Pupils should be
taught to write
sentences by:
Plan by:
Developing positive attitudes towards
and stamina for writing by :
Writing narratives about personal
experiences and those of others ( real &
fictional)
Writing about real events
Writing poetry
Writing for different purposes
Draft and write by:
Considering what they are going to
write before beginning by :
Planning or saying out loud what they
are going to write about
Writing down ideas and/or key words,
including new vocabulary
Encapsulating what they want to say,
sentence by sentence
Evaluate and edit by:
Making simple additions, revisions and
corrections to their own writing by:
Evaluating their writing with the teacher
and other pupils
Re-reading to check that their writing
makes sense and that verbs to indicate
time are used correctly and
consistently, including verbs in the
continuous form
Proof-reading to check for errors in
spelling, grammar and punctuation (e.g.
ends of sentences punctuated correctly)
Performing Writing
Read aloud what they have written with
appropriate intonation to make the
meaning clear.
Vocabulary, grammar and punctuation
Use the grammatical terminology in
Appendix 2 in discussing their writing
Year 2: 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.
Meeting the standards for year 1
Working Towards the expected
Working at the expected standard
Working at greater depth within the
Y2 objectives differ from Y1 objectives
standard for year 2
For year 2
expected standard for year 2
Pupils are willing to write
Pupils produce a range of different text
There is evidence of children producing
Pupils show very positive attitudes
independently. They might need some
types (narratives, reports, poems) and
a range of completed pieces of writing
towards writing and can sustain
support (modelled writing, word lists)
are using some key features for
(narratives, reports, and poetry).
attention on pieces for long periods.
There is evidence of writing for
different text types.
There is evidence of children adopting
They are familiar with a range of text
narrative, poetry, real events and for
an appropriate style for the text type
types and can adapt writing to suit the
different purposes e.g., letters,
and purpose
text type and purpose.
instructions
Pupils can discuss what they are going
to write about, but are also able to refer
to any success criteria. This helps them
to structure their writing, usually on a
sentence by sentence basis.
Occasionally, these pupils say their
sentences aloud while writing them
simultaneously.
Pupils can draw basic pictures to show
what they are going to write about.
They can add key words and phrases
(e.g., big blue shoes)
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.
Pupils are able to produce plans before
writing. These include pictures, key
words and add details (may use,
adjectives, openers, adverbs, similes)
Pupils may start to plan for paragraphs
Pupils refer to these plans when writing
Pupils can discuss, plan, and evaluate
writing in simple terms with teacher or
peers (e.g. I’m going to write about…I
used ‘amazing’ because…)
Pupils can hear mistakes/words left out
when re-reading aloud, and
immediately make changes.
Most work is presented without many
obvious omissions of basic punctuation
or words.
Pupils are beginning to recognise errors
in their writing when re-reading it. They
are not always sure of how to correct it.
Pupils can read their work aloud with
intonation and expression.
They usually adopt a suitable voice to
the purpose they have written for
Pupils will say what is good about their
writing.
Pupils can proof read their work and
correct mistakes. They are starting to
change words for better vocabulary
choices.
Pupils have re-read their work and
made simple corrections. For example:
added missing words, changed words
and phrases, checked for consistent
tense, and have used verbs correctly
and consistently.
Work is proof read and errors in
spelling, punctuation and grammar have
been corrected (see below)
Pupils can say which their favourite
sentence is and why. They can suggest
how to improve sentences.
There is a range of work in evidence
where children have edited and
corrected their work.
Work is proof read and errors in
spelling,
Punctuation and grammar have been
corrected (see below), with some more
ambitious choice of vocabulary and
punctuation.
Pupils can read their work aloud with
intonation and expression.
They adopt a suitable voice to the
purpose they have written for
Pupils can read their work to others
with appropriate intonation for the
purpose.
Pupils can read their work to others
with appropriate intonation for the
purpose. They are aware of the
audience and the purpose of them
reading aloud.
Pupil’s are starting to use correct
terminology when discussing their work
Pupil’s are able to discuss their writing
using the appropriate terminology
Pupil’s are able to talk about their
writing using the appropriate
grammatical terminology from
Pupils refer to these plans when writing
Appendix 2
In a range of pupil’s writing, full stops,
capital letters, question marks,
exclamation marks, commas for lists
and apostrophes for contracted forms
are used accurately.
Learning how to use both familiar and
new punctuation correctly ( see
Appendix 2), including full stops,
capital letters, question marks,
exclamation marks, commas for lists
and apostrophes for the contracted
forms
Basic punctuation (capital letters and
full stops) is generally consistent.
In a range of pupil’s writing there is
evidence of full stops, capital letters,
question marks, and exclamation marks,
commas for lists and apostrophes for
contracted forms.
In a range of pupil’s writing, full stops,
capital letters, question marks,
exclamation marks, commas for lists
and apostrophes for contracted forms
are used mostly accurately.
Sentences with different forms:
statement, question, exclamation,
command.
Pupils can write simple and compound
sentences, usually with
adjectives/verbs where appropriate.
Pupils can sometimes write sentences
in different forms (eg, questions)
There is evidence of features of the
given text type and children adopting
the appropriate style for the purpose,
For example, Headings and subheading
for reports, descriptive language in
narrative.
Pupil’s confidently use a range of
sentences in different forms.
Expanded noun phrases to describe and
specify, e.g. the blue butterfly
Pupils can use adjectives to describe
setting and character across a range of
writing.
Pupils can use adjectives consistently
(and sometimes in pairs) to describe
characters and settings.
Evidence of some features of the given
text type and adopting appropriate
style for purpose, For example,
Headings and subheading for reports,
descriptive language in narrative.
Evidence of children sometimes writing
sentences with different forms –
statement, question, exclamation or
command (Eg, STOP! What’s your
name?)
There is evidence of expanded noun
phrases (The ancient temple, The old,
grey dog…)
The present and past tenses correctly
and consistently including the
progressive form
Subordination ( using when, if, that, or
because) and co-ordination (using or,
and, but)
Pupils are beginning to understand the
different use of tenses. They are not
consistent in their use.
There is sometimes a reliance on 'and'
as the all-purpose connective to join
ideas, words and clauses, but use of
some others (e.g. ‘because’, ‘but’) offer
some variation.
As appropriate
Pupils can, with support choose the
correct tense when writing
Work is written in a consistent tense,
including the progressive form (She is
walking, he is running)
There is evidence of subordination. For
example using: when, if, that or because
There is evidence of co-ordination. For
example using: or, and, but
Work is written in a consistent tense,
including the progressive form (She is
walking, he is running)
Consistent evidence of subordination.
For example using: when, if, that or
because
Consistent evidence of co-ordination.
For example using: or, and, but
Transcription
Handwriting
Pupils can use conjunctions to join
ideas, words and clauses (and, so, but,
because, when, if)
As appropriate
Segmenting spoken words in to
phonemes and representing these by
graphemes, spelling mainly correctly
Spelling common exception words
Spelling some words with contracted
forms
Adding suffixes to spell some words
correctly e.g. -ment – ness -ful –less –ly
Using diagonal and horizontal strokes
needed to join letter sin some of their
writing
Writing capital letter and digits of the
There is consistent evidence of
expanded noun phrases (The ancient
crumbling temple, The old, grey dog…)
As appropriate
correct size orientation and relationship
to one and other and to lower case
letters
Using spacing between words that
reflects the size of the letters