Writing Band 6
6B
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Composition
Plan
Draft
Evaluate
Edit
Proof Read
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I can write for a range of purposes and
audiences demonstrating the use of suitable
forms with appropriate features including a
short story.
In narratives, I can use description of settings,
characters and atmosphere appropriately.
I can evaluate the effectiveness of my own
and others’ writing and edit to make
appropriate changes to vocabulary,
grammar and punctuation.
I am beginning to use the grammatical
terminology in Appendix 2’ when discussing
and evaluating writing.
I can use a dictionary and thesaurus to check
word meaning and appropriateness.
I can précis short passages focussing on key
facts.
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Composition
Structure
Organisation
Composition
GPV
Spelling
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I can structure and organise writing informed
by audience, purpose and context.
I can use paragraphs to develop and expand
some ideas, descriptions.
I can use a range of organisational and
presentational devices, including the use of
bullet points to guide the reader.
According to audience, purpose and context,
writing demonstrates appropriate use of:
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I can use expanded noun phrases to convey
complicated information concisely.
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I can use relative clauses using a wide range
of relative pronouns (or an implied relative
pronoun) to clarify and explain relationships
between ideas.
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I can use a range of punctuation accurately
(including: brackets, dashes, commas to
clarify meaning or avoid ambiguity and
consistent punctuation of bullet points).
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I can spell more than ½ of the common
exception words from Y5/6 list accurately.
I can accurately spell words with the suffixes ,
-fer
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According to audience, purpose and context, writing
demonstrates appropriate use of:
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I can use the perfect form of verbs to mark
relationships of time and cause.
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I can use passive and modal verbs and adverbs to
indicate degrees of possibility, probability and
certainty.
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I can use a range of punctuation, accurately
(including: brackets, dashes, commas to clarify
meaning or avoid ambiguity; colons to introduce lists
and semi-colons to separate items within lists;
hyphens to avoid ambiguity; and consistent
punctuation of bullet points).
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Handwriting
Handwriting is legible and fluent and increasing
choice is made about which shape of letter to use
and whether or not to join specific letters.
I can write for a range of purposes and audiences
demonstrating the use of suitable forms with
appropriate features drawn from models of similar
writing.
In planning for narratives, my ideas for characters
and settings are often drawn from what I have read,
listened to or seen performed.
I can evaluate the effectiveness of my own and
others’ writing and edit to make appropriate
changes to vocabulary, grammar and punctuation,
including the use of tense, subject/verb agreement
and register.
I can use the grammatical terminology in Appendix
2’ when discussing and evaluating writing.
I can use a dictionary and thesaurus to check word
meaning and appropriateness.
I can précis short passages focussing on key
messages (what is being inferred).
I can select vocabulary to reflect shades of
meaning.
I can use a variety of sentence lengths for effect.
I can structure and organise writing informed by
audience, purpose and context.
I can use paragraphs to develop and expand some
ideas, descriptions, themes or events.
I can use a range of organisational and
presentational devices, including the use of bullet
points and tables, to guide the reader.
I can spell most common exception words from Y5/6
list with increasing accuracy.
I can confidently use a wide range of homophones
and other words that are often confused from the
Y5/6 list.
I can accurately use hyphens.
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I can write for a range of purposes and audiences demonstrating the use of suitable
forms with appropriate features drawn from models of similar writing, wider reading and
research.
In planning for narratives, my ideas for characters and settings are often drawn from
what I have read, listened to or seen performed.
I can use drafting to make appropriate choices of grammar and vocabulary to clarify
and enhance meaning, including use of a thesaurus.
In narratives, description of settings, characters and atmosphere is used appropriately,
including integration of dialogue to convey character and advance the action.
I can précis longer passages appropriately when needed.
I can evaluate the effectiveness of my own and others’ writing and edit to make
appropriate changes to vocabulary, grammar and punctuation, including use of tense,
subject/verb agreement and register, to enhance effects and clarify meaning.
I can use the grammatical terminology in– Appendix 2’ when discussing and evaluating
writing.
I can use a dictionary and thesaurus to check word meaning and appropriateness.
I am writing for a wider audience and proof-read to ensure accuracy of spelling and
punctuation, including effective use of a dictionary.
I can structure and organise writing informed by audience, purpose and context.
I can use paragraphs to develop and expand some ideas, descriptions, themes or
events in depth.
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I can use a range of cohesive devices to link ideas within and across paragraphs
(including repetition of a word or phrase; grammatical connections, such as adverbials;
and ellipsis)
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I can use a range of organisational and presentational devices, including the use of
columns, bullet points and tables, to guide the reader.
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I can use the appropriate choice of tense to support whole text cohesion and
coherence.
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I can shift between levels of formality (by use of vocab and grammatical structures)
According to audience, purpose and context, writing demonstrates appropriate use of:
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I can use expanded noun phrases to convey complicated information concisely.
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I can use relative clauses using a wide range of relative pronouns (or an implied relative
pronoun) to clarify and explain relationships between ideas.
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I can use the perfect form of verbs to mark relationships of time and cause.
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I can use modal verbs and adverbs to indicate degrees of possibility, probability and
certainty.
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I can use the passive voice to affect the presentation of information.
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I can make vocabulary and grammatical choices to suit both formal and informal
situations.
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I can use a range of punctuation, mostly accurately (including: as 6WW and commas to
indicate parenthesis)
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I can use a range of clause structures.
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I can use the full range of punctuation taught at KS2 (colons and semi-colons to mark
boundary between independent clauses)
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I can select verb form for effect.
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I can spell most common exception words from Y5/6 list accurately.
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I can confidently use a wide range of homophones and other words that are often
confused from the Y5/6 list.
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I can accurately use of the rule ’i before e except after c’ and understand the
exceptions.
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Legible, fluent handwriting is usually maintained when writing at efficient speed. This includes
appropriate choice of letter shape; whether or not to join letters; and writing implement.
GREEN = Evidence of working at the Expected Standard as outlined by the End of Key Stage Interim Teacher Assessment Framework (ITAF)
PINK = Evidence of working at a Greater Depth within the Expected Standard as outlined by the End of Key Stage Interim Teacher Assessment Framework (ITAF)
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