PROGRESSION IN TEACHING NON-FICTION WRITING FROM YEAR R TO GCSE (READING & WRITING)
Instructions
R
Year 1
T1
Year 2
T2
T3
T1
Year 3
T2
T3
T1
T2
Year 4
T3
T1
Year 5
T2
T3
T1
T2
T3
T15: To use writing to communicate in a variety of ways, incorporating it into play and everyday classroom life, e.g. recounting their own experiences, lists, signs, directions, menus, labels,
greeting cards, letters.
T13: To read an follow simple instructions, e.g. for classroom routines, lists for groups in workbooks.
T16: To write and draw simple instructions and labels for everyday classroom use, e.g. in rôle play area, for equipment.
T22: To write labels for drawings and diagrams, e.g. growing beans, parts of the body.
T13: To read simple written instructions in the classroom, simple recipes, plans, instructions for constructing something.
T14: To note key structural features, e.g. clear statement of purpose at start, sequential steps set out in a list, direct language.
T15: To write simple instructions.
T16: To use models from reading to organise instructions sequentially.
T17: To use diagrams in instructions.
T18: To use appropriate register in writing instructions.
S6: To use a variety of simple organisational devices, e.g. arrows, lines, boxes, keys, to indicate sequences and relationships.
T12: To identify the different purposes of instructional texts, e.g. recipes, route-finders, timetables, instructions, plans, rules.
T13: To discuss the merits and limitations of particular instructional texts, including IT and other media texts, and to compare these with others, where appropriate, to give an overall
evaluation.
T14: How written instructions are organised, e.g. lists, numbered points, diagrams with arrows, bullet points, keys.
T15: To read and follow simple instructions.
T16: To write instructions, e.g. rules for playing games, recipes, using a range of organisational devices, e.g. lists, dashes, commas for lists in sentences, recognising the important of correct
sequence.
S10: To understand the differences between verbs in the 1st, 2nd and 3rd person, e.g. I/we do, you/you do, he/she/they do/does, through:

collecting and categorising examples and noting the differences between the singular and plural persons;

discussing the purposes for which each can be used;

relating to different types of text, e.g. 1st person for diaries, personal letters, 2nd person for instructions, directions, 3rd person for narrative, recounts;

experimenting with transforming sentences and noting which words need to be changed.
T16: To identify different types of text, e.g. their content, structure, vocabulary, style, lay-out and purpose.
T22: To identify features of instructional texts including:

noting the intended outcome at the beginning;

listing materials or ingredients;

clearly set out sequential stages;

language of commands, e.g. imperative verbs.
T25: To write clear instructions using conventions learned from reading.
T26: To improve the cohesion of written instructions and directions through the use of link phrases and organisational devices such as sub-headings and numbering.
T22: To read and evaluate a range of instructional texts in terms of their:

purposes;

organisation and layout;

clarity and usefulness;
T25: To write instructional texts, and test them out, e.g. instructions for loading computer, design briefs for technology, rules for games.
(Showing how things are done)
S9: To identify the imperative form in instructional writing and the past tense in recounts and use this awareness when writing for these purposes.
S3: To understand how writing can be adapted for different audiences and purposes, e.g. by changing vocabulary and sentence structures.
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Year 6
T1
T2
T3
T19: To review a range of non-fiction text types and their characteristics, discussing when a writer might choose to write in a given style and form.
T22: To select the appropriate style and form to suit a specific purpose and audience, drawing on knowledge of different non-fiction text types.
S1: To revise the language conventions and grammatical features of the different types of text such as:

narrative(e.g. stories and novels);

recounts (e.g. anecdotes, accounts of observations, experiences);

instructional texts (e.g. instructions and directions);

reports (e.g. factual writing, description);

explanatory texts (e.g how and why);

persuasive texts (e.g. opinions, promotional literature);

discursive texts (e.g. balanced arguments);
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Year 7
S13:
S14:
TR3:
TR10:
TR11:
TR13:
TR14:
Year 8
S10:
S8:
S9:
Year 9
S7:
S8:
GCSE
Revise the stylistic conventions of the main types of non fiction: information; recount; explanation; instructions; persuasion; discursive writing.
Subject conventions.
Compare presentation.
Media audiences.
Print, sound and image.
Non-fiction style.
Language choices.
Inform, explain describe
Persuade, argue, advise
Analyse, review , comment
S&L2 Recount.
S&L5 Put a point of view.
S&L14 Modify views.
TW19: Write reflectively about a text, taking account of the
S&L4 Answers, instructions, explanations.
S&L8 Presentational techniques.
needs of others who might read it.
S&L9 Oral text types.
S&L14 Modify views.
TW18: Present findings.
TW10: Organise texts in ways appropriate to their content,
TW15: Express a personal view, adding persuasive
e.g. by chronology, priority, comparison, and
emphasis to key points, e.g. by reiteration,
signpost this clearly to the reader.
exaggeration, repetition, use of rhetorical questions.
TW11: Present Inform.
TW16: Validate an argument.
TW12: Develop logic.
TW17: Informal advice.
TW13: Instructions and directions.
TW14: Evocative description.
Identify the key alterations made to a text when it is changed from informal to a formal text, e.g. change from first to third person, nominalisation, use of passive verbs.
Subject-specific conventions.
Adapting text types.
Please refer to S&L objectives and reading objectives as appropriate
Inform, explain describe
Persuade, argue, advise
Analyse, review , comment
TW11: Explain complex ideas and information clearly, e.g.
TW14: Develop and signpost arguments in ways that make
TW16: Weigh different viewpoints and present a balanced
the logic clear to the reader.
analysis of an event or issue, e.g. an environmental
defining principles, explaining a scientific process.
issue or historical investigation.
TW10: Effective information.
TW13: Present a case persuasively.
TW17: Integrate evidence.
TW12: Formal description.
TW15: Advice about options.
TW18: Critical review.
Analyse and exploit the stylistic conventions of the main text types, e.g. parody.
Conventions of ICT texts.
Please refer to S&L objectives and reading objectives as appropriate
Inform, explain describe
Persuade, argue, advise
TW9: Integrate diverse information into a coherent and
TW14: Make a counter-argument to a view that has been
comprehensive account.
expressed, addressing weaknesses in the argument
and offering alternatives.
TW10: Explain connections.
TW13: Influence audience.
TW11: Descriptive detail.
TW15: Impartial guidance.
TW12: Effective presentation of information.
Analyse, review , comment
TW16: Present a balanced analysis of a situation, text, issue
or set of ideas, taking into account a range of
evidence and opinions.
TW17: Cite textual evidence.
S&L


Communicate clearly and imaginatively, structuring and sustaining their talk and adapting it to different situations, using standard English appropriately;
Participate in discussion by both speaking and listening, judging the nature and purposes of contributions and the roles of participants.
TR




Read, with insight and engagement, making appropriate references to texts and developing and sustaining interpretations of them;
Distinguish between fact and opinion and evaluate how information is presented;
Follow an argument, identifying implications and recognising inconsistencies;
Understand and evaluate how writers use linguistic, structural and presentational devices to achieve their effects, and comment on ways language varies and changes.
TW

Communicate clearly and imaginatively, using and adapting forms from different readers and purposes.
Some skills are generic and will probably be taught alongside eg questioning, note-making, dictionary skills, reading skills (eg skimming and scanning)
(Could list these skills and their objectives)
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