6th Grade English Checklist: What Your Child Should Know

Reading Comprehension

Your child is developing sophisticated reading skills — comparing texts, analysing how authors use evidence and perspective, integrating information from multiple sources, and supporting their interpretations with quotes and reasoning.

• Justifying Views About Texts

  Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments

  • State an opinion about a character's motivations and support it with three pieces of textual evidence
  • Construct a reasoned argument about an author's message using quotes from the text
  • Respond to an alternative interpretation by providing counter-evidence from the text

• Evaluating Arguments in Non-Fiction

  Evaluate arguments and claims in non-fiction texts — assess whether reasoning is sound, evidence is relevant and sufficient, distinguish between fact and opinion, and recognise bias, propaganda, and rhetorical techniques

  • Identify the main claim in an argument text and evaluate whether the evidence presented is sufficient
  • Spot logical fallacies or irrelevant evidence introduced to distract from weak reasoning
  • Compare two opposing arguments on the same issue and evaluate which is more convincing, with reasons

• Figurative Language and Literary Devices

  Determine the meaning of figurative and connotative language in context, analyse the impact of specific word choices on meaning and tone, and identify literary devices such as metaphor, simile, personification, allusion, and irony

  • Identify a metaphor or simile in a passage and explain its effect on the reader
  • Explain how an author's word choice creates a particular tone (e.g., menacing, humorous, melancholic)
  • Recognise an allusion to a myth, the Bible, or another text and explain what it adds to the meaning

• Using and Evaluating Textual Evidence

  Cite specific textual evidence to support analysis of what a text says explicitly and what can be inferred, distinguishing between strong and weak evidence and explaining how the evidence supports a point

  • Identify a relevant quotation to support an inference about a character's feelings
  • Explain why one piece of evidence is stronger than another for supporting a claim
  • Use embedded quotations in a written response to back up an analytical point

• Poetic forms and conventions

  Recognise and understand poetic conventions — including form (sonnet, ballad, free verse), metre, rhyme scheme, stanza structure, imagery, and sound devices (alliteration, assonance, onomatopoeia) — and analyse how poets use them for effect

  • Identify the form of a poem (e.g., sonnet, haiku, ballad) and explain its key structural features
  • Analyse how a poet uses rhythm or sound devices to reinforce meaning or mood
  • Explain how enjambment or a caesura affects the pace and emphasis of a line

• Narrative Perspective and Unreliable Narrators

  Analyse point of view and narrative perspective — including first person, third person limited and omniscient, and unreliable narrator — and how the author's or narrator's perspective shapes the reader's understanding and creates effects such as suspense, irony, or humour

  • Identify the narrative perspective of a text and explain how it limits or expands the reader's knowledge
  • Explain how dramatic irony arises when the reader knows something a character does not
  • Compare how the same event might be told differently from two characters' perspectives

• Plot Structure and Character Development

  Analyse how plot structure unfolds through episodes or key events, and how characters develop, respond to challenges, and change over the course of a narrative — including the relationship between character, setting, and plot

  • Trace how a character's attitude changes across a story and identify the turning points
  • Explain how a specific incident in a drama propels the action or provokes a decision
  • Analyse how the setting influences a character's behaviour or the mood of a scene

• Understanding drama and performance

  Understand how dramatists communicate meaning through performance — including staging, direction, set design, lighting, and actors' choices — and how different productions can interpret the same script differently

  • Explain how a director's staging choices (e.g., set, lighting, blocking) affect the audience's understanding
  • Compare two productions or adaptations of the same play and evaluate different interpretive choices
  • Analyse how a filmed or live production stays faithful to or departs from the original script

• Self-Correcting While Reading

  Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context

  • Notice when reading does not make sense and stop to re-read
  • Self-correct errors mid-sentence (e.g. 'Wait, that doesn't sound right')
  • Use meaning, sentence structure, and visual cues together to monitor reading

• Critical comparison across texts

  Make critical comparisons across texts — comparing themes, characters, settings, styles, or arguments in two or more works, including texts from different periods, genres, or cultures

  • Compare how two novels treat a shared theme (e.g., growing up) using specific evidence from both
  • Analyse how a modern retelling draws on and transforms elements from a traditional story or myth
  • Compare conflicting accounts of the same event in two non-fiction texts and evaluate which is more convincing

• Using Multiple Sources

  Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently

  • Use search features, indexes, and headings to locate specific information across sources
  • Synthesise information from two or more sources to answer a research question
  • Evaluate which source provides the most relevant information for a given question

• Comparing Characters, Settings and Events

  Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details about how characters interact, settings influence action, or events connect

  • Create a Venn diagram comparing two characters' traits using textual evidence
  • Explain how a change in setting affects the mood and characters' actions in a story
  • Analyse how two events in a narrative are connected through cause and effect

• Different viewpoints in texts

  Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling

  • Identify whether a story uses first-person or third-person narration and explain the effect
  • Explain how events would be described differently if told from another character's perspective
  • Analyse how the narrator's knowledge or bias affects what information the reader receives

• Comparing Books

  Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts

  • Compare how two authors develop similar themes using different narrative techniques
  • Identify similarities and differences between characters across books by the same author
  • Analyse how settings function differently in two texts from the same genre

• Wide Independent Reading Across Genres

  Read widely and independently across fiction and non-fiction — including whole novels, short stories, plays, poetry, and non-fiction from different genres, periods, and cultures — building stamina, breadth, and personal taste as a reader

