address   Mrs S Whalley and Mr I Moore  phone  01392 824340  mail  admin@exminsterschool.co.uk

English Writing

Working towards the expected standard 

 The pupil can:

  • write for a range of purposes
  • use paragraphs to organise ideas
  • in narratives, describe settings and characters
  • in non-narrative writing, use simple devices to structure the writing and support the reader (e.g. headings, sub-headings, bullet points)
  • use capital letters, full stops, question marks, commas for lists and apostrophes for contraction mostly correctly
  • spell correctly most words from the year 3 / year 4 spelling list, and some words from the year 5 / year 6 spelling list
  • write legibly. 

Working at the expected standard 

 The pupil can:

  • write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)
  • in narratives, describe settings, characters and atmosphere
  • integrate dialogue in narratives to convey character and advance the action
  • select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility)
  • use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs
  • use verb tenses consistently and correctly throughout their writing
  • use the range of punctuation taught at key stage 2 mostly correctly (e.g. inverted commas and other punctuation to indicate direct speech)
  • spell correctly most words from the year 5 / year 6 spelling list, and use a dictionary to check the spelling of uncommon or more ambitious vocabulary
  • maintain legibility in joined handwriting when writing at speed.

Working at greater depth 

 The pupil can:

  • write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure)
  • distinguish between the language of speech and writing and choose the appropriate register
  • exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this
  • use the range of punctuation taught at key stage 2 correctly (e.g. semi-colons, dashes, colons, hyphens) and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity.

There are no additional statements for spelling or handwriting