Progression in Year 6/P7 The following chart gives an overview of the New Learning and Revision objectives that are covered across Year 6/P7. Any new objectives that are taught at the start of the year will also be revisited in later missions. Similarly, new learning objectives from Year /P6 will also be revisited across the course of the year. Since all new objectives will have been introduced by ; s and focus primarily on consolidation and revision. It is assumed that by the start of Year 6/P7, most children can: use facts, evidence and detail to justify and strengthen arguments identify the subject of a sentence present dialogue accurately and understand the difference between direct and reported speech understand the differences between formal and informal language and which to use in different contexts use a range of structural features (headings, subheadings, captions, paragraphs) to organize ideas and aid navigation use a wide range of adverbs (however, as a result of, nevertheless) and prepositions (because of, since, on account of) to structure writing. Year 6/P7 Big Writing Adventures progression grid Category Teaching focus word level using adverbs or modal verbs to indicate degrees of possibility sentence level using personal and possessive pronouns to link within and between sentences extending the range of prepositions to denote place and direction extending the range of sophisticated vocabulary used for dramatic effect including synonyms and antonyms distinguishing between the language of speech and writing and choosing the appropriate register using varied sentence structures for effect using correlative conjunctions Identifying and using relative clauses, including those that omit the relative pronoun distinguishing between defining and non-defining relative clauses using adverbials (including fronted adverbials) to structure an argument and provide cohesion Progression in Big Writing Adventures
Category Teaching focus using a range of adverbials of sentence level time, place or cause understanding the difference between formal and informal language and which to use in different contexts using simile, metaphor and personification to create vivid descriptions using inference to develop understanding using dialogue and description to develop characters, add humour and move action forward using comparatives, superlatives, personal pronouns, repetition and dare-to-disagree statements to persuade using more sophisticated persuasive features: countering objections with answers, flattery and testimonials (i.e. direct quotations) understanding and using the active and passive voice 6 identifying and using the past perfect tense using Power Punctuation, including ellipses, for dramatic effect using brackets, dashes and commas for parenthesis using colons to introduce a list punctuating bullet points accurately and consistently using commas and hyphens to avoid ambiguity using formal language including subjunctive forms using punctuation (semi-colons, colons and dashes) accurately to show clauses and vary pace using formal language, ensuring subject-verb agreement and correct verb tense using the present continuous tense for effect using structural devices for effect including end tags in informal speech/language Punctuation extending character and setting descriptions using the senses using direct speech and quotes to interest and intrigue the reader
Category Teaching focus Composition understanding form, purpose and audience developing and organizing ideas using improvisation understanding the structure and typical language used in newspaper articles adopting a clear, balanced tone for factual writing identifying relevant information to include and surplus material to discard Performance using different techniques to draw conclusions understanding the writing process revising, editing and polishing exploring more sophisticated narrative devices: time slips, flashbacks and cliffhangers exploring more sophisticated narrative devices: using repetition of key words, ideas or themes to structure writing and provide cohesion précising longer passages of text accurately adapting an existing piece of writing for a different audience using ICT to share stories Using intonation, volume and expression to engage the listener and add interest Text Type Coverage for Year 6/P7 The following text types are written outcomes of the s in Year 6/P7: Non-chronological reports: sensational news article, balanced news report Chronological reports: incident report, evidence report Third-person narratives: traditional tale, adventure story Recounts: personal recount, persuasive reviews Poems Formal letters to persuade Playscript Autobiography Progression in Big Writing Adventures 7
The and Coverage in Big Writing Adventures Grade The following table shows how the skills listed in the Writing are covered in the Big Writing Adventures Year 6/P7 s. Can produce writing which is varied, interesting, and thoughtful. Can produce well-structured and organised writing using a range of conventions in lay-out. Can use appropriate informal and formal styles with confidence, (e.g. conversational, colloquial, dialectic, standard English). C an select from a wide range of known imaginative and ambitious vocabulary, and use precisely (all spelling including of complex words, is almost always correct). Can use paragraphs consistently and appropriately. 6 Can group things appropriately before or after a main verb (e.g. The books, the pens and the pencils were all ready on the table). 7 Can use pronouns appropriately to avoid repetition when referring back or forward (e.g. that, these, those, it). 8 Can use different techniques to conclude work appropriately (e.g. opinion, summary, justification, comment). 9 Can use complex sentence structures appropriately. 0 Can use a range of punctuation, including commas, apostrophes and inverted commas accurately to clarify structure. Can use punctuation appropriately to create effect (e.g. exclamation marks, dashes, ellipses). Can write fluently in clear, joined script. Can adapt handwriting for a range of tasks and purposes, including for effect. Can use the passive voice for variety and to shift focus (e.g. the cake was eaten by the child). 8
Can use a range of narrative techniques with confidence, interweaving elements when appropriate (e.g. action, dialogue, quotation). 6 Can vary sentence length and word order confidently to sustain interest (e.g. Having achieved your goals at such an early age, what motivates you to continue? Why fight on? ). 7 Can use a range of strategies and techniques confidently and appropriately to engage and involve the reader (e.g. asides, comment, observation, anticipation, suspense, tension). 8 Can use a range of devices to adapt writing to the needs of the reader (e.g. parenthesis, introduction providing context, footnote, contents, bibliography). 9 Can use literary features to create effect (e.g. alliteration, onomatopoeia, figurative language, dialect). 0 Can interweave implicit and explicit links between sections. Can use punctuation to show division between clauses, to indicate, to vary pace, to create atmosphere or to subdivide (e.g. commas, colons, semicolons, dashes, ellipses). Can show confident and established voice. The and Coverage in Big Writing Adventures 9
The and Coverage in Big Writing Adventures Grade 6 The following table shows how the skills listed in the Writing are covered in the Big Writing Adventures Year 6/P7 s. Can spell all vocabulary correctly apart from rare technical or obscure words. Can open and close writing in interesting, unusual or dramatic ways, when appropriate. Can use the full range of punctuation, almost always accurately and precisely, including for sub-division, effect, listing, direct speech, parenthesis et cetera. Can write neatly and accurately at speed, preferably in a joined style. Can vary font for effect or emphasis when appropriate (italics or capitalisation). 6 Can use a wide range of conventions appropriate to the context e.g. paragraphs, sub and side headings, addendum, footnote, contents et cetera. 7 Can use a wide range of links to connect paragraphs or sections e.g. for time, sequence, mode. 8 Can use implicit links within text e.g. referring back to a point made earlier or forward to more information or detail to come. 9 Can group items for effect. 0 Can use a range of techniques to interact or show awareness of audience e.g. action, dialogue, quotation, aside, suspense, tension, comment. 0 Can write with confidence and imagination. Can adapt writing for the full range of purposes. Can consciously vary levels of formality according to purpose and audience. Can sustain a convincing viewpoint throughout the piece e.g. authoritative, expert, convincing portrayal of character, opposing opinions et cetera
Can develop ideas through controlled use of: elaboration, nominalisation or imaginative detail. 6 Can use a wide range of ambitious vocabulary accurately and precisely. 7 Can use a range of stylistic features to create effect within the text e.g. rhetorical questions, repetition, figurative language, passive voice, metaphor, simile, alliteration, onomatopoeia, impersonal voice or universal appeal. 8 Can use varied, creative and varied sentence structure when appropriate, intermingling with simple structures for effect. 9 Can always construct grammatically correct sentences, unless using dialect or alternative constructions consciously for effect. 0 Can use pertinent and precise detail as appropriate. Can intermingle a variety of types of sentences, complex with simple and effective placing of clauses. The and Coverage in Big Writing Adventures