1 of 6 The National Strategies Primary Year 1 Year 2: Pupil writing targets These pupil writing targets have been developed to support effective teaching of writing, particularly in guided sessions or 1 to 1 tuition. They cover the key strs for the primary framework of Reading strs 7 8; Writing - strs 9, 10 11. These key strs have been identified as having the greatest impact on writing accelerating pupil progress. Teachers should select the most appropriate target for a pupil/pupils to address identified gaps in learning, based on effective AfL practice. Year 1 Level 1c Level 1b Level 1a Talk about the main events in a text Join in discussions about stories relate story settings incidents to own demonstrate understing to make experience. predictions. Str 7/8 Understing, Engaging Underst use correctly, terms referring to conventions of print (e.g. cover, page, word, letter, beginning end). Begin to underst the difference between fiction non-fiction, make predictions based on textual features (e.g. title, captions). Discuss the main events in a story, express opinions about events characters. Underst how information are organised use this when reading simple. Str 9 Creating shaping Produce ideas about what to include in a narrative with a beginning, development ending. Choose appropriate interesting words for writing from alternatives supplied (e.g. from a word bank). Find use appropriate interesting words in stories, poems non-fiction. Str 10 Str 11 structure Develop the sense of a sentence. Write single words phrases. Develop the sense of a sentence. Write single words phrases. Write order simple instructions. Label information correctly. Be able to say write a simple sentence independently. Use capital letters full stops when punctuating a simple sentence. Assemble written sentences together that are about the same thing. Consolidate the sense of a sentence, write simple sentences independently. Use capital letters full stops to punctuate a sentence.
2 of 6 The National Strategies Primary Year 2 Level 1a Level 2c Level 2b Identify key themes give reasons for Talk about give reasons for why events in stories, selecting relevant things happen what might happen information from the text. because of character s actions. Str 7/8 Understing, Engaging Str 9 Creating shaping Locate relevant information to find answers to simple questions. Make language choices appropriate to different text types. Consider select from alternative choices. Locate specific information in the text to find answers to simple questions. Choose words for effect, making writing interesting for the reader. Identify how words phrases have been used to create effects, e.g. to create humour, images atmosphere. Underst how to use alphabetically ordered to retrieve information. Demonstrate use of adventurous word choices detail to engage the reader. Str 10 Write sentences in the order that they have been planned. Writing shows characteristics of chosen form based on structure of known. Use basic sequencing of ideas or material, using connecting words phrases making sure the layout is clear to the reader. Str 11 structure Begin to demonstrate consistency in the use of first or third person tense when writing simple sentences. Use conjunctions to join compound sentences. Use question marks, exclamation marks commas in a list with some accuracy.
3 of 6 The National Strategies Primary Year 3 Year 4: Pupil writing targets These pupil writing targets have been developed to support effective teaching of writing, particularly in guided sessions or 1 to 1 tuition. They cover the key strs for the primary framework of Reading strs 7 8; Writing - strs 9, 10 11. These key strs have been identified as having the greatest impact on writing accelerating pupil progress. Teachers should select the most appropriate target for a pupil/pupils to address identified gaps in learning, based on effective AfL practice. Year 3 Level 2a Level 3c Level 3c Explore underlying themes ideas in Identify basic features of writers use of poems narrative. Demonstrate a language, e.g. where language is used clear idea of where to find information to to create mood build tension. support ideas. Str 7/8 Understing, Engaging Underst the features of page layout in non-fiction demonstrate where to look for specific information. Show awareness of use a range of features. Discuss the actions of main characters justify views with reference to the text. Show understing of identify the main point of a section of text. Extract information from the text. Str 9 Creating shaping Select use vocabulary appropriate to different text types. Make decisions about which form of writing to use for a particular audience purpose. Use specific vocabulary, varying nouns, verbs adjectives. Apply what they know about form purpose to decide what will make their writing effective. Use a developing range of adjectives, adverbs, verbs nouns in writing to engage the reader. Use success criteria to evaluate how effective their writing is for its reader purpose. Str 10 Str 11 structure Demonstrate clear sections in different forms of writing. Use interesting vocabulary varying the use of verbs for effect, keeping the tense consistent. Group related material into paragraphs. Use a range of verbs, nouns adjectives for impact. Organise ideas related points into paragraphs. Use a range of adjectives, adverbs, verbs nouns/noun phrases in writing consider the impact on the reader.
