Level 1
I can write simple words (like he, she, is, but, and, can, for, away, get).
I can tell an adult a sentence I have made.
I can write in simple sentences.
I can write so that I can read it.
I sometimes use a full stop.
I sometimes use a capital letter to start a sentence.
I can write from left to right.
I can write so that someone else can read it.
I can write on my own using story language.
I can spell some cvc words (like cat, dog).
I can use word shapes to help me spell keywords.
I can use the right letter shapes.
Level 2c
I can link ideas by using words like ‘and’ and ‘but’.
I can begin to use sentences with a capital letter and a full stop.
I can write a story with a simple beginning, middle and end.
I write so my friends can read my writing.
I spell simple key words (like: back, came, down, from, have, one, school).
I sound out to help me spell new words.
I can form all my lower case letters correctly.
Level 2b
I can start some sentences in different ways.
I can use simple and compound sentences.
I can use words like ‘but’ and ‘so’ to join sentences.
I can use capital letters and full stops mostly in the right place.
I sometimes use a ? question mark.
I can write a story in which several things happen.
I can label diagrams.
I can use adjectives, and some interesting words (like nocturnal, amazing).
I can spell key words, and have a go at spelling more difficult ones.
I can use letter patterns to help me spell words (Patterns like: ai, oo, ck, all)
I can write letters clearly so that I don’t mix up capitals and lower case letters.
Level 2a
I can use and + but to make compound sentences.
I can use other words to connect my ideas (such as: when, so, because).
I can use capital letters and full stops mostly correctly.
I use ?
I can sometimes use commas , in lists.
I can use story language that is interesting to read (One hot summer day, a
strange thing happened.)
I can use adjectives to make my writing interesting (an enormous red lorry, a
black, stormy night).
I can write a story for other people (for example for younger children).
I can use –ed for past tense.
I can spell Year 1/2 keywords.
I can write neatly with some joins.
Level 3c
I can start sentences in different ways. (For example: Although he was tired,
he carried on running. Before he could move, the dog ran off.)
I use capitals ! , ? and full stops mostly accurately.
I can write stories, reports and instructions, sometimes with paragraphs.
I can make sure that the bits of my writing follow in a sensible order.
I can use words which are suitable for my story. (e.g. a dark, gloomy cave, a
golden beach of sand, “Yo,ho,ho!” said the pirate chief.)
I can write using detail about what happened (Suddenly there was a loud crash).
I can spell many words with more than one syllable.
My writing is mostly joined and neat.
Level 3b
My writing makes grammatical sense and I choose words carefully.
I can use question marks and exclamation marks.
I use capitals for all proper nouns (e.g. Monday, Africa, Tom)
I use past tense and speech correctly in my stories.
I can begin to describe people, places and things with interesting verbs and
adjectives (e.g. bellowed, terrifying, multi-coloured).
I can use my imagination to describe people’s feelings and thoughts.
I can begin to use alliteration (William wears white wellies).
I can spell Y4 words accurately.
My writing is neatly joined.
Level 3a
I can begin to use more interesting ways of joining sentences (e.g. She began to
throw sweets into the box, starting with the red ones).
I am starting to use different sentence types.
I can mostly use speech marks and commas accurately.
I can use the correct way of setting out my writing (e.g. using paragraphs).
I can write in a number of ways – stories, lists, poems, reports, letters.
I can use adverbs.
I can use detailed description of character appearance, feelings and motives.
I can edit and improve my work.
I can use humour or suspense in my story.
I spell most common words correctly.
My writing is always neatly joined.
Level 4c
I use adverbs and adverbial sentence starters.
I can use complex sentences (e.g. When he left the house, he was in such a
hurry that he forgot to shut the front door.)
I am starting to use speech marks, dashes and brackets accurately.
I am developing my use of paragraphs.
I can ambitious and adventurous words.
I can begin to write in a way that is ‘suitable’ for my purpose (e.g. use
persuasion in a letter you write asking for materials for your school).
I can spell some homophones correctly (e.g. there, their, they’re).
My ascenders and descenders and in proportion.
Level 4b
I can use complex sentences.
I can use basic punctuation and some dashes, brackets, colons and semi-colons.
I use speech marks mostly correctly.
I can use paragraphs well.
I establish my viewpoint as a writer (e.g. Of course, it is well known that… In
my opinion, I believe.)
I can write in a lively and interesting way in different genres.
I can spell all the high frequency Y4 and 5 words.
My handwriting is consistently neat and well joined.
Level 4a
I can use a range of simple, compound and complex sentences.
I can use apostrophes for omission.
I can use apostrophes for possession.
I can use commas and speech marks confidently.
I can use a mixture of description, dialogue and action to tell a story.
I can write endings in fiction and final paragraphs in non-fiction.
I am starting to use similes and alliteration.
I use well-chosen phrases to make my writing more effective.
I can spell long words by breaking them down e.g. multi-coloured.
My handwriting is consistently neat and well joined in all writing that I do.
Level 5
I can use a range of simple, compound and complex sentences for effect.
I can use active and passive voice.
I can use different tenses for effect.
I can use a variety of punctuation confidently, incl. brackets, dashes, colons,
semi-colons and ellipsis.
I can use commas within the sentence in a number of ways. (e.g. within lists, to
join ideas together, to create emphasis).
I can use direct and reported speech.
I can choose how to balance action, description and dialogue.
I can organise a lengthy piece of writing, which contains simple and complex
sentences into paragraphs.
I can use similes, personification and metaphors.
I can use dialect and idioms.
I can begin to write in a number of forms or ‘genres’ including a formal style.
I can spell words with complex patterns.
Level 6
I can use simple and complex sentences in my writing to show my purpose and
achieve an effect on my reader.
I can start my sentences with –ly and –ing words to emphasise my ideas.
My sentences use the full range of punctuation and are consistently accurate.
There is variety in my sentence structure with only occasional errors in
ambitious structures, e.g. only occasional comma splices, some use of semicolons, not always accurate.
My construction of paragraphs clearly supports the meaning and purpose of my
writing, e.g. paragraph topic signalled and then developed, withholding of
information for effect, thematic links between paragraphs.
Within my paragraphs, I can use cohesive devices which contribute to the
emphasis and effect of my writing, e.g. adverbials as sentence starters.
My writing is clearly controlled and sequenced, taking account of the reader’s
likely reaction, e.g. differing length paragraphs, use of flashback in narrative,
anticipating reader’s questions.
My writing has a convincing, individual voice or point of view which is
established and mostly sustained throughout.
I can use a level of formality for purpose and audience and I use a range of
stylistic devices to achieve an effect.
I write with imaginative treatment of appropriate materials, show familiarity
with conventions of a variety of forms, and can adapt them when I need to suit
my purpose and audience.
I use a range of features to clearly signal the overall direction of the text for
the reader.
I use generally correct spelling throughout, including some ambitious, uncommon
or complex words.