BSPS Progression Map: Writing

Early YearsFoundation Stage -Development Matters

Spell words by identifying the sounds and then writing the sound with the letter/s.(Literacy)

Write short sentences with words with known letter-sound correspondences using a capital letter and a full stop..(Literacy)

PHONIC & WHOLE WORD SPELLING

WORD BUILDING

3 & 4 Year Olds

Reception

Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. (Literacy)

Use large-muscle movements to wave flags and streamers, paint and make marks. (Physical)

Use one-handed tools and equipment, for example, making snips in paper with scissors.(Physical)

Use a comfortable grip with good control when holding pens and pencils. (Physical)

Shows a preference for a dominant hand. (Physical)

Write some letters accurately.(Literacy)

HANDWRITING

Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons...(Physical Development)

Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.(Physical Development)

Develop the foundations of a handwriting style which isf ast, accurate and efficient.(Physical Development)

Form lower case and capital letters correctly. Physical Development)

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

PLANNING WRITING

CONTEXTS FOR WRITING

TRANSCRIPTION

Know many rhymes, be able to talk about familiar books, and be able to tell a long story. (Communication and Language)

Begin to develop complex stories using small world equipment, like animal sets, dolls and dolls houses, etc.(Expressive Arts and Design)

Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions. (Communication and Language)

Sing a large repertoire of songs.(Communication and Language)

Write some or all of their name.. (Literacy)

Start a conversation with an adult or a friend and continue it for many turns.(Communication and Language)

Use talk to organise themselves and their play:“Let’s go on a bus... you sit there... I’ll be the driver.” (Communication and Language)

Articulate their ideas and thoughts in well-formed sentences.(Communication and Language)

Listen to and talk about stories to build familiarity and understanding.(Communication and Language)

Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary. (Communication and Language)

Develop story lines in their pretend play. (Expressive Arts and Design)

Engage in story times (Communication and Language)

Learn rhymes, poems and songs. (Communication and Language)

Engage in non-fiction books. (Communication and Language)

Early YearsFoundation Stage -Development Matters

Describe events in some detail.(Communication and Language)

Re-read what they have written to check it makes sense. (Literacy)

Use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.(Communication and Language)

Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and some in their own words. (Communication and Language)

3 & 4 Year Olds

Reception

VOCABULARY

DRAFTING WRITING

EDITING WRITING

Engage in extended conversations about stories, learning new vocabulary. (Literacy)

Use a wider range of vocabulary. (Communication and Language)

Understand ‘why ’questions, like:‘Why do you think the caterpillar got so fat?’ (Communication and Language)

Use longer sentences of four to six words.  (Communication and Language)

Learn new vocabulary.. (Communication and Language)

Use new vocabulary in different contexts. (Communication and Language)

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

GRAMMAR

PUNCTUATION

GRAMMATICAL TERMINOLOGY

GRAMMATICAL TERMINOLOGY

Develop their communication ,but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’. (Communication and Language)

Write short sentences with words with known letter-sound correspondences using a capital letter and a full stop..(Literacy)

Connect one idea or action to another using a range of conjunctions .(Communication and Language)

spell words containing each of the 40+ phonemes taught

spell common exception words

spell the days of the week

name the letters of the alphabet in order

using letter names to distinguish between alternative spellings of the same sound

PHONIC & WHOLE WORD SPELLING

Year 3

Year 5

Year 4

Year 6

WORD BUILDING

HANDWRITING

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

apply simple spelling rules and guidance from Appendix 1

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 letter belong to which handwriting ‘families’ and to practise these

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones

learning to spell common exception words  

distinguishing between homophones and near homophones

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.

learning the possessive apostrophe (singular)

learning to spell more words with contracted forms

add suffixes to spell longer words, including – ment, – ness, –ful, –less, –ly

apply spelling rules and guidelines from Appendix 1

spell further homophones

spell words that are often misspelt (Appendix 1)

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

use further prefixes and suffixes and understand the guidance for adding them

use dictionaries to check the spelling and meaning of words

use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

spell some words with ‘silent’ letters

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  Appendix 1

choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

choosing the writing implement that is best suited for a task

use further prefixes and suffixes and understand the guidance for adding them

use dictionaries to check the spelling and meaning of words

use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

Year 2

Year 3

Year 5

Year 6

TRANSCRIPTION

CONTEXTS FOR WRITING

PLANNING WRITING

write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

saying out loud what they are going to write about

composing a sentence orally before writing it

write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

planning or saying out loud what they are going to write about

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

discussing and recording ideas

identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

noting and developing initial ideas, drawing on reading and research where necessary

writing narratives about personal experiences and those of others (real and fictional)

writing about real events

writing poetry

writing for different purposes

writing narratives about personal experiences and those of others (real and fictional)

writing about real events

writing poetry

writing for different purposes

Year 2

Year 3

Year 5

Year 6

DRAFTING WRITING

EDITING WRITING

VOCABULARY

sequencing sentences to form short narratives

re-reading what they have written to check that it makes sense

discuss what they have written with the teacher or other pupils

writing down ideas and/or key words, including new vocabulary

encapsulating what they want to say, sentence by sentence

evaluating their writing with the teacher and other pupils

rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

proofreading to check for errors in spelling, grammar and punctuation

expanded noun phrases to describe and specify

organising paragraphs around a theme

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices (headings & subheadings

assessing the effectiveness of their own and others’ writing and suggesting improvements

proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

proof-read for spelling and punctuation errors

extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

using conjunctions, adverbs and prepositions to express time and cause (and place)

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

précising (written summary of) longer passages

using a wide range of devices to build cohesion within and across paragraphs

using further organisational and presentational devices to structure text and to guide the reader

assessing the effectiveness of their own and others’ writing

proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningensuring the consistent and correct use of tense throughout a piece of writing

ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

proof-read for spelling and punctuation errors

use a thesaurus

using expanded noun phrases to convey complicated information concisely

using modal verbs or adverbs to indicate degrees of possibility

*Use a growing range of adjectives to describe nouns.

Year 2

Year 3

Year 5

Year 6

GRAMMAR

PUNCTUATION

beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

leaving spaces between words

sentences with different forms: statement, question, exclamation, command

the present and past tenses correctly and consistently including the progressive form

subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

some features of written Standard English

suffixes to form new words(-ful, -er, -ness)

sentence demarcation

commas in lists

apostrophes for omission& singular possession

learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

noun, noun phrase, statement, question, exclamation, command, compound, adjective, adverb, verb, suffix , adverb tense(past, present) , apostrophe, comma

using the present perfect form of verbs in contrast to the past tense

form nouns using prefixes (super-, anti-)

use the correct form of 'a' or 'an'word families based on common words (solve, solution, dissolve, insoluble)

using and punctuating direct speech (i.e. Invertedcommas)

preposition conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’)

determiner, pronoun, possessive pronoun, adverbial

using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

converting nouns or adjectives into verbsverb prefixes

devices to build cohesion,including adverbials of time, place and number

using commas to clarify meaning or avoid ambiguity in writingusing brackets, dashes or commas to indicate parenthesis

modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

GRAMMATICAL TERMINOLOGY

letter, capital letter, word, singular, plural , sentence punctuation, full stop, question mark, exclamation mark

joining words and joining clauses using "and"