4 of 6 The National Strategies Primary Year 4 Level 3b Level 3b Level 3a Identify writers choice of language, comment on why writers have chosen specific words phrases. Str 7/8 Understing, Engaging Show awareness of the point of view being presented in a text. Identify interpret writers use of expressive language, comment on the writers choice of words their success in creating moods build tension in. Identify comment on features of across different non-fiction. Identify make straightforward inferences based on evidence from. Identify main purpose of. Locate information using skimming, scanning text marking. Str 9 Creating shaping Use descriptive language to establish a specific setting in writing. Use adjectives adverbs selectively to add detail, choosing the most appropriate. Develop character in more detail in narrative writing. Str 10 Str 11 structure Create paragraphs to link group information. Use adjectives adverbs to create variety add interest for the reader. Consider beginnings of paragraphs begin use of connectives to help structure text. Compose a complex sentence, using a subordinate clause. Use adverbs conjunctions to build links between sentences within paragraphs. Begin to use commas to separate phrases clauses in sentences.
5 of 6 The National Strategies Primary Year 5 Year 6: Pupil writing targets These pupil writing targets have been developed to support effective teaching of writing, particularly in guided sessions or 1 to 1 tuition. They cover the key strs for the primary framework of Reading strs 7 8; Writing - strs 9, 10 11. These key strs have been identified as having the greatest impact on writing accelerating pupil progress. Teachers should select the most appropriate target for a pupil/pupils to address identified gaps in learning, based on effective AfL practice. Year 5 Level 3a Level 3a Level 4c Recognise how a character is Underst the differences between represented in different ways (through literal figurative language, identifying action, description dialogue), infer commenting on writers choices. meaning using evidence from. Str 7/8 Understing, Engaging Identify comment on structure features of different non-fiction, e.g. explanations, recounts, persuasion, making comparisons. Make notes locate specific information using key skills (e.g. skimming scanning, close reading, text marking, hyperlinking). Express personal responses to. Demonstrate basic awareness of writers viewpoint effect of the text on the reader. Identify the main purpose of different non-fiction give reasons referring to the text structure. Str 9 Creating shaping Create characters in writing using action, description dialogue. Edit improve word choices, considering the audience purpose. Use adventurous vocabulary (including figurative language) to describe the setting, mood characters in narrative writing. Edit improve elements of writing, appropriate to a consistent style viewpoint. Use a range of adjectives, adverbs, powerful verbs phrases selectively in order to amuse, entertain, persuade inform the reader. Evaluate writing against success criteria make changes considering the audience purpose. Str 10 Str 11 structure Organise writing into different sections, considering the purpose audience. Use dialogue, layout with increased accuracy. Organise ideas into clear sections/paragraphs with an appropriate opening closing. Use different sentence types, including simple complex sentences in writing. Use connecting words phrases to give order structure to writing. Can use subordinate clauses to add detail to complex sentences.
6 of 6 The National Strategies Primary Year 6 Level 4b Level 4a Level 4a Comment on the overall effect of Identify comment on how writers on the reader. Discuss whether a writer convey messages, moods, feelings has been successful in their purpose attitudes in poetry narrative. Make (e.g. to make the reader laugh, feel inferences based on evidence from : sorrowful, think about an issue, etc.). making reference to the themes, language used viewpoint. Str 7/8 Understing, Engaging Comment on the purpose, audience viewpoint of different non-fiction give reasons referring to different aspects of the text. Appraise a text quickly, supporting comments with relevant textual information evaluate the text s usefulness effectiveness. Comment on the overall effect of a poem or narrative on the reader with reference to the language, theme style. Use evidence from the text to discuss the impact of a poem or narrative. Comment on the overall success of a piece of non-fiction writing, commenting on purpose, audience form. Support comments with relevant textual evidence. Str 9 Creating shaping Establish demonstrate a consistent viewpoint in different forms of writing. Use precise vocabulary (including figurative language) sentence variation to contribute to the effectiveness of the writing. Use varied vocabulary to create effects appropriate to the form purpose of the writing. Maintain style (e.g. impersonal, formal) throughout the piece of writing. Str 10 Str 11 structure Use connecting words phrases within between paragraphs to organise writing in different text types. Use subordinate clauses in writing to add relevant detail to complex sentences consider impact. Use paragraphs sections to organise the content support the purpose of writing in different text types. Manipulate the subordinate clauses in a sentence to achieve different effects. Organise writing to include a clear opening closing develop material in each section/paragraph. Use a variety of simple complex sentences in writing to have an effect on the reader.