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En6/3.1 Spelling

En6/3.1a    use further prefixes and suffixes and understand the guidance for adding them
En6/3.1b    spell some words with ‘silent’ letters
En6/3.1c    continue to distinguish between homophones and other words which are often confused
En6/3.1d    use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in Appendix 1
En6/3.1e    use dictionaries to check the spelling and meaning of words
En6/3.1f    use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
En6/3.1g    use a thesaurus
En6/3.12 Handwriting and Presentation
Pupils should be taught to write legibly , fluently and with increasing speed by:
En6/3.2a    choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
En6/3.2b    choosing the writing implement that is best suited for a task

En6/3.3 Composition   

En6/3.3a    Plan their writing by:
  1. identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  2. noting and developing initial ideas, drawing on reading and research where necessary
  3. in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed


En6/3.3b    Draft and write by:

  1. selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  2. in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  3. précising longer passages
  4. using a wide range of devices to build cohesion within and across paragraphs
  5. using further organisational and presentational devices to structure text and to guide the reader 


En6/3.3c    Evaluate and edit by:
  1. assessing the effectiveness of their own and others’ writing
  2. proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  3. ensuring the consistent and correct use of tense throughout a piece of writing
  4. ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
En6/3.3d    proofread for spelling and punctuation errors
En6/3.3e    perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

En6/3.4    Vocabulary, grammar & punctuation

En6/3.4a    develop their understanding of the concepts set out in Appendix 2 by:
  1. recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  2. using passive verbs to affect the presentation of information in a sentence
  3. using the perfect form of verbs to mark relationships of time and cause
  4. using expanded noun phrases to convey complicated information concisely
  5. using modal verbs or adverbs to indicate degrees of possibility
  6. using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
  7. learning the grammar for years 5 and 6

En6/3.4b    indicate grammatical and other features by:
  1. using commas to clarify meaning or avoid ambiguity in writing
  2. using hyphens to avoid ambiguity
  3. using brackets, dashes or commas to indicate parenthesis
  4. using semicolons, colons or dashes to mark boundaries between independent clauses
  5. using a colon to introduce a list
  6. punctuating bullet points consistently
En6/3.4c    use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.