Key: X- For mettargetat ARElevel. KPI - Key Performance Indicator	Aut1	Aut2	Spr1	Spr2	Sum1	Sum2
Children should write for a range of audiences and purposes including, recounts, re-tell, letters, instructions, reports, diaries, persuasion, poetry, explanation, narrative.
KPI	1	Writing has clear structure across a range of genre.
2	Sustainedpiecesofwritinginparagraphswhichareusedtoorganiseideasaroundatheme or event, (e.g. change of character, time, place and event).
3	Correctlywritessimplesentencesdictatedbytheteacherthatarewrittenindependently using spelling from NC appendix 1.
4	Writing is of consistent size and is neat.
5	Usesfrontedadverbials (e.g.startwithtimeconnectiveoradverb)followedbyacomma.) Emotion, comma
Spelling	6	Spell all of the Year1/2 words and most of the Year3/4 words correctly in my writing.
7	Usesthepossessive apostrophe correctly in wordswithregularplurals (for example, girls', boys' ) and in words with irregular plurals.
8	Use the first two or three letters of a word to check its spelling in a dictionary.
Handwriting	9	Usesthediagonalandhorizontalstrokesthat areneededtojoinletterscorrectlyand understands which letters are best left unjoined.
Sentence Sentence	10	Punctuates direct speech accurately (e.g. comma after reporting clause: end punctuation within inverted commas).
11	Nounphrasesexpandedbytheadditionofmodifyingadjectives,nounsandprepositional phrases e.g. 'Theteacher' expandedto 'The strictmathsteacherwithcurlyhairsatonhis desk'. 2A Sentences
12	Uses appropriate choice of pronoun or noun within and across sentences to aid cohesion and Verb, person avoid repetition.
13	Sentences include prepositions e.g. before, after, during, in, because of, under or prepositional phrase.
14	Uses Standard English forms for verbinflections instead of local spoken forms (e.g. wewere instead of we was).
15	Uses detail to build character descriptions and provoke a response and begin to integrate dialogue to convey characters. Action as if
16	Write a complete story with a full sequence of events in narrative order.
17	Write narrative that develops character, setting and plot.
Composition E and Composition E and	18	Edit and improve a section through re-drafting.
19	Discuss and record more detailed ideas for writing in the form of planning.
20	Begin to use similes to add description to the writing.
21	Read aloud their ownwriting to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Evaluate the effectiveness of own or others' writing in connection to purpose and suggest improvements.
23	Begin to use both a formal and an informal style.
24	Choose vocabulary for effect to reflect audience and purpose.
25	Identify and use correct terminology for adverbial, determiner, pronoun and possessive pronoun
GD Statement Write independently, effectively, coherently and creatively for a - wide range of audiences and purposes, drawing on their reading to inform the vocabulary and grammar of their writing. - Paragraphing is clear and ideas are developing and are linked to guide the reader through the text. - Writing has a clear voice, which is sustained through both shorter and more extended texts.	Total
BLW = 0-7 WTS=7- 12EXS=13-19 GD =20- Grade 25
GD Statement Write independently, effectively, coherently and creatively for a - wide range of audiences and purposes, drawing on their reading to inform the vocabulary and grammar of their writing. - Paragraphing is clear and ideas are developing and are linked to guide the reader through the text. - Writing has a clear voice, which is sustained through both shorter and more extended texts. and more extended texts.	Target KPI