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.