St Clement’s C of E Primary Writing Progression Map “Love your neighbour as you love yourself” Luke 10:27

Writing Progression of Learning

Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Terminology Introduce: Punctuation Apostrophe (contractions and singular Word family Statement Relative clause/ pronoun Ambiguity
Finger spaces Question mark possession) Conjunction question Modal verb Alliteration
Letter Exclamation mark Commas for description Adverb exclamation Parenthesis Simile – ‘as’/ ‘like’
Word Speech bubble ‘Speech marks’ Preposition Command Bracket- dash Synonyms
Sentence Bullet points Suffix Direct speech ‘Speech marks’ (inverted Determiner Metaphor
Full stops Singular/ plural Verb / adverb Inverted commas commas) Cohesion Personification
Capital letter Adjective Statement Prefix Bullet points Ambiguity Onomatopoeia
Simile – ‘like’ Verbs question Consonant/Vowel Apostrophe (contractions only) Metaphor Active and passive voice
Conjunction exclamation Clause Commas for sentence of 3 - Personification Subject and object
Alliteration Command (Bossy verbs) Subordinate clause description Onomatopoeia Hyphen
Simile – ‘as’ Tense (past, present, future) ie not in Colon for instructions Singular/ plural Rhetorical question Synonym, antonym
bold Determiner Suffix Colon/ semi-colon
Adjective / noun Synonyms Adjective / noun / Noun phrases Bullet points
Noun phrases Relative Clause Verb / adverb Ellipsis
Generalisers Relative Pronoun Bossy verbs
Subjunctive form
Imperative Tense (past, present, future)
Conjunction
Generalisers
Alliteration
Simile – ‘as’/ ‘like’
Clause
Subordinate clause
Colon for instructions
Potential High Quality Supertato The Tin Forest – Helen Ward Bob the man on the moon- Simon The Stone age Boy How to train a dragon – Cressida When the whales came Stormbreaker – Anthony
The three Little Pigs Lost and Found- Oliver Jeffers Bartram The Stone Lion – Margaret Wild and Cowell Eye of the Wolf Horrowitz
texts Jack and the beanstalk Aaaarrhh Spider! Dougal the deep sea diver- Simon Ritva Voutila Dragonology Egyptology Titanic – My story
We’re going on a Bear hunt The Jolly Postman Christmas Bartram The Pirates next door – Jonny Tell me a dragon Egyptian Cinderella Rose Blanche - Ian McEwan
The Little Green Dinosaur How to catch a star Limelight Larry - Leigh Hodgkinson Duddle Truth: Dragons, Myths and Shackleton’s Journey The Lion and the Unicorn
Dear Zoo – Rod Campbell The monster machine The Storm Whale- Benji Davis There’s a Lion in my Cornflakes legends Ice Trap The Boy in the Stripped PJs
Peace at Last 10 Things in a Wizard’s pocket The Disgusting Sandwich Around the Wolrd in 80 Days Dare to care for a Pet Dragon The Highwayman (poetry) My Secret War Diary by Flossie
Whatever Next – Jill Murphy (poetry) How to wash a Wooly Mammoth The Whale’s Sog Paperbag Prince Mysterious Traveller Albright- Marcia Williams
Please Mr Panda A day with the animal doctors The Lion Inside Escape from Pompeii Dolphin Boy The Boy at the Back of the Class Unforgotten Coat
Rosie’s Walk The 3 Billy Goats Gruff Wanted: the Perfect pet The Day the Crayons Quit Someone Swallowed Stanley Secrets of a Sun King
Who Let the Gods Out
The Tiger Who Came to tea Superworm The Great Paper Caper- Oliver Jeffers Until I met Dudley Kaspar The Great Kapok Tree
How to Catch Santa Mixed up Fairy Tale- Nick Sharratt The Most Wonderful thing in the Don’t (poetry) Private Peaceful Murder at Twilight
Naughty Bus-Jan Oke The Rainbow Children (poetry) world The Lost happy Endings Beowulf
Cloud Tea Monkeys
Stuck The Wizard, The Ugly and The Book The Tear Thief Kensuke’s Kingdom
of Shame Beatrice’s Dream Flood
The Girl and the Fox (film) The Dot
Ice Bear
Edward Tulanie
The Piano (film)
The Lighthouse (film)

