Writing
Outcomes
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Transcription
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Spelling
Pupils should learn to spell new words correctly and have plenty of practice in spelling them. As in years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure (see English Appendix 2). Pupils need sufficient knowledge of spelling in order to use dictionaries efficiently.
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Spelling
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Composition
Pupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description. Pupils should understand, through being shown these, the skills and processes that are essential for writing: that is, thinking aloud to explore and collect ideas, drafting, and re-reading to check their meaning is clear, including doing so as the writing develops. Pupils should be taught to monitor whether their own writing makes sense in the same way that they monitor their reading, checking at different levels.
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Vocabulary, Grammar & Punctuation
Grammar should be taught explicitly: pupils should be taught the terminology and concepts set out in English Appendix 2, and be able to apply them correctly to examples of real language, such as their own writing or books that they have read. At this stage, pupils should start to learn about some of the differences between Standard English and non-Standard English and begin to apply what they have learnt [for example, in writing dialogue for characters]
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Develop their understanding of the concepts set out in English Appendix 2 by:
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Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
Examples
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Using the present perfect form of verbs in contrast to the past tense
Examples
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Using conjunctions, adverbs and prepositions to express time and cause
Examples
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Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
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Indicate grammatical and other features by:
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Using and punctuating direct speech
Examples
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Using and punctuating direct speech
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Develop their understanding of the concepts set out in English Appendix 2 by: