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Girnhill Infant School
‘Where everyone is valued and futures matter’
Writing Progression Grid
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
EYFS Knowledge Skills - Ideas Vocabulary Skills - Practical Skills - Evaluation
Be competent with
the fine motor skills
needed to write.
Understand which
graphemes
represent which
phonemes.
Understand what a
full stop and capital
letter are.
Specific teaching
sequence for geography
using Rosenshine’s
principles in action:
- Daily Review: Each
lesson to begin with a
recap of subject specific
vocabulary and
definitions
- Introduction of new
learning and asking
questions: introduction
of skill
- Provide
models/scaffolds:
support children with
learning and applying new
skill alongside evaluating
using modelled
vocabulary
- Independent practise:
children further develop
the new skill
-Weekly review: draw
back upon this learning
when exploring other
skills and to revisit
subject specific
vocabulary
Sentence
Finger Space
Capital Letter
Full Stop
Word
Letter
Transcription
Composition
Grammar and
Punctuation
Spelling
• Spell some words correctly and others are
phonetically plausible.
Handwriting
• Use some clearly identifiable letters.
• Use phonic knowledge to write words which
match their spoken sounds.
• Write irregular common words.
• Write simple sentences which can be read by
themselves and others.
• Make an attempt at using some determiners
both in speech and written work.
• Use finger spaces between words.
• Begin to use conjunctions such as ‘and’ and ‘but’
to join ideas.
• Use capital letters and full stops.
• Children can write
simple sentences.
• Children can read
their own
words/phrases.
• Children can use a
capital letter and a
full stop.
• Children can use their
phonic knowledge with
some accuracy.
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Year 1 Knowledge Skills - Ideas Vocabulary Skills - Practical Skills - Evaluation
Children can use
their phonic
knowledge to write
words.
Children have
awareness of how to
use a capital letter
and a full stop.
Children can use the
conjunction ‘and’ to
join ideas.
Specific teaching
sequence for geography
using Rosenshine’s
principles in action:
- Daily Review: Each
lesson to begin with a
recap of subject specific
vocabulary and
definitions
- Introduction of new
learning and asking
questions: introduction
of skill
- Provide
models/scaffolds:
support children with
learning and applying new
skill alongside evaluating
using modelled
vocabulary
- Independent practise:
children further develop
the new skill
-Weekly review: draw
back upon this learning
when exploring other
skills and to revisit
subject specific
vocabulary
As EYFS plus;
Punctuation
Conjunction
Singular
Plural
Question
Statement
Adjective
Suffix
Noun
Verb
Transcription Spelling
• Spell words containing each of the 40+ sounds
already taught.
• Spell some common exception words.
• Spell the days of the week.
• Name the letters of the alphabet in order.
• Use letter name to distinguish between alternative
spellings of the same sound.
• Use the spelling rule for adding –s or –es at the plural
marker for nouns and the third person singular
marker for verbs –eg he walks.
• Use the prefix –un
• Use –ing –ed –er and –est where no change is needed
in spelling of root words. Eg helping, helped, helper,
quicker, quickest.
• Apply simple spelling rules and guidance as listed in
English Appendix 1.
• Write from memory simple sentences dictated by
the teacher that include words using the GPCs and
common exception words taught so far.
Handwriting:
• Sit correctly at a table holding a pencil comfortably
and correctly.
• Begin to form lower case letters in the correct
direction, starting and finishing in the right place.
• Form capital letters.
• Form digits 0-9.
• Understand which letters belong to which
handwriting families and practise these.
• Children write
sentences using capital
letters and full stops
consistently in most of
their writing.
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Composition • Write sentences by saying out loud what they are
going to write about.
• Write sentences by composing a sentence orally
before writing it.
• Write a sequence of sentences to form a short
narrative.
• Write sentences by re-reading what they have
written to check it makes sense.
• Discuss what they have written with the teacher or
other pupils.
• Read aloud their writing clearly enough to be heard
by their peers and the teacher.
• Leave a space between words.
• Joining words and joining clauses using the conjunctions
‘and’ and ‘because’.
• Punctuate sentences using a capital letter and a full stop,
question mark or exclamation mark.
• Use a capital letter for names of people, places, the days
of the week and the personal pronoun ‘I’.
Grammar and
Punctuation
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Year 2 Knowledge Skills - Ideas Vocabulary Skills - Practical Skills - Evaluation
Children can use a
capital letter and a
full stop in most of
their writing.
Children can use their
phonic knowledge,
including alternatives,
to write words.
Children can use the
conjunctions ‘and’ and
‘because’ in their
writing.