Possible Genres and Write a few sentences in a Write a narrative Write a narrative Narrative Narrative Narrative (with formality/informality Balanced argument
postcard Write a piece of poetry Write a piece of poetry distinguished)
Opportunities Letter Suspense Formal/informal forms of same
Label items Instructions Instructions
Narrative with flashback genre
Write a diary (news) Recount Letter Report Persuasion (letter, article, speech)
Postcard Diary Play script Perspectives through a variety of
(Wherever possible, we An encounter with… Promotional Leaflet
Diary Entry Riddles narrative
Diary Entry
write for purpose and real Interview Explanation text
Flashbacks/forwards in narrative
Argument
life audience) Explanation text Review
Letter
Opinion eg. persuasive article
Informative Leaflet Evaluative Report
Persuasive article
Explanation text Science Report
Letter
Poetry
Review Narrative poem
Non-Chronological report
 St Clement’s C of E Primary Writing Progression Map “Love your neighbour as you love yourself” Luke 10:27

Text Structure Introduce: Consolidate Reception list Fiction Fiction Fiction Fiction Fiction
Planning Tool –Story map Sequence sentences to form short Secure use of planning tools: Story map Secure use of planning tools: Secure use of planning tools Secure independent use of planning Secure independent planning
narratives / story mountain / story grids/ ’Boxing- Plan opening around character(s), Plan opening using: tools across story types using 5 part
Whole class retelling of story up’ grid setting, time of day and type of Description /action Plan opening using: story structure.
Fiction Plan opening around character(s), weather Paragraphs: to organise each part Description /action/dialogue Include suspense, cliff hangers,
Understanding of beginning/ Planning Tools: Story map / story setting, time of day and type of weather Paragraphs to organise ideas into of story / Paragraphs: flashbacks/forwards,
middle / end mountain Understanding 5 parts to a story with each story part to indicate a change in place or Devices to build cohesion within a time slips
Plan opening around character(s), more complex vocabulary Extended vocabulary to introduce 5 jump in time paragraph Start story at any point of the 5
Retell simple 5-part story setting, time of day and type of Opening/Build-up/Problem / story parts: Build in suspense writing to Linking ideas across paragraphs part structure
weather Dilemma/Resolution/ Introduction –should include introduce the dilemma using adverbials of time, place and Maintain plot consistently working
Non-fiction: Understanding - beginning /middle Ending detailed description of setting or Developed 5 parts to story number or tense choices from plan
Factual writing closely linked /end to a story (Ending should be a section rather than characters Opening/Build-up/Problem / Use 5 part story structure
to a story Understanding - 5 parts to a story: one final sentence) Build-up –build in some suspense Dilemma/Resolution/ Writing could start at any of the 5 Paragraphs -Secure use of linking
Simple factual sentences Opening/Build-up/Problem / towards the problem or dilemma Ending points. ideas within and across paragraphs
based around a theme Dilemma/Resolution/ Non-Fiction Problem / Dilemma –include detail Clear distinction between This may include flashbacks
Ending Introduce: of actions / dialogue resolution and ending. Ending Introduction –should include action Secure development of
Secure use of planning tools: Text map Resolution - should link with the should include reflection on events / description -character or setting / characterisation
Non-fiction: / washing line / ‘Boxing –up’ grid problem or the characters. dialogue Linking ideas across paragraphs
Planning tools: Introduction: Heading/Hook to engage Ending – clear ending should link Non-Fiction Build-up –develop suspense using a wider range of cohesive
text map / washing line reader/ back to the start, show how the Paragraphs to organise ideas techniques devices:
Heading Factual statement / definition / Opening character is feeling, how the around a theme Problem / Dilemma –may be more semantic cohesion (e.g. repetition
Introduction question character or situation has changed Logical organisation than one problem to be resolved of a word or phrase),
Middle section(s) Middle section(s) from the beginning. Group related paragraphs Resolution –clear links with dilemma grammatical connections (e.g. the
Bullet points for instructions Group related ideas / facts into sections Develop use of a topic sentence Ending –character could reflect on use of adverbials such as on the
Labelled diagrams Sub headings Non-Fiction Link information within paragraphs events, any changes or lessons, look other hand, in contrast, or as a
Ending Use of lists /Bullet points for facts Paragraphs to organise ideas around with a range of connectives. forward to the future ask a question. consequence), and elision
Concluding sentence /Diagrams Ending a theme Use of bullet points, diagrams
Make final comment to reader Introduction Introduction /Middle section(s) / Non-Fiction
Extra tips! / Did-you-know? Facts / True Develop hook to introduce and Ending could Include personal Introduce: Non-fiction
or false? tempt reader in opinion, response, extra Independent planning across all Secure planning across non-fiction
The consistent use of present tense Middle Section(s) information, reminders, question, genres and application genres and application
versus past tense throughout texts Group related ideas /facts into warning, encouragement to the Secure use of range of layouts Use a variety of text layouts
Use of the continuous form of verbs in paragraphs reader suitable to text. appropriate to purpose
the present and past tense to mark Sub headings to introduce sections / Appropriate choice of pronoun or Secure use of paragraphs:
actions in progress paragraphs noun across sentences to aid Use a variety of ways to open texts Use range of techniques to involve
Topic sentences to introduce cohesion and draw reader in and make the the reader –comments, questions,
paragraphs purpose clear observations, rhetorical questions
Link ideas within and across Express balanced coverage of a
Develop Ending Personal response paragraphs using a full range of topic
Extra information / reminders connectives and signposts Use
Use of the perfect form of verbs to rhetorical questions to draw reader Use different techniques to
mark relationships of time and in conclude texts
cause Express own opinions clearly
Consistently maintain viewpoint Use appropriate formal and
Use of present perfect instead of
Summary clear at the end to appeal informal styles of writing
simple past.
directly to the reader Choose or create publishing format
to enhance text type and engage
the reader

