forms, although may Use the teaching sequence of modelling joint → continue to need prompts, writing construction/supported writing independent writing → frames and/or models Make the writing process explicit with a running 3.2 Using an increasingly varied commentary vocabulary Reinforce grammatical rules through games 3.3 Spelling shows a growing Teach focused grammar sessions within the context of a understanding of the English text or topic being studied phonic system Focus on the key language features of different genres 3.4 Use of punctuation is Introduce academic language to express key concepts generally accurate and a wider range of punctuation is beginning (nominalisation) by enabling pupils to initially explore to be used concepts their own non-specialist vocabulary. 3.5 Beginning to use a greater variety Gradually introduce technical vocabulary and model how to of conjunctions to produce longer use it in written form to describe the key concept, e.g. and more complex sentences, although may continue to be bend refract refraction (light) → → some grammatical inaccuracies stick attract attraction (magnetism) → → 3.6 Uses simple tenses mainly Model the extension of noun or nominal groups and plan for accurately and appropriately opportunities for pupils to create and evaluate their own, 3.7 Beginning to produce writing that e.g. shows some structure and logical a beast a fearsome beast a fearsome beast with an → → progression of ideas 18cm beak, powerful wings and a chunky neck 3.8 Handwriting is joined and legible 4 Listening/Speaking How to support pupil progress
forms, although may continue to need prompts, writing frames and/or models Use the teaching sequence of modelling → joint construction/supported writing → independent writing Make the writing process explicit with a running commentary Reinforce grammatical rules through games Teach focused grammar sessions within the context of a text or topic being studied Focus on the key language features of different genres Introduce academic language to express key concepts (nominalisation) by enabling pupils to initially explore concepts their own non-specialist vocabulary. Gradually introduce technical vocabulary and model how to use it in written form to describe the key concept, e.g. bend → refract → refraction (light) stick → attract → attraction (magnetism) Model the extension of noun or nominal groups and plan for opportunities for pupils to create and evaluate their own, e.g. a beast → a fearsome beast → a fearsome beast with an 18cm beak, powerful wings and a chunky neck 3.2 Using an increasingly varied vocabulary 3.3 Spelling shows a growing understanding of the English phonic system 3.4 Use of punctuation is generally accurate and a wider range of punctuation is beginning to be used 3.5 Beginning to use a greater variety of conjunctions to produce longer and more complex sentences, although may continue to be some grammatical inaccuracies 3.6 Uses simple tenses mainly accurately and appropriately 3.7 Beginning to produce writing that shows some structure and logical progression of ideas 3.8 Handwriting is joined and legible 4 Listening/Speaking How to support pupil progress
reporting_levels_westminster_stages_of_english.docx