Identified Curricular Targets to be incorporated into planning and teaching of Literacy (Writing)
Whole school targets
(Strand/overarching objective from the Primary Framework for literacy and mathematics,
AF from mark schemes)
Success Criteria
(we will know we are successful when:)
Y6 at least 65% is nonnegotiable
Other year groups to be challenging and should reflect accelerated progress across the year group based on the previous attainment on the
MAG.
Strand 11 sentence structure and punctuation
Vary and adapt sentence structure for meaning and effect.
AF 5 vary sentences for clarity, purpose and effect

65% of pupils to be achieving at least age related expectations by the end of the year 6
 % of pupils to be achieving at least age related expectations by the end of the year 5
 % of pupils to be achieving at least age related expectations by the end of the year 4
 % of pupils to be achieving at least age related expectations by the end of the year 3
 % of pupils to be achieving at least age related expectations by the end of the year 2
 % of pupils to be achieving at least age related expectations by the end of the year 1
 % of pupils to be achieving at least age related expectations by the end of FS2
Layered curricular targets ( identified from whole school data analysis)
Objective from the Primary Framework – year group
Age appropriate statements taken from overview of units reworded into child speak
Y6 Extend their use and control of complex sentences by deploying subordinate clauses effectively.

I can work on a range of devices whilst maintaining cohesion for the reader. o Recognise and identify the range of devices other writers use to maintain cohesion for the reader o Use a range of devices to maintain cohesion for the reader following a model provided o Apply a range of devices in a variety of writing contexts o Reflect on the influence of the devices on the reader and maintaining the cohesion for the reader

I can select the appropriate style of writing and use of sentence structure to suit a specific purpose and audience. o Recognise and identify how different writers use sentence structure to suit a specific purpose and audience o Use different sentence structures to suit a specific purpose and audience following a model provided o Apply different sentence structures to suit a specific purpose and audience in a variety of writing contexts and select the appropriate style of writing. o Reflect on the influence of the sentence structure for the specific purpose and audience.

I can revise my own writing to reduce superfluous words and phrases to ensure sentences are used effectively to engage the reader. o Recognise and identify how different writers ensure sentences are used effectively to engage the reader o Revise own writing to reduce superfluous words and phrases to ensure sentences are used effectively to engage the reader following a model provided o Independently and automatically revise own writing to reduce superfluous words and phrases to ensure sentences are used effectively to engage the reader. o Reflect on the revision of own writing to reduce superfluous words and phrases to ensure sentences are used effectively to engage the reader

I can adapt distinctive voices through using subordinate clause effectively. o Recognise and identify how different writers adapt distinctive voices through using subordinate clauses effectively o Adapt distinctive voices in own writing through using subordinate clauses effectively following a model provided
Strand 11 Vary and adapt sentence structure for meaning and effect
AF 5
1

Identified Curricular Targets to be incorporated into planning and teaching of Literacy (Writing) o Independently adapt distinctive voices in own writing through using subordinate clauses effectively. o Reflect on the effectiveness of adapting the distinctive voices through using subordinate clauses and the influence on the reader.

I can use the language conventions and grammatical features of the different types of text as appropriate. o Recognise and identify how different writers use the language conventions and grammatical features of the different types of text as appropriate o Use the language conventions and grammatical features of the different types of text as appropriate following a model provided o Select the language conventions and grammatical features of the different types of text as appropriate in a variety of writing contexts o Reflect on the influence of the language conventions and grammatical features of the different types of text on the reader

I can use a variety of sentences to have an effect on the reader o Recognise and identify how different writers use a variety of sentences to have an effect on the reader o Use a variety of sentences to have an effect on the reader following a model provided o Select the variety of sentences to have an effect on the reader in a variety of writing contexts o Reflect on the influence of the variety of sentences and the effect they have on the reader
Y5 Adapt sentence construction to different text type, purposes and readers.

I can develop particular aspects of sentence structure in written text.

I can experiment with sentence structure in different text types.

I can identify audience and adapt sentence structure accordingly
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I can experiment with the order of sentences, sections or paragraphs to achieve different effects.

I can transfer techniques learnt between text types.
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I can use a range of sentence types in my writing including simple and complex sentences
Y4 Clarify meaning and point of view by using varied sentence structures (phrases, clauses and adverbials)

I can add varied sentence structure to make my writing more vivid for the reader.
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I can use varied sentence structures to create atmosphere or suspense.
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I can use figurative or expressive language to clarify point of view in my writing.
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I can write the opening to a text using varied sentence structures to draw in the reader.
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I can use appropriate sentence structures for factual and opinion based content that clarify the point of view.
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I can use adverbial phrases to vary sentence construction and add extra detail
Y3 Compose sentences using adjectives, verbs and nouns for precision clarity and impact.

I can compare texts and analyse words and phrases used for description.

I can explore different types of sentence and the effect of varying sentence length

I can use the sentence conventions of a given text type for precision, clarity and impact.

I can revise texts, evaluating the effectiveness of the sentences.

I can chose appropriate adjectives, verbs and nouns to use in my sentences

I can improve my sentences by adding appropriate and interesting adjectives
Y2 Write simple and compound sentences and begin to use subordination in relation to time and reason

I can use the structure from shared writing to write simple and compound sentences.

I can write using the past tense consistently and temporal connectives to introduce the different parts of the text.

I can add detail to simple and compound sentences to expand the text and sustain the reader's interest.

I can use connectives to create whole-text cohesion.
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I can maintain the purpose of the text using a combination of simple and compound sentences.

I can use sentences from texts as models for writing
Strand 11 Vary and adapt sentence structure for meaning and effect
AF 5
2

Identified Curricular Targets to be incorporated into planning and teaching of Literacy (Writing)
Y1 Compose and write simple sentences independently to create meaning.

I can write sentence(s) to retell the story or event.

I can write my own sentences using a pattern from a text.

I can organise my sentences into different sections.

I can organise my writing so that each part has more than one sentence and is sequenced logically.

I can maintain consistency in tense and person.

I can write captions and sentences and reread them to check for meaning
FS2 Write their own names and other things such as labels and captions and begin to form simple sentences sometimes using punctuation.
(ELG)
Strand 11 Vary and adapt sentence structure for meaning and effect
AF 5
3