Layout devices, such as headings,

sub-headings, columns, bullets, or
tables, to structure text
 St Clement’s C of E Primary Writing Progression Map “Love your neighbour as you love yourself” Luke 10:27

Sentence Construction Introduce: Pupils should be taught to write make simple additions, revisions and Vary long and short sentences: Standard English for verb Develop complex sentences: Secure use of simple / embellished
Simple sentences sentences by: corrections to their own writing by: Embellished simple sentences: inflections instead of local spoken (Subordination) simple sentences
saying out loud what they are evaluating, re-reading ,including verbs Adverbial phrases forms Main and subordinate clauses with
Simple Connectives: going to write about in the continuous form Compound sentences full range of conjunctions: Secure use of compound
composing a sentence orally ,proof-reading to check for errors (Coordination) Long and short sentences: Relative clauses beginning with sentences
Say a sentence, write and before writing it Types of sentences: Develop complex sentences Long sentences to enhance who, which, that, where, when,
read it back to check it makes sequencing sentences to form Statements Expressing time, place and cause description or information whose or an omitted relative Secure use of complex sentences:
sense. short narratives Questions using conjunctions Short sentences to move events pronoun. (Subordination)
re-reading what they have written Exclamations (Subordination) with range of on quickly Main and subordinate clauses with
Compound sentences using to check that it makes sense Commands subordinating conjunctions Expanded –ed clauses as starters full range of conjunctions:
connectives (coordinating -‘ing’ clauses as starters Start with a simile
conjunctions) Separation of words with spaces -‘ly’ starters Begin to drop in a relative clause Elaboration of starters using Active and passive verbs to create
e.g. Usually, Eventually, Finally, using: who/whom/which/whose/ Secure use of simple / adverbial phrases effect and to affect presentation
ELG They write simple Introduce: Carefully, Slowly, … that embellished simple sentences of information
sentences which can be read Types of sentences: Vary openers to sentences Sentence of 3 for description Secure use of compound Drop in –‘ed’ clause
by themselves and others Statements Embellished simple sentences using: Topic sentences to introduce non- sentences (Coordination) Developed use of rhetorical
Questions Adjectives e.g. The boys peeped inside fiction paragraphs Fronted Adverbials: Sentence reshaping techniques questions for persuasion
Exclamations the dark cave. Dialogue –powerful speech verb Adverb starters to add detail
Adverbs e.g. Tom ran quickly down the Adverbial phrases used as a Moving sentence chunks (how, Expanded noun phrases to convey
Simple Connectives: hill. ‘where’, ‘when’ or ‘how’ starter when, where) around for different complicated information concisely
Also as openers: Secure use of compound sentences (fronted adverbials) effects
-‘ly’ openers (Coordination) using conjunctions Prepositional phrases to place the The difference between structures
Embellished simple sentences and/ or / but / so (coordinating action: on the mat; behind the Use of rhetorical questions typical of informal speech and
using adjectives conjunctions) tree, in the air structures appropriate for formal
Compound sentences Complex sentences (Subordination) Develop complex sentences: Stage directions in speech speech and writing Or the use of
Complex sentences: using: (Subordination) the subjunctive in some very
Use of ‘who’ (relative clause) Drop in a relative clause, who/which Main and subordinate clauses Indicating degrees of possibility formal writing and speech) as in If I
‘Run’ - Repetition for rhythm e.g. Additional subordinating conjunctions: with range of subordinating using adverbs, (perhaps, surely) were you.
Repetition for description what/while/when/where/ because/ conjunctions. modal verbs (e.g. might, should,
then/so that/ if/to/until Begin to drop in a relative clause will, must) or adverbs (perhaps,
Use long and short sentences: using: who/whom/which/whose/ surely)
Expanded noun phrases that
List of 3 for description -‘ed’ clauses as starters
Expanded -‘ing’ clauses as starters
Drop in –‘ing’ clause
Sentence of 3 for action
Repetition to persuade
Pattern of 3 for persuasion

