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| Stage 5 | |||
| Phonics and Spelling | Handwriting | Composition | Grammar |
| 5.1.a.1 Spell some words with ‘silent’ letters: e.g. knight, psalm, solemn | 5.1.d.1 Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters | 5.2.a.1 Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own | 5.3.a.1 Use a thesaurus |
| 5.1.a.2 Continue to distinguish between homophones and other words which are often confused | 5.1.d.2 Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task | 5.2.a.2 Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed | 5.3.a.2 Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely |
| 5.3.a.3 Develop their understanding of the concepts set out in English Appendix 2 by: using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun | |||
| 5.1.b.1 Use further prefixes and suffixes and understand the guidelines for adding them | 5.2.b.1 Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary | 5.3.a.4 Develop their understanding of the concepts set out in English Appendix 2 by: using modal verbs or adverbs to indicate degrees of possibility | |
| 5.1.b.2 Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary | 5.2.b.2 Draft and write by: using a wide range of devices to build cohesion within and across paragraphs | ||
| 5.2.b.3 Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action | 5.3.b.1 Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause | ||
| 5.2.b.4 Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning | 5.3.b.2 Converting nouns or adjectives into verbs using suffixes: e.g. -ate; -ise; -fy | ||
| 5.2.b.5 Draft and write by: précising longer passages | 5.3.b.3 Verb prefixes: e.g. dis-, de-, mis-, over-, re- | ||
| 5.2.b.6 Draft and write by: using further organisational and presentational devices to structure text and to guide the reader (e.g. headings, bullet points, underlining) | 5.3.b.4 Devices to build cohesion, including adverbials of time, place and number | ||
| 5.2.c.1 Evaluate and edit by: assessing the effectiveness of their own and others’ writing | 5.3.c.1 Brackets, dashes or commas to indicate parenthesis, Use of commas to clarify meaning or avoid ambiguity | ||
| 5.2.c.2 Evaluate and edit by: proposing changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning | |||
| 5.2.c.3 Evaluate and edit by: ensuring the consistent and correct use of tense throughout a piece of writing | |||
| 5.2.c.4 Proof-read for spelling and punctuation errors | |||
| 5.2.c.5 Evaluate and edit by: ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register | |||
| 5.2.d.1 Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear | |||