• Show correct pencil grip and sit correctly at a table
• Write a simple sentence that makes sense.
• Most writing can be read without mediation.
• Write a sequence of simple sentences that makes sense independently.
• Use ‘and’, ‘but’ to join ideas.
• Begin to add adjectives and simple noun phrases to give detail. E.g. The yellow fish.
• Read my sentences through to check that they make sense.
• Begin to make changes after reading and reflection, with support.
• Begin to choose different conjunctions – but, or, yet, so and because.
• Vocabulary is appropriate to the subject matter and sometimes ambitious.
• Uses noun phrases within writing regularly.
• Uses time conjunctions and adverbials correctly – first, next, finally, when, as soon as.

• Use the personal pronoun ‘I’.
• Use the correct terminology – word, sentence, capital letter, full stop,

• Use capital letters for names and personal pronoun ‘I’
• Use correct terminology now including – noun, adjective.
• 2A sentences
• Use capital letters for names, places, days of the week and the personal pronoun ‘I’.
• BOYS sentences

• Know that a capital letter starts a sentence
• Know that a full stop is used at the end of a sentence
• Use finger spaces between each word.
• Use capital letters at the beginning of a sentence.
• End sentences with a full stop.
• Consistent use of clear finger spaces between words.
• Use exclamation marks.
• Use question marks at the end of questions.

• Name the letters of the alphabet in order
• Spell words containing Phase 3 phonemes.
• Spell words containing Phase 4 consonant clusters.
• Spell common tricky words – Units 1-3.
• Spell words containing: zh, wh, ph and alternates for ay (a-e, eigh, ey, ei, long a) ea (e-e ie ey y long e) ie (i-e y I long i) oa (ow o-e – oe).
• Spell common tricky words from units 4 and 5.
• Spell words containing alternatives for ew (ue u-e long u oul short oo) aw (au al) ir (er ear) ou (oy) ere/eer, are/ear.
• Add ‘un’ to the beginning of a word to change its meaning.
• Add ‘ing’ to a word where no change to the root word is needed.
• Add ‘er’ to make a comparative word.
• Add ‘ed’ to a word to make it past tense, where the root word stays the same.
• Add ‘s’ or ‘es’ to words to make them plural.

• Form lower case letters correctly.
• Write numbers correctly 0-9.
• Understand that a line of writing isn’t always a sentence.
• Form capital letters correctly
• Ascenders and descenders are correctly oriented on the line.

• Consistently write independent sentences which make sense, that can be mediated by any adult.
• Uses conjunctions ‘and’ and ‘but’ accurately.
• Adjective choices are effective and ambitious.
• Independently re-reads and self-corrects own work.
• Wide range of evidence showing appropriate and correct use of all above conjunctions.
• Ambitious word choices/synonyms which reflect what is being described.
• Correct use of time adverbials in independent writing, where appropriate.

• Consistent use of the pronoun I in writing,
• Consistent use of capital letters for names and the personal pronoun ‘I’.
• Consistent use of capital letters for days of the week, names, places and personal pronoun ‘I’.

• Punctuates a single sentence using a capital letter and a full stop.
• Consistent use of finger spaces between each word.
• In a sequence of sentences, starts with a capital letter and ends each with a full stop.

• Uses exclamation marks appropriately and for effect.

• Applies consistently Units 1-3 spellings to work.
• Consistently applies Phase 3 and 4 Phonics teaching to independent work.
• Consistently applies Units 4 and 5 spellings to writing.
• Consistent application of a wide range of Unit 5 graphemes.
• Consistent application of Year 1 prefixes and suffixes to independent writing.

• All lower case letters and numbers 0-9 are formed correctly and applied to writing.
• All capital letters are formed correctly and applied to writing.
• All lower case and upper case letters are correctly formed and placed on the line. Clear distinction in size between upper and lower case letters.

In addition to the above, it is expected that a Greater Depth child will show evidence of independent writing for a variety of purposes, through a range of genre.