Year 4: 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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Writing Composition
Pupils should be taught to :
Meeting the standards for year 3
Working towards the expected
standard in year 4
Working at the expected standard
for year 4
Working at greater depth within
the expected standard for year 4
Plan by:
Plan their writing 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 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
When composing and rehearsing
sentences orally, pupils use a varied and
increasingly rich vocabulary.
There is variation in sentence structure
(simple and compound sentences).
Pupils can usually identify the key
organisational and language features
E.g. heading, subheading, paragraphs,
conjunctions, fronted adverbials They
can identify the text type by naming it.
They can, with support, identify its
purpose and say when they might use
that text type.
Pupils can confidently identify, name
and describe the key organisational and
language features of different texts.
They can identify the text type by
naming it, and can give a contextual use
for it.
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
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 remembers to
do so.
Pupils can create a convincing setting,
characters and a simple plot which
draws from the model and elements of
their own experiences.
Descriptions may lack detail and plot
may be over reliant on action or
dialogue.
Identify the purpose of the task – e.g. to
inform, persuade, re-tell etc.
They can identify the text type by
naming it and with prompt can describe
a scenario for using it.
They can identify the key organisational
and language features e.g. heading,
subheading, paragraphs, conjunctions,
fronted adverbials.
Pupils can independently select the
most relevant information to include in
plans for writing e.g. key vocabulary,
suitable ideas.
When composing and rehearsing
sentences orally, pupils can use
modifying adjectives, nouns and
preposition phrases to expand their
sentences. Pupils use fronted adverbials
to indicate time, place or manner.
Variation in sentence structure includes
simple, compound and complex
sentences.
Text is organised into paragraphs to
distinguish between different
information, events or processes.
Adverbs and conjunctions are used to
establish cohesion within paragraphs.
Pupils can use settings and
characterisation to engage readers’
interest. They draw on experiences in
their reading. Descriptions contain
some detail.
Pupils use beginning, middle and end in
narratives, where events are
sequenced logically and the main
conflict is resolved.. Vocabulary is
chosen to add interest or clarity.
Pupils confidently create appropriate
settings, two or three clearly
distinguishable characters and a
convincing plot. Description contains
relevant detail and there is some
meaningful interaction between
characters.
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Discussing and recording ideas
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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)

Organising paragraphs around a theme
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In narratives, creating settings,
characters and plot
Pupils can record ideas from discussions
using notes and pictures for later use.
When composing and rehearsing
sentences orally, pupils are increasing
their vocabulary by including modifying
adjectives and nouns.. There is variation
in sentence structure e.g. simple and
compound sentences and some attempt
at complex sentences.
When selecting ideas from discussions
pupils select the most relevant
information and develop/improve these
further to help plan own writing.
When composing and rehearsing
sentences orally, independently
compose sentences using modifying
adjectives, nouns and preposition
phrases to expand their sentences.
Deliberate choice of vocabulary is used
to create impact. Variation in sentence
structure includes simple, compound
and complex sentences.
Text is organised into paragraphs and
there is evidence of some ideas being
developed within and between
paragraphs.
Adverbs are used to add detail to
action.

In non-narrative material, using simple
organisational devices (e.g. headings
and sub-headings)
With support, pupils can organise their
material into logical chunks and can
suggest headings and subheadings
Pupils can cluster related information
and write a heading for the text and a
subheading for each paragraph
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Evaluate and Edit by
Assessing the effectiveness of their own
and others’ writing and suggesting
improvements
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 e.g. I need to change this to ‘He’
Because I’ve 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 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
With support pupils can proof read and
amend their own writing checking for
accurate use of vocabulary and where
the text can be improved through the
use of pronouns (to avoid repetition).
Pupils can spot some of their own and
others spelling and punctuation errors,
but may need support to identify those
in the most recently taught
items/patterns.
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 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 read loudly and clearly
enough to be heard by all. There is
some expression and pausing at the end
of sentences.
Pupils can read loudly and clearly
enough to be heard by all. They take
account of punctuation by using pauses
and intonation.