Dialogue - verb + adverb - “Hello,”

she whispered, shyly
Word/Language Introduce: Introduce: Alliteration Present perfect form of verbs in Prepositions Metaphor Build in literary feature to create
Determiners Prepositions Similes using…like… contrast to the past tense. Conditionals (modal verbs) Personification effects e.g. alliteration,
Prepositions: Determiners Two adjectives to describe the noun Prepositions Boastful Language Onomatopoeia onomatopoeia, similes, metaphors
onto Adjectives Adverbs for description . Powerful verbs Comparative and superlative
Adjectives Alliteration Adverbs for information e.g. More specific / technical adjectives Empty words The difference between vocabulary
Adverbs Similes Similes using as….as… Generalisers for information, e.g. Most vocabulary to add detail The grammatical difference typical of informal speech and
dogs, Nouns formed from prefixes between plural and possessive –s Developed use of technical language vocabulary appropriate for formal
ELG Children use their phonic Precise, clear language to give Some cats…. e.g. auto… super…anti… Standard English forms for verb speech and writing
knowledge to write words in information Formation of nouns using suffixes such inflections instead of local spoken Converting nouns or
ways which match their as –ness, –er Word Families based on common forms adjectives into verbs using suffixes How words are related as
spoken sounds Regular plural noun suffixes –s or – Formation of adjectives using suffixes words (e.g. –ate; –ise; –ify) synonyms and antonyms e.g. big/
es such as –ful, –less e.g. teacher –teach, Nouns Phrases expanded by the large / little
(e.g. dog, dogs; wish, wishes) Use of the suffixes –er and –est to form beauty – beautiful addition of modifying adjectives, Verb prefixes (e.g. dis–, de–, mis–,
Suffixes that can be added to verbs comparisons of adjectives and adverbs nouns and preposition phrases. over– and re–)
(e.g. helping, helped, helper) Proper nouns
How the prefix un– changes the
meaning of verbs and adjectives Appropriate choice of pronoun or
(negation, e.g. unkind, or undoing, noun within a sentence to avoid
e.g. untie the boat) ambiguity and repetition
 St Clement’s C of E Primary Writing Progression Map “Love your neighbour as you love yourself” Luke 10:27

Use of determiners a or an
according to whether next word
begins with a vowel
e.g. a rock, an open box

Punctuation Introduce: Capital Letters: Demarcate sentences: Colon before a list e.g. What you Commas to mark clauses and to Rhetorical question Use of the semi-colon, colon and
Finger spaces Capital letter for names Capital letters need: mark off fronted adverbials dash to indicate a stronger
Full stops Full stops Dashes subdivision of a sentence than a
Capital letters Capital letter for the personal Question marks Ellipses to keep the reader hanging Full punctuation for direct speech: comma.
pronoun I Exclamation marks on Each new speaker on a new line Brackets/dashes/commas for Use of colon to introduce a list and
Full stops Commas to separate items in a list Comma between direct speech and parenthesis semi-colons within lists.
Question marks Secure use of inverted commas for reporting clause e.g. “It’s late,”
Exclamation marks Comma after –ly opener direct speech gasped Cinderella! Colons Punctuation of bullet points to list
Speech bubble Speech bubbles /speech marks for Semi colons in lists information.
Commas to mark off fronted
Bullet points direct speech Apostrophes to mark singular and
adverbials
Singular/plural Apostrophes to mark contracted forms plural possession Use of commas to clarify meaning Brackets, dashes and commas for
Adjective in spelling or avoid ambiguity parenthesis
Verbs Apostrophes to mark singular
Conjunction possession How hyphens can be used to avoid
Alliteration ambiguity
Simile –‘as-‘

