Writing progression – Autumn, Spring and Summer Terms
Year 3
Year 4
Year 5
Year 6
Transcription Write from memory
Write from memory
simple sentences,
dictated by the teacher,
that include words and
punctuation taught so far
(see progression in
grammar, punctuation and
terminology document for
progression here)
Write from memory
sentences, dictated by
the teacher, that include
words and punctuation
taught so far (see
progression in grammar,
punctuation and
terminology document for
progression here)
Write from memory
sentences, dictated by
the teacher, that include
words and punctuation
taught so far (see
progression in grammar,
punctuation and
terminology document for
progression here)
Handwriting

Autumn Spring
Summer
simple sentences,
dictated by the teacher,
that include words and
punctuation taught so far
(see progression in
grammar, punctuation and
terminology document for
progression here)






Context for
Writing
using lead ins
using lead outs
understanding which
letters, when
adjacent, are best
left unjoined
building consistency
of size
building consistency
of orientation
using ascenders and
descenders
Discussing writing similar
to that which they are
planning to write in order
to learn from its
structure, vocabulary and
structure.



writing joined
correctly most of the
time
consistency of size
consistency of
orientation
to achieve a flow to
their writing



Discussing writing similar
to that which they are
planning to write in order
to learn from its
structure, vocabulary and
structure.



increasing legibility,
fluency and speed of
writing
develop the ability to
choose the most
appropriate writing
implement for the
task
begin to develop their
own style of writing

Identifying the
audience for their
writing
Identify the purpose
for their writing
Selecting the
appropriate form and
using other similar




develop the ability to
adapt the style as
appropriate for the
task
able to choose the
most appropriate
writing implement for
the task
Identifying the
audience for their
writing
Identify the purpose
for their writing
Selecting the
appropriate form and
using other similar

Writing
Genres





Recounts
(diary/review)
Explanation texts and
non-chronological
reports
Fiction (plays/poetry/
traditional tales)
Persuasive writing
(leaflets/
advertisements)
Instructional writing






Recounts
(diary/review)
Explanation texts and
non-chronological
reports
Fiction (plays/poetry/
traditional tales)
Persuasive writing
(letters)
Instructional writing
Discussion/Argument/
Journalistic writing






writing as a model for
their own
Considering how
authors have
developed characters
and settings in what
they have read,
listened to or seen
performed.
Recounts
(diary/review)
Explanation texts and
non-chronological
reports
Fiction (plays/poetry/
traditional tales)
Persuasive writing
(speeches)
Instructional writing
Discussion/Argument
(Debate)







Composition
of Writing





Use writing examples
to structure content
(Talk for Writing)
Describe characters
and settings
Assess, evaluate and
make changes
Proofread
Read work aloud




Use writing examples
to structure content
(Talk for Writing)
Build knowledge of
rich and varied
vocabulary and
sentence structures
Describe settings,
character and
atmosphere
Organisational
features including





Identify the audience
and purpose for
writing
Draw on research
where necessary
Develop initial ideas
Use writing examples
to structure content
(Talk for Writing)
Understand how
grammar and
vocabulary choices





writing as a model for
their own
Considering how
authors have
developed characters
and settings in what
they have read,
listened to or seen
performed.
Explanation texts and
non-chronological
reports
Fiction (poetry/
traditional tales)
Persuasive writing
(letters/
leaflets/advertisemen
ts/ speeches)
Instructional writing
Discussion/Argument
(Debate)
Discussion/Argument
(journalistic
writing/debate)
Identify the audience
and purpose for
writing
Draw on research
where necessary
Develop initial ideas
Use writing examples
to structure content
(Talk for Writing)
Consider how authors
have developed
characters and
paragraphs
 Assess, evaluate and
make changes
 Proofread
Read work aloud





change and enhance
meaning
Describe settings,
characters and
atmosphere and
integrate dialogue to
convey character and
advance the action
Build cohesion across
paragraphs, structure
the text to guide the
reader
Assess, evaluate and
make changes to
clarify meaning
Proofread
Read work aloud






Planning
Writing





Discussing and
recording ideas
Using images to aid
planning
Composing and
rehearsing sentences
orally (including
dialogue)
Beginning to build a
varied and rich bank
of vocabulary
Beginning to develop
the ability to use an





Discussing and
recording ideas
Use of images to aid
planning
Composing and
rehearsing sentences
orally (including
dialogue)
Progressively building
on ability to use a
varied and rich bank
of vocabulary
Progressively building