Vocabulary, grammar and punctuation
Extending the range of sentences with
more than one clause by using a wider
range of conjunctions e.g. when, if,
because, although
Using the perfect form of verbs to mark
relationships of time and cause
Pupils can, with increasing
independence, write a wider range of
sentences, which include more than one
clause by using a wider range of
conjunctions.
Pupils can select the appropriate verb
(present perfect or past tense) in their
writing).
Pupils can write compound sentences
by using a limited range of conjunctions
Choosing nouns or pronouns
Pupils choose appropriate nouns or
Pupils can choose nouns or pronouns
Pupils can extend their sentences by
using a wider range of conjunctions.
Choosing nouns or pronouns
appropriately for clarity and cohesion
and to avoid repetition
Explain the concept of verb tense.
Range of writing shows use of tense is
consistent. Use the present perfect
form e.g., I have read all of those
books.
Pupils can choose nouns or pronouns
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Proposing changes to grammar and
vocabulary to improve consistency,
including the accurate use of pronouns
in sentences
Proof-read for spelling, grammar and
punctuation errors and applying the
following to discuss their writing
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determiner
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pronoun, possessive pronoun
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adverbial
Pupils show, in their writing, their
increasing knowledge of verb tense and
with support, can use the perfect form.
Pupils can use some organisational
devices to structure their non-narrative
writing e.g. engaging main heading and
appropriate sub-heading for each
paragraph.
Pupils can discuss in pairs or groups
whether the writing goals have been
achieved in a piece of writing. They can
suggest and appropriate make
improvements
Pupils can identify
(with a peer) where vocabulary is
repetitive or does not provide the
required effect.
Pupils consistently and confidently write
engaging and appropriate main
headings for their texts and a suitable
subheading for each paragraph.
Pupils can spot most of their own and
others’ spelling and punctuation errors
and is able to correct them, including
errors with recently taught spelling
patterns.
Pupils punctuate direct speech.
Pupils demonstrate that they can spot
almost all of their own and others
spelling and punctuation errors, and
can draw on further knowledge from
personal reading to correct errors in
spelling patterns and punctuation
items which have not yet been taught.
Read loudly and clearly enough to be
heard by all. Pause for punctuation and
interpret punctuation using intonation.
There is some variety in pace and
emphasis and some use of different
voices for audience enjoyment.
Pupils can extend the range of their
sentences by using a range of
subordinating conjunctions, both at the
beginning and within sentences.
Pupils can assess the effectiveness of
their own and others’ writing. They can
identify and make suggestions for
alterations and improvements
Pupils can consistently and confidently
proof read and amend their own writing
to demonstrate effective use of
pronouns throughout.
Pupils can consistently and confidently
write in the appropriate tense for the
task. They can use the present perfect
when appropriate.
Pupils can consistently choose
appropriately for clarity and cohesion
and to avoid repetition
pronouns in order to achieve clarity
and cohesion to their writing and to
avoid repetition.
Using conjunctions, adverbs and
prepositions to express time and cause
Pupils are using an increasing variety of
conjunctions, adverbs and prepositions
in their writing.
Using fronted adverbials
Grammar -column 1 of Y 3 & 4 in App 2
Not applicable
appropriately and independently to
achieve
clarity and cohesion in their writing
and to avoid repetition.
Pupils can accurately and
appropriately, use conjunctions,
adverbs & prepositions to express time
and cause
Beginning to use fronted adverbials in
their writing. – Appendix. 2 Year 4 list
appropriately
to achieve clarity and cohesion to their
writing and to avoid repetition across a
range of writing
Pupils can use a wide range of
conjunctions, adverbs & prepositions
to express time and cause
Pupils use fronted adverbials in their
writing ‘Later that morning, they went..
appropriate nouns or pronouns
to achieve clarity and cohesion in their
writing and to avoid repetition across a
range of writing
Pupils can consistently use a wide
range of conjunctions, adverbs &
prepositions to express time and cause
across a range of their writing.
Pupils use a wider range of fronted
adverbials in their writing.