Year 1

Year 2

Years 3 and 4

Years 5 and 6

Writing

Transcription

• Spelling (see English Appendix 1)

Pupils should be taught to:

Spell by

• words containing each of the
• 40+ phonemes already taught
• common exception words
• the days of the week
• Pupils should be taught to :
• name the letters of the alphabet:
• naming the letters of the       alphabet in order
• using letter names to distinguish between alternative spellings of the same sound
• add prefixes and suffixes:
• using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs using the prefix un–
• using –ing, –ed, –er and –est where no change is needed in the spelling of root words      (e.g. helping, helped, helper)
• apply simple spelling rules and guidelines, 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

• Spelling (see English Appendix 1)

Pupils should be taught to:

spell by:

• segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
• learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
• learning to spell common      exception words
• learning to spell more words with contracted forms
• learning the possessive        apostrophe (singular)              [for example, the girl’s book]
• distinguishing between         homophones and                  near-homophones
• add suffixes to spell longer words, e.g. –ment, –ness, –ful,
• –less, –ly
• apply spelling rules and      guidelines, listed in Appendix 1
• write from memory simple    sentences dictated by the   teacher that include words using GPCs, common exception words and punctuation taught so far

• Spelling (see English Appendix 1)

Pupils should be taught to:

• use further prefixes and suffixes and understand how to add them (English Appendix 1)
• spell further homophones
• spell words that are often     
• misspelt (English Appendix 1)
• place the possessive         apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
• use the first two or three letters of a word to check its spelling in a dictionary
• write from memory simple    sentences, dictated by the teacher, that include words and punctuation taught so far

• Spelling (see English Appendix 1)

Pupils should be taught to:

• use further prefixes and suffixes and understand the guidance for adding them
• spell some words with ‘silent’
• letters, e.g. knight, psalm,      solemn
• continue to distinguish between      homophones and other words which are often confused
• use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1
• use dictionaries to check the spelling and meaning of words
• use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary use a thesaurus

Year 1

Year 2

Years 3 and 4

Years 5 and 6

Writing

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’ (i.e. letters that are formed in similar ways) and to practise these

• form lower-case letters of the
• correct size relative to one     another
• start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left       unjoined
• 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

• use the diagonal and horizontal
• strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
• increase the legibility,           consistency and quality of their handwriting, e.g. by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced         sufficiently so that the           
• ascenders and descenders of letters do not touch

• write legibly, fluently and with increasing speed by:
• choosing which shape of a letter to use when given choices and deciding, as part of their        personal style, whether or not to join specific letters
• choosing the writing implement that is best suited for a task