Noting and developing
initial ideas
Drawing on reading
and research where
necessary


settings in what pupils
have read, listened to
or seen performed
Understand how
grammar and
vocabulary choices
change and enhance
meaning
Describe settings,
characters and
atmosphere and
integrate dialogue to
convey character and
advance the action
Build cohesion across
paragraphs, structure
the text to guide the
reader
Assess, evaluate and
make changes to
clarify meaning
Proofread
Perform own
compositions
Noting and developing
initial ideas
Drawing on reading
and research where
necessary
increasing range of
sentence structures
Drafting
Writing





Writing down ideas
and/or key words,
including new
vocabulary
Encapsulating what
they want to say
sentence by sentence
Organising
paragraphs around a
theme
In narratives,
creating settings,
characters and plot
In non-narrative
material, using simple
organisational devices
(heading and subheadings)



on ability to use an
increasing range of
sentence structures
Organising paragraphs
around a theme
In narratives,
creating settings,
characters and plot
In non-narrative
material, using simple
organisational devices
(heading and subheadings)







Editing
Writing


Assessing their own
and others’ writing
with the teacher and
other pupils
Beginning to assessing
the effectiveness of
their own and others’
writing and beginning
to suggest


Confidently assessing
the effectiveness of
their own and others’
writing and beginning
to suggest
improvements
Proposing changes to
grammar and
vocabulary to improve


Using organisational
devices to organise
non-narrative texts
Select appropriate
grammar and
topical/genre related
vocabulary.
Begin to understand
how these choices can
change the meaning
In narratives,
describing settings
and characters and
integrating dialogue
to advance the action
Précising longer texts
Beginning to use a
range of devices to
build cohesion within
and across paragraphs
Using simple
organisational and
presentational
devices to structure
text and guide the
reader
Confidently assessing
the effectiveness of
their own and others’
writing and beginning
to suggest
improvements
Proposing changes to
grammar, vocabulary
and punctuation to








Using organisational
devices to organise
non-narrative texts
Select appropriate
grammar and
vocabulary showing an
understanding of how
choices can change
and enhance meaning
In narratives,
describing settings,
characters and
atmosphere and
integrating dialogue
to advance the action
Précising longer texts
Confidently use a
range of devices to
build cohesion within
and across paragraphs
Using further
organisational and
presentational
devices to structure
text and guide the
reader
Confidently assessing
the effectiveness of
their own and others’
writing and beginning
to suggest
improvements
Proposing changes to
grammar, vocabulary
and punctuation to




improvements
Proposing changes to
grammar and
vocabulary to improve
consistency including
the accurate use of
pronouns
Re-reading to check
their writing makes
sense
Proof reading for
spelling and
punctuation errors
Correcting
punctuation and
spelling errors




consistency including
the accurate use of
pronouns
Proof reading to
ensure consistent use
of tense
Re-reading to check
their writing makes
sense
Proof reading for
spelling and
punctuation errors
Correcting
punctuation and
spelling errors




Performing
Writing
Vocabulary
Read their own writing
aloud, to an adult, group
or whole class, beginning
to use appropriate
intonation and beginning
to controls the tone and
volume to ensure meaning
is clear.
 Expanded noun
phrases to describe
and specify
 Extending the range
of sentences with
more than one clause
by using simple
Read their own writing
aloud, a group or whole
class, using the
appropriate intonation
and beginning to controls
the tone and volume to
ensure meaning is clear.

Extending the range
of sentences with
more than one clause
by using a wider range
of conjunctions,
including when, if,
because and although
enhance effects
Ensuring the
consistent and
correct use of tense
is consistent
throughout a piece of
writing
Ensuring correct
subject and verb
agreement when using
singular and plural,
distinguishing
between the language
of speech and writing
and choosing the
appropriate register
Proof reading for
spelling and
punctuation errors
Correcting
punctuation and
spelling errors
Perform their own
compositions, using
appropriate intonation,
volume and movement so
that meaning is clear



Use a thesaurus
Using expanded noun
phrases to convey
complicated
information concisely
Beginning to use
modal verbs or
enhance effects and
clarify meaning
 Ensuring the
consistent and
correct use of tense
is consistent
throughout a piece of
writing
 Ensuring correct
subject and verb
agreement when using
singular and plural,
distinguishing
between the language
of speech and writing
and choosing the
appropriate register
 Proof reading for
spelling and
punctuation errors
 Correcting
punctuation and
spelling errors
Perform their own
compositions, using
appropriate intonation,
volume and movement so
that meaning is clear



Use a thesaurus
Using expanded noun
phrases to convey
complicated
information concisely
Confidently using
modal verbs or


conjunctions
Choosing nouns
appropriately for
clarity or cohesion
Using conjunctions
and adverbs to
express time and
cause


Choosing nouns and
pronouns
appropriately for
clarity or cohesion
and to avoid
repetition
Using conjunctions
and adverbs to
express time and
cause (and place)
adverbs to indicate
degrees of possibility
adverbs to indicate
degrees of possibility