• Headings and sub-headings in non-narrative.
• Opening, build-up, problem, resolution and ending when writing narrative.
• Paragraphs to organise information around a theme – supported by planning.
• Writing demonstrates an awareness of purpose and audience.
• Pictures, diagrams and jottings to plan what they wish to write.
• Discussion and recording ideas gained from wider reading and modelling.
• Greater detail and clear structure in the opening, build-up, problem, resolution and ending in writing narrative.
• Improvements to writing through assessing with peers and through self-assessment.
• Sentences using a wider range of structures linked to grammar.
• Paragraphs to organise information around a theme – showing independence.

• A wider range of conjunctions – when, if, because, although
• Determiners (articles) ‘a’, ‘an’ and ‘the’ appropriately.
• A range of sentence openings.
• Make consistent use of the present and past tense.
• Use simple and compound sentences.
• Conjunctions, adverbs and prepositions to express both time and cause
• First and third person consistently throughout a piece of writing.
• Perfect form of verbs instead of the simple past.
• Adventurous word choices to add detail.
• Adventurous and carefully selected word choices to add detail and engage the reader.
• Technical language, where appropriate, to make writing convincing and useful.

• Inverted commas to punctuate some direct speech.
• Commas for items within a list
• Full stops
• Capital letters (consistently for proper nouns)
• Question marks
• Exclamation marks
• Apostrophe for possession, including plural nouns.
• Inverted commas to punctuate direct speech.
• Commas for clauses and phrases.

• A dictionary to check the spelling of a word using the first 2 or 3 letters.

• wh and w words
• Common contractions
• Short vowel – double consonant
• ay using alternatives
• suffixes ing, er, en, ed (U1)
• u spelt ou
• I sound elsewhere in words (U2)
• Prefixes un, dis, mis, re, pre
• Word family spellings.

Spell the following accurately:

• Prefixes and suffixes added to root words (super, anti, auto)
• Adding the suffix –ly (U3)
• End sound ‘sure’ (U4)
• End sound ‘ture’ (U5)
• End sound ‘sion’ (1) (U6)

• End sound ‘sion’ (2) (U7)
• End sound ‘tion’ (U8)
• End sound ‘ssion’ (U9)
• Grapheme ‘ch’ pronounced ‘k’ (U10)
• Grapheme ‘ch’ pronounced ‘sh’ (U11)
• Additional homophones (he’ll, heel, heal)
• Commonly misspelt words from the Y3 and 4 word list.

• Good quality consistent handwriting.
• Diagonal and horizontal strokes that are needed to join letters.
• A joined style of handwriting.
• A consistent joined style of handwriting.

• Purpose and audience that is established and sustained throughout the text.
• Proof reading to check for inaccuracies in spelling, grammar and punctuation.
• Headings and sub-headings in non-narrative writing are selected independently to guide the reader.
• Independent planning.
• Confident improvements and changes following discussion and reflection.

• Simple, compound and complex sentences accurately and confidently to add to the flow of the writing.
• Effective and varied sentence openings.
• Conjunctions, adverbs and prepositions to sequence and to express place and cause confidently.
• Vocabulary deliberately chosen to create effects, including accurate use of technical or specific words.
• Adverbials and other added detail to build a picture for the reader.

• Inverted commas consistently used to punctuate direct speech.
• Commas to mark phrases and clauses.
• Commas to mark phrases and clauses consistently accurate throughout text.

• Spelling rules and patterns from Year 3 and 4 accurately used, including exceptions to rules.
• Spelling rules and patterns from Year 3 and 4 accurately, including exceptions to rules.

• Diagonal and horizontal strokes to join letters appropriately.
• Diagonal and horizontal strokes consistently used to join letters appropriately.