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St Mary's Catholic Primary Schools Trust

Non-negotiables

Nursery

  • Share stories at least twice a day; small group book sharing minimum 2x week
  • Correct pencil grip
  • Phase 1 Phonics
  • Recasting incorrect grammar with child repeating back
  • Count concrete resources accurately to 5, practically add and take away
  • Write own name in school script
  • Reception
  • Correct letter formation (guided writing)
  • Join digraphs (ch, sh, th)
  • Secure use of CL and . from earliest sentence writing in guided sessions
  • Phase 2 - 4 Phonics
  •  Recasting incorrect grammar with child repeating back
  • Bank of known words for spelling

                  a, I, the , to, was, like, play, go, no, be, he, me, she, we, my, you, they, all, are

  • Read minimum 1 per week with teacher
  • Count up to 20 concrete items by moving them
  • Solve simple mathematical problems using concrete resources

    Year 1

  • Joined writing. (don’t stop to dot letters or cross ‘t’)
  • Write at greater length
  • National Curriculum Appendix 1 spellings and grammar
  • Phase 5 Phonics
  •  Secure use of ?
  •  Number bonds for all numbers to 20

                   Count to 100 in 2s, s and 1

    Year 2

  • Confident use of punctuation   CL . ?
  • Greater Depth  Correct use “  ”   ,  ‘s    ’for omissions   !
  • Extended writing
  • National Curriculum Appendix 1 spellings and grammar
  • Phase 6 Phonics
  •  Count in 3s and in tens from any number
  •  2, 5 and 10 times tables

                  Quarter past and quarter to

Year 3

  • Children can write simple sentences from memory, dictated by the teacher, that include words and punctuation that they already know.
  • They can use more of the diagonal and horizontal strokes they need to join letters and know which letters, when they are next to one another, are best left un-joined.
  • They can write so that their letters are easy to read, all the same way up and the same size. Writing is spaced properly so that letters don't overlap.
  • Use paragraphs to organise writing so that blocks of text group related material. Use capital letters, full stops and question marks correctly.

Year 4

  • Children can use the possessive apostrophe correctly in words with regular plurals e.g. girls', boys' and in words with irregular plurals e.g. children's.
  • They can explain the difference between the plural and possessive -s.
  • They can use the correct form of the verb inflection e.g. we were instead of we was.
  • They can use apostrophes to mark plural possession e.g. the girl's name, the girls' names.
  • They can use commas after adverbials at the beginning of a sentence e.g. Later that day, we heard the good news.
  • They can choose the correct word or words from this list of words and phrases that are often confused: your and you’re; their, they’re and there; our and are.

Year 5

  • They can write increasingly legibly, fluently and with increasing speed through improving choices of which shape of a letter to use when given choices and deciding whether or not to join specific letters.
  • They can draft and write by selecting the correct grammar and can use the following punctuation correctly in my work: capital letters (start of sentences, proper nouns), full stops, question marks, exclamation marks and commas.
  • They can mark and edit to have the correct tense throughout.
  • They can mark and edit to have the correct subject and verb agreement.
  • They can use devices to build cohesion within a paragraph e.g. then, after that, this, firstly.
  • They can link ideas across paragraphs using adverbials of time e.g. later, place e.g. nearby and number e.g. secondly or tense choices e.g. he had seen her before.
  • They can understand the use of the apostrophe of contraction / omission and possession.
  • They can write for a sustained period and produce well-structured pieces of creative writing that are coherent and logical in progression.

In Year 6 the children should be using all the above with confidence.