Specific teaching
sequence for geography
using Rosenshine’s
principles in action:
- Daily Review: Each
lesson to begin with a
recap of subject specific
vocabulary and
definitions
- Introduction of new
learning and asking
questions: introduction of
skill
- Provide
models/scaffolds:
support children with
learning and applying new
skill alongside evaluating
using modelled vocabulary
- Independent practise:
children further develop
the new skill
-Weekly review: draw
back upon this learning
when exploring other
skills and to revisit
subject specific
vocabulary
As year one plus;
Exclamation
Command
Verb
Noun
Adverb
Tense – past / present
Apostrophe
Comma
Homophone
Contraction
Transcription Spelling
• Segment spoken words into phonemes and represent
these by graphemes, spelling many correctly and
making phonetically plausible attempts at others.
• Spell many common exception words.
• Learn to spell words with contracted forms e.g. can’t,
she’s, couldn’t.
• Learn the possessive apostrophe e.g. the boy’s dog.
• Add suffixes to spell longer words including –less, -
ness, -ment, -ly, -ful.
• Apply simple spelling rules and guidance listed in
English Appendix 1.
• Write from memory simple sentences dictated by
the teacher that include words using the GPCs,
common exception words and punctuation taught so
far.
• Use expanded noun phrases for description and
specification.
• Know how to use: statements, questions, exclamations
and commands.
Handwriting
• To form lowercase letters of the correct size relative
to one another.
• To start using some of the diagonal and horizontal
strokes needed to join letters, and decide which are
better left un-joined.
• Write capital letters and digits of the correct size,
orientation and relationship to one another and to
lower case letters.
• Use spacing between words that reflects the size of
the letters.
• Children can write for a
range of different
purposes using taught
punctuation and
grammar confidently and
effectively.
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Composition • Develop stamina for writing by writing narratives about
personal experiences and those of others.
• Write poetry, real events and for different purposes.
• Plan or say out loud what they are going to write about.
• Write down key words and vocabulary.
• Make simple corrections and revisions to their own writing.
• Read aloud what they have written.
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Appendix 1
Understanding the concept of a sentence
• Verbalise a sentence
• Rehearse and repeat a sentence (hold a sentence)
• Build a sentence (cut up sentence)
• Write a sentence
Early Years
Composition Transcription Spelling, Grammar and Punctuation
Skill • Recognise and say set 1 and set 2
phonemes
• Recognise corresponding
grapheme to phoneme for set 1
and set 2 sounds
• Orally blend set 1 and set 2
sounds to say words
• Blending to read CVC words using
set 1 and set 2 sounds
• Building CVC words using set 1
and set 2 sounds, using Fred
Fingers to represent each sound
in the word.
• Write CVC words using set 1 and
set 2 sounds using Fred Fingers
to represent each sound in the
word.
• Repeat a simple sentence
dictated by an adult
• Rehearse a simple sentence
independently
• Hold a simple sentence, counting
how many words are included in
the sentence.
• Build a sentence using word cards
and check it makes sense.
• Write a simple sentence including
a noun and check it makes sense.
E.g. The cat is big.
• Correct writing posture at table
(bottom to back of chair, feet
flat on floor, encouraging tripod
grip.
• Use RWI handwriting rhymes to
support correct letter formation.
• Use correct formation for capital
letters.
• Introduce capital letter at the
start of a sentence.
• Introduce finger spaces in
between words
• Introduce full stop at the end of
a sentence.
• Proofreading sentences to check
for errors and make corrections.
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
• Build up stamina for writing by
increasing the number of words in
sentences and writing more than
one sentence.
Vocabulary Sound
Letter
Word
Sentence
Noun
Formation Capital Letter
Full Stop
Finger Space
National Exemplification
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
School Exemplification
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Year 1
Composition Transcription Spelling, Grammar and Punctuation
Skill • Recognise and say set 1, 2 and 3
phonemes
• Recognise corresponding
graphemes for set 1,2 and 3
phonemes.
• Orally blend set 1,2 and 3 sounds
to say words, encouraging Fred in
your head.
• Blending to read words using set
1,2 and 3 sounds.
• Write words using set 1, 2 and 3
sounds, using the speed sound
chart to make accurate spelling
choices.
• Repeat a more complex sentence
dictated by an adult
• Rehearse a more complex
sentence independently
• Hold a more complex sentence,
counting how many words are
included in the sentence.
• Write a more complex sentence
and check it makes sense.
• Joining words and clauses using
‘and’.
• Sequence sentences to form
short narratives..
• Correct writing posture at table
(bottom to back of chair, feet
flat on floor, encouraging tripod
grip.
• Use RWI handwriting rhymes to
support correct letter formation.
• Use correct formation for capital
letters.
• Form digits 0 – 9 correctly.
• Using capital letters for people,
days of the week, places and
personal pronoun I
• Name the letters of the alphabet
in order
• Spell common exception words
accurately
• Spell days of the week accurately
• Using letter names to distinguish
between alternative spellings of
the same sound.
• Add prefix (-un)
• Add suffix (-s/-es) using rule as
the plural marker for nouns and
the third person singular marker
for verbs
• Add suffixes (-ing, -ed, -er and –
est) where no change is needed to
the spelling of the root word e.g.
regular verb
• Use a wider range of punctuation
within sentences e.g. question
mark and exclamation mark
• Proofreading sentences to check
for errors and make corrections.
