Willen Primary School

Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Sentence Structure

Write own name (including a capital letter for it)

Write labels & captions

Begin to form simple sentences (starting words from left to right)

Correct letter formation

Punctuation Begin to use full stops and capital letters, showing understanding of the concept of a sentence

Text Structure Written text should start to make sense or child should be able to check for sense if not

Vocabulary Word, sentence, letter, capital letter, full stop

EYFS GPS Coverage Tracking Grid 2016-17

Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Word

Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]

Sentence Structure

Write first & last name with capital letters where needed.

Realise how words can combine to make sentences.

Show that ‘and’ can join both words join sentences.

Use other conjunctions to join sentences ( e.g. so, but).

Punctuation

Separate words with clear, uniform spaces.

Introduce capital letters, full stops, question marks and exclamation marks to demarcate sentences.

Include capital letters for names and for the personal pronouns.

Text StructureSequence sentences to form short narratives.

Re-read own writing to check that it makes sense and correct.

Vocabulary Word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark.

Year 1 GPS Coverage Tracking Grid 2016-17

Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Word

Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]

Formation of adjectives using suffixes such as –ful, –less

Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs

Sentence Structure

Include time adverbs and adverbials (e.g. later, first, in winter, at night).

Use a range of connectives: when, if, that, because, and, or, but, so.

Expanded noun phrases for description and interest (e.g. the blue butterfly, plain flour, the man in the moon).Write sentences that are statements, questions, exclamations or commandsUse past and present tense appropriately and correctly

Punctuation

Use capital letters, full stops, question marks and exclamation marks to correctly demarcate sentences.

Use commas to separate items in a list.

Include apostrophes to mark contractions e.g. isn’t, shouldn’t

Introduce speech marks to punctuate direct speech.

Text StructureConsistently use of present tense versus past tense throughout texts e.g. go/went. Use of the continuous form of verbs in the present and past tense to mark actions in progress e.g. she is drumming, he was shouting.

Vocabulary Verb, tense (past, present), adjective, noun, suffix, apostrophe, comma.

Year 2 GPS Coverage Tracking Grid 2016-17

Year 3 GPS Coverage Tracking Grid 2016-17

Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Word

Formation of nouns using a range of prefixes [for example super–, anti–, auto–]Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]

To understand and use the terms consonant and vowel

Sentence Structure

Vary sentence structure by expressing time and causal words: conjunctions (e.g. when, before, after, while, because).

Vary sentence structure by expressing time and causal words: adverbs (e.g. then, next, soon).

Vary sentence structure by expressing time and causal words: prepositions (e.g. before, after, during, in, because of).

Use adverbials of time, place and manner (e.g. at midnight, over the hill)

Consistently use past and present tense, including irregular tenses

To identify the subject and object within a sentence

Punctuation Introduce how inverted commas punctuate direct speech

To use question marks and exclamation marks to demarcate sentences

Text Structure Provide the correct tense

Change verbs to improve interest

Experiment with adjectives to create impact

Correctly use verbs in 1st, 2nd, 3rd person

Include introduction to paragraphs as a way to group related material

Use headings and sub-headings to aid presentation

Provide the perfect form of verbs to mark relationships of time and cause (e.g. I have written it down so we can check what he said.)

Vocabulary Word family, conjunction, adverb, preposition, direct speech, inverted commas, speech marks, consonant, vowel, clause, subordinate clause

Year 4 GPS Coverage Tracking Grid 2016-17

Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Word

The grammatical difference between plural and possessive –s

Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]To know all the different types of noun (common, proper, collective, abstract)

Sentence Structure

Vary sentence structure, using different openers (e.g. subordinate clauses - Stumbling through the trees, Rooted to the spot,)Show fronted adverbials (e.g. Tears trickling down his face, James closed the heavy door behind him. Later that day, I heard the bad news)Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)To use know the differences between statements, questions, commands and exclamations

Punctuation

Include commas to mark clauses and separate items in a list

Provide apostrophes that mark singular and plural possession (e.g. the girl’s name, the boys’ boots)Use of commas after fronted adverbials (e.g. Later that day, I heard the bad news,)Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]

