RECEPTION NON-NEGOTIABLES Talk in full sentences to explain or describe things Listen when others are talking, take turns and repeat if asked to Hold a pencil correctly Correct formation of lower case letters, upper case letters and numbers Match upper and lower case letters Orally segment words Write Phase phonetically Write Phase 2 and Phase plausible 2 words 3 tricky words correctly words correctly Write Recite the alphabet Know the name and sound of each letter Write full name with capital letters in correct place Leave spaces between words Write labels and captions that can be read by adults YEAR 1 NON NEGOTIABLES Correct formation of lower case letters, upper case letters and numbers Write full name with capital letters in correct place Match lower and upper case letters. Write simple Compose a sentences with Use capital letter Leave spaces Present work sentence orally capital letter at for ‘I’ and the between words neatly & write before writing it the start and full names of people on the lines stop at the end Write Spell Phase 4 suffixes Recite the Write and correctly alphabet Orally Write Phase 3 Phase 5 : ing, Correctly Use s segment phonetically and tricky ed, er, Know which spell or es to words plausible Phase 4 words est letters are days of show words words correctly vowels and the week plurals correctly and Spell which are common prefixes consonants exception correctly words : un Hold a pencil correctly YEAR 2 NON NEGOTIABLES Correctly use verbs in 1st and 3rd person Write in consistent person Understand commands, questions, statements and explanations Spell Phase 5 words correctly, selecting correct grapheme Use verbs correctly in present, past and future tenses, E.g. I am walking/I walked/I will walk Use capital letters for ‘I’ and the names of people, places, days and months. Spell common exception words correctly Spell months and numbers correctly Write with grammatical agreement (matching verbs to nouns/personal pronouns) E.g. I was, we were I am/she is/the children are I go/she goes Use full stops, exclamation marks and question marks Use commas in a list Correctly use Use homophone apostrophe s and nearfor homophone contractions s, e.g. and singular our/are possession Present work neatly Write compound sentences, using coordinating conjunctions. Spell suffixes: ment, – ness, ful , less, ly and y Apply rules when using suffixes: ing, ed, er, est YEAR 3 NON NEGOTIABLES Use correct Write with Use verbs correctly comparative/ Correctly use grammatical in present, past verbs in 1st,and and future tenses, agreement I can use 3rd person (matching verbs including irregular superlative forms to nouns/personal E.g. I am catching/I for irregular caught/I will catch Write in pronouns) adverbs/adjectives. E.g. I was, we were consistent I.e. when er and est cannot Write in consistent I am/she is/the children be used: person far, badly/bad/ill, are tense much/many, good/well, I go/she goes Correct use of the articles: a and an Present work neatly little… Vary sentence structure using Use paragraphs Use full stops, Use capital coordinating to signal exclamation Use commas letters for ‘I’ and Use inverted change of marks and in lists and proper subordinating commas topic, time, question nouns conjunctions, place or new marks adverbs and speaker prepositions. Apply rules Spell Phase 5 when using Use words Correctly use Correctly suffixes: ing, apostrophes for correctly, homophones Correctly spell spell ed, er, est, y contractions selecting the and nearletter strings: irregular and correct homophones, sure, ture, ous plurals Spell prefixes singular/plural grapheme e.g. our/are correctly: possession un, dis, mis, re Proof – read for SPaG errors Correctly spell the words from the Y3 list YEAR 4 NON NEGOTIABLES Correctly use verbs in 1st, 2nd and 3rd person Write in consistent person Write with Use verbs correctly grammatical in present, past agreement and future tenses, (matching verbs to including irregular nouns/personal E.g. I am catching/I pronouns) caught/I will catch Write in consistent tense E.g. I was, we were I am/she is/the children are I go/she goes I did/I have done Correct use of auxiliary verbs: be/have/do, e.g. should have (not should of) he doesn’t (not: he don’t) Correct use of the articles: a and an Present work neatly Use commas in lists. Use capital letters for ‘I’ and proper nouns Apply rules when using suffixes: ing, ed, er, est, y Use full stops, exclamation marks and question marks Correctly use homophones and nearhomophones, e.g. our/are Use inverted commas and other speech conventions Use fronted adverbials and subordinating clauses. Use apostrophes for contractions Correctly spell and letter strings: singular/plural tion, sion, possession, ssion, cian including irregular plurals Use commas to mark fronted adverbials and subordinating clauses. Use prefixes correctly: in/il/im/ir Spell correctly: sub, inter, super, anti, auto YEAR 5 NON-NEGOTIABLES Proof – read for SPaG errors Correctly spell irregular plurals Correctly spell the words from the Y4 list Use verbs correctly in present, past and future tenses, including irregular Correctly use verbs in 1st, 2nd and 3rd person Write in consistent person Use capital letters for ‘I’ and proper nouns Apply rules when using suffixes: ing, ed, er, est, y E.g. I am catching/I caught/I will catch Write with grammatical agreement (matching verbs to nouns/personal pronouns) Write in consistent tense E.g. I was, we were I am/she is/the children are I go/she goes I did/I have done Use commas Use full stops, Use inverted to mark exclamation commas fronted marks and and other adverbials and question speech subordinating marks conventions clauses. Correctly use homophones and nearhomophones, e.g. our/are Use apostrophes for contractions and for singular/plural possession, including irregular plurals Correct use of the articles: a and an Use commas to avoid ambiguity E.g. the teacher said the boy is mad vs. the teacher, said the boy, is mad. Spell unstressed vowels in polysyllabic words letters Correct use of auxiliary verbs: be/have/do, e.g. should have (not should of) he doesn’t (not: he don’t) Present work neatly Use brackets, dashes or commas to indicate parenthesis (using Proof – read for SPaG errors words such as who, which, where, when, whose, that, or pronouns) Spell words ending in: Spell words containing the letter string: ough Spell silent letters in words. YEAR 6 NON NEGOTIABLES ant/ance/ ancy, ent/ ence/ency, able & ible, ably & ibly Spell words with the suffix: ary, ic Correctly spell the words from the Y5 list Correctly use verbs in 1st, 2nd and 3rd person Write in consistent person Use verbs correctly in present, past and future tenses, including irregular E.g. I am catching/I caught/I will catch Write in consistent tense Use capital letters for ‘I’ and proper nouns Use full stops, exclamation marks and question marks Write with grammatical agreement (matching verbs to nouns/personal pronouns) E.g. I was, we were I am/she is/the children are I go/she goes I did/I have done Correct use of the articles: a and an Use commas to mark fronted clauses Use inverted commas and Use brackets, dashes or commas to other speech indicate parenthesis (using words conventions such as who, which, where, when, whose, that, or pronouns) Use Spell unstressed Correctly use apostrophes for Apply rules when vowels in homophones contractions using suffixes: polysyllabic and other and for ing, ed, er, est, words letters commonly singular/plural y confused possession, Spell silent words including letters in words. irregular plurals Present work neatly Correct use of auxiliary verbs: be/have/do, e.g. should have (not should of) he doesn’t (not: he don’t) Use semicolons to mark boundaries between independent clauses Revise and recall previous KS2 letter strings NON-NEGOTIABLES – AN EXPLANATION Use hyphens to avoid ambiguity Apply rules for adding suffixes starting with a vowel to words ending in –fer Spell prefixes: trans, tele, circum Proof – read for SPaG errors Correctly spell the words from the Y6 list These offer a summary of the key writing skills expected from pupils by the end of each year group– they are based on the National Curriculum and pitched at the ‘average’ pupil for that age-group. Teachers will also set individual/group targets which may be taken from previous/future year groups, so that all children are challenged appropriately according to their level.