Explanations
Sentence structure. Punctuation
Year 3
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Composition and effect. Text
structure and organisation.
I can write in simple and
 I can make my writing look like
compound sentences ( I can join
an explanation:
my ideas with “and”, “but”, “or”).
o Title written as a question,
o Introductory sentence
I can use some cause and effect
o Process written in
conjunctions e.g. “because” and
chronological order
“so”.
o Concluding sentence
o A diagram
I can use adjectives to give more
information to my explanation
e.g. “tiny capillary blood vessels”  I can use fronted adverbials for
time (when).
I can make generalisations in my
 I am beginning to use technical
explanation (always, never,
vocabulary.
every)

I can begin to link together 2/3
sentences to show cause and
effect - eg because, if, then.
Planning: Discuss writing similar
to that which they are going to
be writing in order to understand
structure, vocabulary and
grammar.
Planning frame ideas - Flowchart
Evaluation: Can begin to assess
the effectiveness of their own
and others writing and
suggesting improvements.
Proposing changes to grammar
and vocabulary to improve
consistency, including the
accurate use of pronouns in
sentences.
Proofread for spelling and
punctuation.
Year 4
I can use a range of conjunctions to
develop my explanation e.g. if,
because, which, when.

I can make my writing look like
an explanation:
o Title written as a question,
o General introduction
o Process written in
chronological order
o Concluding sentence
o A diagram
I can use adverbial words and
phrases (how, when and where).
I can use two adjectives with
commas to separate them, e.g.
bright, colourful signs.

I can make my explanation suit a
given purpose. EG - Formal,
impersonal, leaflet, letter etc.

I can use pronouns to refer back
to people or things I wrote about
earlier.

I can use technical vocabulary.
Planning: Discuss writing similar
to that which they are going to
be writing in order to understand
structure, vocabulary and
grammar.
Planning frame ideas - Flowchart
Evaluation: Can assess the
effectiveness of their own and
others writing and suggesting
improvements.
Proposing changes to grammar
and vocabulary to improve
consistency, including the
accurate use of pronouns in
sentences.
Proofread for spelling and
punctuation.
Year 5
I can use modal verbs, eg could, 
would, should.
o
o
o
I can write simple, compound
and complex sentences using
varied conjunctions, e.g. which,
who, otherwise, however.
I can use a range of words to
refer to the same people/things
e.g. Year 6
children/we/pupils/ students
to avoid repetition.
I can make my writing look like an
explanation:
o
o
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Title written as a question,
Introduction
Process written in chronological
order using paragraphs to structure
Conclusion
A diagram
I can maintain the same viewpoint
throughout my writing, e.g. an expert, a
concerned person, an enthusiast.
I can thoroughly cover all information – I
write appropriate amounts for all parts of
my explanation.
I can choose my vocabulary to make
sure my explanation sounds impersonal,
e.g. fatal injuries, hot appliances.
I can join my ideas together throughout
my writing by referring back to points I
made earlier in the text, e.g. These
suggestions…
Précising longer passages.
Planning:
Identifying the audience and purpose of the
writing, selecting the appropriate form and
using other similar writing as models for
their own.
Noting and developing initial ideas, drawing
on reading and research where necessary.
Planning frame – Flow chart
Evaluation:
Assessing the effectiveness of their own
and others’ writing.
Proposing changes to vocabulary, grammar
and punctuation to enhance effects and
clarify meaning.
Ensuring the consistent and correct use of
tense throughout a piece of writing.
Ensuring correct subject and verb
agreement when using singular and plural,
distinguishing between the language of
speech and writing.
Proofread for spelling and punctuation
errors.
Year 6


I can use
varied
sentence
length
including
shorter
sentences to
make an
impact.

I can choose an appropriate format for my explanation Eg
- Leaflet or letter.

I can make points to appeal to my particular audience e.g.
parents (if you have young children around).

I can sustain and control the same viewpoint throughout
my writing, e.g. urgent, warning, confident, business-like,
reassuring
I can use a
range of verbs
e.g. passive
(has been left
out), past (we
have been)
and future (we
expect to
make)

I can directly address my reader using rhetorical
questions.

I use synonyms throughout my writing to ensure that I
don’t overuse words e.g. delicious/tasty, oxygen/this gas.

I can choose words to engage my reader.

I can organise my writing so that my main points are
emphasised.

I can link my paragraphs together to give a clear structure
to my whole text e.g. referring back and forwards.

All my paragraphs are developed with supporting detail
and explanation supporting my main information.

Précising longer passages.
Planning:
Identifying the audience and purpose of the writing, selecting
the appropriate form and using other similar writing as models
for their own.
Noting and developing initial ideas, drawing on reading and a
wide range of research where necessary.
Planning frame - Flowchart
Evaluation:
Assessing the effectiveness of their own and others’ writing.
Proposing changes to vocabulary, grammar and punctuation
to enhance effects, clarify meaning and to ensure the correct
formality of the task.
Ensuring the consistent and correct use of tense throughout a
piece of writing.
Ensuring correct subject and verb agreement when using
singular and plural, distinguishing between the language of
speech and writing
Proofread for spelling and punctuation errors considering
punctuation used for effect.