Year 6
BEST Midlands Education Associates
Pupil:
Essential basic skills to be achieved from Year 5: can use paragraphs; a range of punctuation with accuracy; writing reflects audience and purpose.
Blue type is taken from the National Curriculum. Refer to National Curriculum documentation for further detail.
Sentence structure and punctuation
Criteria
Date:
Can intermingle a variety of types of sentences, (statements. commands, questions, asides, exclamations, complex sentences) with simple
& effective placing of clauses, using correct grammatical structures.
Use a wide range of subordinating connectives (whilst, until, despite) with possible use of several subordinate clauses to aid economy of
expression (eg Because of all of their courageous efforts, all of the passengers were saved, which was nothing short of a miracle.)
Further control of complex sentences is evident showing an understanding of how clauses can be manipulated to create different effects
(eg Because of their courageous efforts, all of the passengers were saved, which was nothing short of a miracle. Whilst under my roof, you
will obey my rules, which are clearly displayed).
Use passive verbs to affect the presentation of information in a sentence (eg ‘I broke the window in the greenhouse’ versus ‘the
window in the greenhouse was broken’; ‘All the cakes had been eaten' rather than ‘The bird had eaten the cakes').
Use of the colon to introduce a list and semi-colons within lists. (eg. I love the following foods: apples, seeds, grapes and nuts. The
children need to bring with them: a hot-water bottle or an extra blanket if the weather is cold; a cup, a plate and a bowl; a knife, a fork
and a spoon.)
Use of the semi-colon and dash to mark the boundary between independent clauses (eg ‘It’s raining; I’m fed up’).
Punctuation of bullet points to list information.
Composition and effect
Text struc . & org
Use hyphens to avoid ambiguity (et devices (eg man eating shark versus man-eating shark; recover versus re-cover).
Recognise vocabulary and structures which are appropriate for formal speech and writing, including subjunctive forms (eg ‘if I were…’;
‘were they to come…’).
Use a wide range of devices to build cohesion within and across paragraphs using repetition of a word or phrase, grammatical
connectives (eg the use of adverbials such as ‘on the other hand’, in contrast, as a consequence) and ellipses.
In narrative writing, there is evidence of manipulation of time for effect (eg flashbacks, time shifts etc).
In non-fiction writing, divide whole texts into paragraphs in a clear, logical sequence. Ensure there are links between one paragraph and
the next through a choice of connectives (refer to Y5 for the development of each point).
Use of layout devices (eg headings, sub-headings, columns, bullets or tables to structure texts).
Plan writing by identifying the audience and purpose of the writing, selecting the appropriate form and using other similar writing as
models (including note taking and annotation of passages in detail in response to specific questions).
Draft and write by selecting the appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
(building on prior knowledge of aspects of grammar and sentence structure gained in previous years).
In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action in a
short story and also longer narrative in chapters (eg develop characters using dialogue, action, description and direct/reported speech to
move the story on ).
In narrative writing, varied stylistic features may support purpose and effect (eg alliteration, metaphor, puns, emotive phrases, fig.
language).
Vocabulary selected is varied, imaginative and appropriate including the use of technical and specific words; complicated information
can be conveyed concisely with correct level of formality (for purpose/audience).
In non-fiction, writing displays a formal style where appropriate and a secure grasp of the chosen format.
Be able to précis longer passages for a purpose (eg to summarise in a specified number of words or to write commentaries or reviews
using language such as ‘The writer says that…’).
H/W
Evaluate and edit
Assess the effectiveness of own and others’ writing (identifying strengths and weaknesses and identifying appeal for the reader).
Ensure the consistent and correct use of tense throughout a piece of writing (eg identifying the key features of impersonal, formal
language – present tense, passive voice and discussion of when and why they are used).
Ensure correct subject and verb agreement when using singular and plural and distinguishing between the language of speech and writing
and choosing the appropriate register (choosing style and form to suit purpose and audience, drawing on different non-fiction text types).
Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning (linked to text type and purpose).
Proof-read for spelling and punctuation errors.
Know and use the difference between vocabulary suited to formal/informal speech appropriately (eg find out/discover; ask for/request;
go in/enter).
Perform own compositions (final drafts), using appropriate intonation, volume and movement so that meaning is clear (eg prepare a short
section of a story as a playscript using stage directions, location, setting and perform it).
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 letters.
Choose the writing implement best suited to the task.
Use further prefixes & suffixes & understand the guidance for adding them.
Spelling (English Appendix 1)
Spell some words with ‘silent’ letters (eg knight, psalm, solemn).
Continue to distinguish between homophones and other words which are often confused.
Use knowledge of morphology & etymology in spelling & understand that the spelling of some words needs to be learnt specifically. App1
Be able to spell words on the Y5/6 statutory word list (see English Appendix 1).
Use dictionaries to check the spelling and meaning of words.
Use a thesaurus
Use the first three of four letters of a word to check spelling, meaning or both of these in a dictionary.
Understand how words are related by meaning as synonyms and antonyms (eg big/large/little).

Year 6 Grammar Terminology (children need to know and use this) Revise terminology from Year 1, 2, 3, 4 and 5.
subject, object, active, passive, synonym, antonym, ellipses, hyphen, colon, semi-colon, bullet points
     
T
A