Text Structure

Use adverbs (together with the knowledge that not all adverbs end in ly e.g. fast, often, almost)

Include adjectival phrases e.g. biting cold wind

Consistently use 1st & 3rd person correctly

Use of paragraphs to organise ideas around a theme

Provide appropriate choice of pronouns or nouns in sentences,

varying choice to aid cohesion and avoid repetitionUse connectives to link paragraphs.(e.g. however, on the other hand, as the clock struck midnight, from far in the distance)

Vocabulary Pronoun, possessive pronoun, adverbial, determiner

Year 5 GPS Coverage Tracking Grid 2016-17

Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Word

Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]

Verb prefixes [for example, dis–, de–, mis–, over– and re–]

Sentence Structure

Add phrases to make sentences more precise and detailed (e.g. the extremely poisonous dragon, as quickly as possible,)

Use range of sentences openers consistently, considering their effect

Link clauses in sentences using a range of conjunctions (including co-ordinating conjunctions)

Include relative clauses beginning with who, which, where, whose

Indicate levels of possibility using modal verbs (e.g. might, should, will, must) or adverbs (e.g. perhaps, surely)

Use verb phrases e.g. she began to run, he might have been

Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)

Punctuation

Use direct & reported speech

Show brackets, dashes or commas to indicate parenthesi

Use of commas to clarify meaning or avoid ambiguity

Use of commas after fronted adverbials (e.g. Later that day, I heard the bad news,)

Text Structure Vary pronouns to avoid repetition. Understand possessive pronounsUse the perfect form of verbs to mark relationships of time and cause (e.g. I have written it down so we can check what he said.)

To ensure tense consistency within writing

Use basic Standard English, i.e. agreement between verb & noun; consistency of tense; avoid double negativeBuild cohesion within a paragraph (e.g. just as, while, around the corner,)

Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly)

Consistently and accurately organise writing into paragraphs

Vocabulary Relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, determiner, cohesion, ambiguity

Strand National Curriculum 2014 Objectives Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Word The difference between vocabulary typical of informal speech and

Year 6 GPS Coverage Tracking Grid 2016-17

vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]How words are related by meaning as synonyms and antonyms [for example, big, large, little]

Sentence Structure

Use subordinate clauses to write complex sentences

Adapt sentence construction to different text types, purposes & readersConstruct and manipulate sentences to add meaning and create subtle differences, including the use of hypothetical and speculative languageUse passive voice to affect the presentation of information in a sentence(e.g. ‘I broke the window in the greenhouse’ versus ‘The window in the greenhouse was broken’)Expand noun phrases to convey complicated information concisely (e.g. the fact that it was raining meant the end of sports day)Know the difference between informal and formal speech and writing e.g. ‘He’s your friend, isn’t he?’ versus, ‘If he were to be successful, the matter would be resolved’.) Or the use of subjunctive forms such as as If I were or Were they to come

Use question tags to support informal speech structure

Punctuation

Use full range of punctuation correctly; matching it to genre, including use of the semi-colon, colon and dash to indicate a stronger subdivision of a sentence

Punctuate with bullet points to list information

Show how hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover)

Text Structure

Use language consistent associated with 1st, 2nd, 3rd person

Use the progressive forms of verbs in the past and present tense to mark actions in progress

Understand and use relative pronounsLink ideas across paragraphs using a wider range of cohesive devices:

semantic cohesion (e.g. repetition of a word or phrase)Link ideas across paragraphs using a wider range of cohesive

devices: grammatical connections (e.g. the use of adverbials such as,

on the other hand, in contrast, or as a consequence), and ellipsis (omission of word or phrase)

Layout devices, such as headings, sub-headings, columns, bullets, or tables, to structure textOrganise paragraphs coherently and use them to signal a change in time, scene, action, mood or personTo understand the differences between formal and informal vocabulary and structures, including the subjunctive

Vocabulary Active and passive voice, subject, object, hyphen, synonym and antonym, colon, semi-colon, bullet points, ellipsis