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| Stage 6 | |||
| Phonics and Spelling | Handwriting | Composition | Grammar |
| 6.1.a.1 Spell some words with ‘silent’ letters: e.g. knight, psalm, solemn | 6.1.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 | 6.2.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 | 6.3.a.1 Use a thesaurus |
| 6.1.a.2 Continue to distinguish between homophones and other words which are often confused | 6.1.d.2 Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task | 6.2.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 | 6.3.a.2 Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely |
| 6.1.a.3 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 | 6.3.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 | ||
| 6.2.b.3 Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action | 6.3.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 | ||
| 6.1.b.1 Use further prefixes and suffixes and understand the guidelines for adding them | 6.2.b.4 Draft and write by: selecting appropriate grammar and vocabulary , understanding how such choices can change and enhance meaning | ||
| 6.1.b.2 Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary | 6.2.b.5 Draft and write by: précising longer passages | 6.3.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 | |
| 6.2.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) | 6.3.b.2 Using passive verbs to affect the presentation of information in a sentence | ||
| 6.2.b.1 Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary | 6.3.b.3 Converting nouns or adjectives into verbs using suffixes: e.g. -ate, -ise, -ify | ||
| 6.2.b.2 Draft and write by: using a wide range of devices to build cohesion within and across paragraphs | 6.3.b.4 Verb prefixes: e.g. dis-, de-, mis-, over-, re- | ||
| 6.3.b.5 Devices to build cohesion, including adverbials of time, place and number | |||
| 6.2.c.1 Evaluate and edit by: assessing the effectiveness of their own and others’ writing | 6.2.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 | ||
| 6.2.c.2 Evaluate and edit by: proposing changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning | 6.2.c.6 Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear | 6.3.c.1 Use of the semi-colon, colon and dash to mark the boundary between independent clauses, Use of the colon to introduce a list and use of semi-colons within lists,Punctuation of bullet points to list information, How hyphens can be used to avoid ambiguity | |
| 6.2.c.3 Evaluate and edit by: ensuring the consistent and correct use of tense throughout a piece of writing | 6.2.c.4 Proof-read for spelling and punctuation errors |