simile, metaphor,
alliteration, idioms)
• Write independently
and with confidence,
showing the
development of their
own voice and style .
• Choose to publish
written work in
handwritten form or in
digital format
independently.
 Recognize and use the
main parts of speech
correctly (noun, verb,
pronoun, adjective,
adverb)
Beginning to use some
common spelling patterns.
• Use increasingly
accurate
grammatical constructs
Can make recognizable
attempts at the spelling
words not known, (most
decodable without child’s
help)
Uses capital letters for
beginning of sentences,
names.
• Use graphic organizers
to
plan writing, for example,
Mind Maps®, storyboards

Use appropriate
punctuation and
grammar (e.g.
semicolons, colons,
apostrophes, quotation
marks)
 Edit and proofread their
own and peers’ writing
before completing a
final copy.
• Use feedback from
teachers and other
students to improve their
writing.
 Use appropriate
paragraphing.
 Revise writing to clarify
ideas, provide examples,
change sequence and to
improve smooth flow of
ideas.
 Use a variety of
strategies for collecting
and organizing ideas,
details and information.
Uses full stop when
necessary.
• Enjoy writing and value
their own effort.
• Can use adjectives and
adverbs for description.
• Participate in shared
writing, observing the
teacher’s writing and
making suggestions.
• Create illustrations to
match their own written
text.
• Engage confidently with
the process of writing.
• Listen and respond to
shared books (enlarged
• Write an increasing
number of frequently
• Use a dictionary, a
thesaurus and word banks

Use a range of
prewriting strategies.
• Use a range of tools
and techniques to
produce written work
that is attractively and
effectively presented.
• Locate, organize,
synthesize and present
written information
obtained from a variety
of valid sources.
• Write using a range of
text types in order to
communicate effectively,
for example, narrative,
instructional, persuasive
• Use written language
as a means of reflecting
on their own learning.
• Adapt writing
according to the
audience and
demonstrate the ability
to engage and sustain
the interest of the
reader.
• Vary sentence
structure and length.
texts), observing
conventions of print,
according to the
language(s) of instruction
• Show an awareness of
sound–symbol
relationships and begin to
recognize the way that
some familiar sounds can
be recorded• Begin to discriminate
Between
letters/characters,
numbers and symbols-
• Illustrate their own
writing and contribute to
a class book or collection
of published writing.
Writes from left to right.
used words or ideas
independently.
to extend their use of
language.
• Demonstrate an
awareness of the
conventions of written
text, for example,
sequence, spacing,
directionality.
• Write to communicate a
message to a particular
audience, for example, a
news story, instructions, a
fantasy story.
• Proofread their own
writing and make some
corrections and
improvements.

Use a range of models
in writing: Narrative,
descriptive, persuasive,
and expository.
• Demonstrate an
increasing understanding
of how grammar works.
• Write about a range of
topics for a variety of
purposes, using literary
forms and structures
modeled by the teacher
and/or encountered in
reading.
• Form letters/characters • Overtime, create
conventionally and legibly, examples of different
with an understanding as
types of writing.
to why this is important
within a language
community.

Use knowledge of
written code patterns to
accurately spell highfrequency and familiar
words.

Write for a range of
purposes, both creative
and informative, using
different types of
structures and styles
according to the
purpose of the writing
Show individuality and
creativity in writing
styles.
• Use a dictionary,
thesaurus, spellchecker
confidently and
effectively to check
accuracy, broaden
vocabulary and enrich
their writing.
• Use standard spelling
for most words and use
appropriate resources to
check spelling
• Participate in shared and • Write legibly and in a
guided writing, observing consistent style.
 Plan, organize and
complete writing
• Use appropriate
paragraphing to organize
Leaves space between
words
the teacher’s model,
asking questions and
offering suggestions.
• Illustrate their own
writing and contribute to
a class book or collection
of published writing.
Prints all letters lower
case formations.
• Discriminate between
types of code, for
example, letters,
numbers, symbols, words/
characters.
Prints all letters upper
case formation with
ascenders and decenders.
• Connect written codes
with the sounds of spoken
language and reflect this
understanding when
recording ideas.
projects of increasing
length and complexity
ideas
• Can use interesting and
varied word characters.
 Reread, edit and revise
to improve their own
writing, for example,
content, language,
organization.(Use
appropriate writing
process independently
and confidently to
communicate effectively
and fluently.)
• Can use the full range
of punctuation, almost
always accurately and
precisely, including for
sub- division, effect,
listing, direct speech,
parenthesis.
• Is experimenting with a
wide range of
punctuation, although use
may not be accurate (e.g.
commas, inverted
commas, exclamation
marks and apostrophes.
• Can use sentence
punctuation accurately,
full stops, capitals and
question marks.
 Participate in an
appropriate writing
process( e.g. group
discussions,
brainstorming, webbing,
planning, drafting,
revising, editing)
 Write independently and
with confidence,
demonstrating a
personal voice as a
writer.
• Can write neatly and
accurately at speed,
preferably in a joined
style.
• Can vary front for the
effect or emphasis when
appropriate(italic or
capitalization)