Spelling ELG Children write some Words containing each of the 40+ segmenting spoken words into Adding suffixes beginning with Adding suffixes beginning with Endings which sound like /ʃəs/ Endings which sound like /ʃəs/
irregular common words phonemes already taught phonemes and representing these by vowel letters to words of more than vowel letters to words of more spelt –cious or –tious spelt –cious or –tious
Common exception words graphemes, spelling many correctly one syllable than one syllable
ELG Some words are spelt The days of the week learning new ways of spelling The /I/ sound spelt y elsewhere The /I/ sound spelt y elsewhere Endings which sound like /..l/ Endings which sound like /..l/
correctly and others are Name the letters of the alphabet: phonemes for which one or more than at the end of words than at the end of words Words ending in –ant, –ance/–ancy, Words ending in –ant, –ance/–
phonetically plausible (in order) spellings are already known, and learn The /Λ/ sound spelt ou The /Λ/ sound spelt ou –ent, –ence/–ency ancy, –ent, –ence/–ency
Using letter names to distinguish some words with each spelling, More prefixes More prefixes
between alternative spellings of including a few common homo-phones The suffix –ly The suffix –ly Words ending in –able and –ible Words ending in –able and –ible
the same sound learning to spell common exception Words with the /e./ sound spelt ei, Words with the /e./ sound spelt Words ending in –ably and –ibly Words ending in –ably and –ibly
Add prefixes and suffixes: words eigh, or ey ei, eigh, or ey
Using the spelling rule for add-ing – learning to spell more words with Words with the /∫/sound spelt ch Words with the /∫/sound spelt ch Adding suffixes beginning with Adding suffixes beginning with
s or –es as the plural marker for contracted forms (mostly French in origin) (mostly French in origin) vowel letters to words ending in – vowel letters to words ending in –
nouns and the third person learning the possessive apostrophe fer fer
singular marker for verbs (singular) [for example, the girl’s book]
using the prefix un– distinguishing between homophones Use of the hyphen Use of the hyphen
Using –ing, –ed, –er and –est and near-homophones
where no change is needed in the add suffixes to spell longer words, Words with the /i:/ sound spelt ei Words with the /i:/ sound spelt ei
spelling of root words [for including –ment, –ness, –ful, –less, –ly after c after c
example, helping, helped, helper, The /do/
eating, quicker, quick-est] sound spelt as ge and dge at the end of Words containing the letter-string Words containing the letter string
words, and sometimes spelt as g ough ough
elsewhere in words before e, i and y
Words with ‘silent’ letters (i.e. Words with ‘silent’ letters (i.e.
letters whose presence cannot be letters whose presence cannot be
predicted from the pronunciation of predicted from the pronunciation
the word) of the word)

Homophones and other words that Homophones and other words

are often confused that are often confused

Handwriting Form letters correctly with pre Form many letters and digits Form lower-case letters in the correct Increase the legibility, consistency Write legibly and with increasing Write legibly, fluently and with Write legibly, fluently and with
cursive script correctly, with some difference direction, starting and finishing in the and quality of handwriting (e.g. by fluency, paying attention to size increasing speed increasing speed by:
between upper and lower-case right place ensuring that downstrokes of letters and spacing
letters Form lower-case letters of the correct are parallel and equidistant) Maintain the use of joined Choosing which shape of a letter to
size relative to one another in some of Join letters with diagonal and handwriting throughout use when given choices and
Use spaces between words. their writing horizontal strokes where independent writing deciding whether or not to join
Use spacing between words. appropriate. 2 specific letters
St Clement’s C of E Primary Writing Progression Map “Love your neighbour as you love yourself” Luke 10:27

Choosing the writing implement

that is best suited for a task.