Vocabulary Phoneme
Grapheme
Blend
Letter
Word
Sentence
Conjunction
Narrative
Formation
Capital Letters
Lowercase Letters
Digits
Capital Letters
Pronoun
Alphabet
Common Exception Words
Prefix
Suffix
Plural
Verb
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Sequence
Noun
Adjective
Verb
Punctuation
School Exemplification
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Year 2
Composition Transcription Spelling, Grammar and Punctuation
Skill • Write words using set 1, 2 and 3
sounds, using the speed sound
chart to make accurate spelling
choices.
• Repeat a more complex sentence
dictated by an adult
• Rehearse a more complex
sentence independently
• Hold a more complex sentence,
counting how many words are
included in the sentence.
• Write a more complex sentence
and check it makes sense.
• Using conjunctions for
subordination ‘when’ ‘if’ ‘that’
‘because’
• Using conjunctions for co-
ordination ‘and’ ‘or’ ‘but’
• Using extended noun phrases to
add description within sentences.
• Proofreading sentences to check
for errors and make corrections.
• Correct writing posture at table
(bottom to back of chair, feet
flat on floor, encouraging tripod
grip.
• Use RWI handwriting rhymes to
support correct letter formation.
• Use correct formation for capital
letters.
• Form digits 0 – 9 correctly.
• Use diagonal and horizontal
strokes for joining letters and
understand which letters when
adjacent to one another are best
left unjoined.
• Form lower case letters in the
correct size, relative to one
another.
• Correct formation of ascending
and descending letters in relation
to the line.
• Write compound words
• Write homophones
• Spell common exception words
• Spell words using contractions
• Use possessive apostrophe
• Add suffixes (-ment, -ness, -ful, -
less, -ly) using spelling rules
• Using grammatical patterns in a
sentence to write and understand
statements, questions,
exclamations or commands.
• Correct choice and consistent use
of present and past tense
throughout writing.
• Use of progressive form of verbs
in past and present tense.
• Proofreading sentences to check
for errors and make corrections.
Vocabulary Word
Sentence
Subordinating Conjunctions
Coordinating Conjunctions
Extended Noun Phrase
Adjective
Noun
Verb
Adverb
Formation
Diagonal
Horizontal
Join
Digits
Lowercase Letters
Capital Letters
Ascending
Descending
Compound Words
Homophones
Common Exception Words
Contractions
Apostrophe
Possessive Apostrophe
Statement
Question
Exclamation
Command
Present Tense
Past Tense
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
National Exemplification
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
School Exemplification
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Year 3
Composition Transcription Spelling, Grammar and Punctuation
Skill • Discuss writing similar to that
which they are planning to write
in order to understand structure,
vocab and grammar.
• Compose and rehearse sentences
orally.
• Progressively building a varying
and rich vocabulary.
• In narrative material create
setting characters and plots.
• In non-narrative material use
simple organisational devices.
• Express time place and cause
using conjunctions when before
after while so ‘because’
• Use adverbs then next soon
therefore
• Use prepositions before during
after in because of
• Introduce paragraphs as a way to
group related material.
• Organise a paragraph around a
theme.
• Use headings and subheadings to
aid presentation
• Use of the present perfect form
of verbs instead of the simple
past e.g. he has gone out to play
contrasted with he went out to
play.
• Assess the effectiveness of their
own and others writing,
suggesting improvements.
• Read own writing aloud controlling
tone and volume so that the
meaning is clear.
• Use diagonal and horizontal
strokes for joining letters and
understand which letters when
adjacent to one another are best
left unjoined.
• Increase legibility of writing
• Use further prefixes and
suffixes and understand the rules
to add them.
• Spell further homophones.
• Spell words that are often
misspelt.
• Place the possessive apostrophe
accurately in words with regular
plurals and in words with irregular
plurals.
• Use fronted adverbials.
• Use the first 2 or 3 letters of a
word to check its spelling in a
dictionary.
• Use inverted commas to
punctuate direct speech.
• Use of the forms A or An
according to whether the word
begins with a consonant or a
vowel.
• Word families based on common
words to show how words are
related in form and meaning.
• To write from memory simple
sentences dictated by the
teacher included punctuation
taught so far.
• Use a range of sentence
structures
• Proposing changes to grammar
and vocab to improve consistency
including the accurate use of
pronouns in sentences.
• Proofread for spelling and
punctuation errors.
The four progress objectives are:
1. Generating Ideas: The skills of developing ideas
2. Practical: The skills of practical
3. Evaluating: The skills of judgement and evaluation
4. Knowledge & Understanding: Acquiring and applying knowledge to inform progress
Vocabulary Adverb
Preposition
Conjunction
Word Family
Paragraph
Adjective
Verb
Noun
Adverb
Diagonal
Horizontal
Join
Formation
Prefix
Clause
Subordinate clause
Direct speech
Consonant
Consonant letter vowel
Vowel letter
Inverted commas