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Written Expression expectations

Development in Written Expression will vary considerably across any class or age group due a number of factors including reading ability, cognitive readiness and orientation to the task, imagination, social maturity, working vocabulary and personal attitude towards text.

Initially, written language texts will be in the first person, active in voice and based around the life experiences, literature and known world of the writer. Imaginative content will increase quickly and the pupil will move to creating third person narratives and the ability to argue points of view. Over time, there is increasing control over the selection of text to match the genre of the writing and increasing use of figurative language.

The following expectations were developed by the staff of the school to assist parents with helping their child in written expression. These expectations will not be met by some children at some year level(s) just as others will exceed them at every year level.

By "average", we mean a child who we would expect to fall into the average ability range when compared to others of his/her age across the nation.

NB. The expectation of your child's teacher will be that your child keeps moving forward to the next ability level, no matter your child's current level of ability.

Written Expression expectations

By the end of Year 1, pupils should be writing brief texts of a few related thoughts or actions. The average ability pupil will be:

  • able to undertake writing with some independence
  • writing brief stories which are largely sequential
  • ubeginning to use capital letters and full stops
  • able to locate early spelling needs and attempt solutions
  • using largely basic high-frequency vocabulary
  • using a limited variety of sentence beginnings
  • starting to use simple conjunctions to link actions
  • able to reread to check the writing makes sense
  • able to read the story to an audience


By the end of Year 2, pupils should be writing brief texts which include related thoughts or actions to suit a purpose. The average ability pupil will be:

  • including a greater range of known words in their writing
  • using interesting vocabulary more frequently
  • including a greater variety of common adjectives and adverbs in their writing
  • using a limited variety of simple conjunctions more often
  • including several related ideas sometimes linked with some detail
  • using full stops and capital letters with some consistency
  • beginning to use commas, question marks and speech marks
  • maintaining the same tense through much of a text
  • using different strategies to attempt to solve spelling needs, sometimes effectively
  • attempting to proof-read and correct work
  • able to draw/develop a simple story plan
  • writing in a small range of genre with assistance and guidance


By the end of Year 3, pupils should be writing complete texts which include related thoughts or actions to suit a purpose. The average ability pupil will be:

  • using simple planning strategies
  • beginning to paragraph writing, with support
  • including a greater range of descriptive content in their writing
  • using a small range of conjunctions to link actions
  • including several related ideas sometimes linked with supporting detail
  • using full stops and capital letters with greater consistency
  • able to write in the present or past tense with general consistency
  • using a range of strategies to solve identified spelling needs
  • proof-reading, sometimes effectively
  • writing with increasing independence in the re-count, procedure, letter and narrative genre

 
By the end of Year 4, pupils should be writing complete texts which include related thoughts or actions to suit a purpose. The average ability pupil will be:

  • in the habit of using simple planning strategies
  • beginning to paragraph writing with support
  • increasing the range of descriptive content
  • using a range of conjunctions to link simple sentences
  • including several related ideas linked with appropriate supporting detail
  • using full stops and capital letters with reasonable consistency
  • able to write in the present or past tense with some consistency
  • identifing spelling needs and beginning to solve them using a dictionary
  • proof-reading and editing with greater effect to improve and correct text
  • familiar with the form of the narrative and recount genre and will be writing in other genre

 
By the end of Year 6, pupils should be writing complete texts which include related thoughts or actions to suit a purpose. The average ability pupil will be:

  • using planning strategies to some effect
  • beginning to add personal feelings and thoughts
  • including appropriate descriptive content
  • writing in sentences usually identified by full stops and capital letters
  • attempting to use commas, exclamation marks, question marks and speech marks appropriately
  • using an increasing variety of simple and compound sentences
  • starting to mix narrative with direct speech
  • generally able to maintain tense and person with consistency
  • identifing their spelling needs and solving most of them using a dictionary
  • beginning to structure the text to meet the purpose
  • proof-reading and editing to improve and correct text
  • attempting to paragraph writing
  • familiar with the form of the narrative, recount and letter genre and will be writing in other genre

 
By the end of Year 8, pupils should be writing complete texts which include related thoughts or actions to suit a purpose. The average ability pupil will be:

  • using planning strategies to useful effect
  • paragraphing writing, usually appropriately
  • adding personal feelings, thoughts and opinions to their writing
  • including effective descriptive and figurative content
  • using a variety of compound and complex sentences
  • consistently using appropriate punctuation marks
  • using direct and indirect speech
  • able to maintain tense
  • identifing their spelling needs and solving them using a dictionary
  • proof-reading and editing with effect to improve and correct text
  • able to structure the text to meet the purpose
  • will be familiar with writing in a variety of genre including narrative, procedure, re-count, argument, explanation and information reports

 

See also Written language learning objectives