  • Choose books independently that offer appropriate challenge and genuine interest
  • Read at least two Shakespeare plays and a range of pre-1914 and contemporary literature during KS3
  • Maintain a personal reading record and articulate preferences with reasons

• Finding Theme and Summarising

  Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions

  • Identify the theme of a story (e.g. courage, friendship, overcoming adversity) by examining what characters learn, how they change, and what the author emphasises across the whole text
  • Distinguish theme from topic: explain that a topic might be 'war' while the theme is 'the cost of conflict on families'
  • Summarise a story, chapter, or poem objectively, including only key events and details without inserting personal opinions or minor details

• Tracing Theme Across a Text

  Determine and analyse the theme or central idea of a text, trace how it develops across the text through key details and events, and provide an objective summary distinct from personal opinion

  • Identify a theme in a novel and explain how specific events develop it across the plot
  • Distinguish between the topic of a text (what it is about) and the theme (what it is saying)
  • Write a concise, objective summary of a chapter or article without inserting personal opinion

• Quoting Accurately from Texts

  Quote accurately from literary and informational texts when explaining what the text says explicitly and when drawing inferences, using quotation marks and citations correctly

  • Select and copy exact words from a text to support an inference about character motivation
  • Use quotation marks correctly when incorporating textual evidence into written responses
  • Introduce quotes with signal phrases such as 'The author states' or 'According to the text'

• Summarising Non-Fiction Main Ideas

  Determine two or more main ideas of an informational text and explain how they are supported by key details, then summarise the text without personal opinions

  • Identify the main ideas in each section of an informational article
  • List key details that support each main idea in a multi-paragraph text
  • Write an objective summary capturing the main ideas without adding personal opinions

• Comparing Structure in Information Texts

  Compare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution

  • Identify the organisational structure of two texts on the same topic
  • Explain how one text uses cause/effect while another uses problem/solution to present information
  • Analyse why an author chose a particular structure for their informational text

• How Authors Treat Similar Themes

  Compare and contrast stories in the same genre on their approaches to similar themes and topics, identifying how different authors treat common ideas

  • Compare how two mystery stories create suspense using different techniques
  • Identify common themes in adventure stories and explain how each author develops them differently
  • Analyse how two authors from the same genre approach the theme of friendship or courage

• Purpose, audience, and context

  Identify the purpose, audience, and context of a text and use this knowledge to support comprehension — recognising how writing aimed at different audiences (academic, popular, persuasive) uses different conventions, register, and tone

  • Identify the intended audience and purpose of a text and explain how the language choices reflect this
  • Compare a newspaper article and a scientific report on the same topic, noting differences in register and structure
  • Explain how knowing the historical or social context of a text deepens understanding

• How Language Choices Affect the Reader

  Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader

  • Explain how a specific metaphor or simile affects the reader's understanding or emotions
  • Evaluate an author's choice of descriptive language and its impact on atmosphere
  • Compare how different authors use figurative language to achieve similar effects

• Synthesising across multiple texts

  Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising

  • Combine information from three sources into a coherent paragraph using own words
  • Create a fact sheet that synthesises key information from multiple texts on one topic
  • Present information orally that draws on multiple sources while crediting the sources

• Explaining Relationships in Texts

  Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information

  • Explain the cause-and-effect relationship between events in a historical text
  • Describe how a scientific process involves sequential steps that depend on each other
  • Identify how key individuals in a text influenced events or other people

• How Parts Build a Whole Text

  Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem, analysing how each part contributes to the whole

  • Map the structure of a novel showing how each chapter advances plot or character development
  • Explain how individual stanzas in a poem build toward a central theme or message
  • Analyse how scenes in a play work together to develop conflict and resolution

• Analysing Text Structure

  Analyse how a text's structure — including its overall organisation, use of chapters, stanzas, scenes, paragraphs, or sections — contributes to its meaning, style, and development of ideas

  • Explain how a non-chronological structure (e.g., flashback, frame narrative) creates suspense or surprise
  • Analyse the role of a specific paragraph in developing and refining a key concept in a non-fiction text
  • Compare how two texts use different structures (e.g., epistolary vs. linear narrative) and the effect of each

• Fact vs opinion

  Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints

  • Identify and label statements as fact or opinion in a newspaper article
  • Explain why a statement is a fact by citing verifiable evidence or why it is an opinion
  • Recognise persuasive techniques that present opinions as if they were facts

• Multiple Accounts of Events

  Analyse multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

  • Compare two news articles about the same event and identify differences in perspective
  • Explain how the author's background or purpose affects their account of an event
  • Identify which facts are consistent across accounts and which details differ based on viewpoint

• Supporting ideas with evidence

  Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points

  • Match each of an author's main points with the evidence used to support it
  • Evaluate whether the evidence provided adequately supports the author's argument
  • Identify points in a text that lack sufficient evidence or reasoning

• Multimedia elements in texts

  Analyse how visual and multimedia elements contribute to the meaning, tone, or beauty of a text such as graphic novels, multimedia presentations, or illustrated editions of fiction and poetry

  • Explain how illustrations in a graphic novel convey emotion or advance the story
  • Analyse how visual elements such as colour and layout affect the tone of a multimedia text
  • Compare how the same scene is portrayed in text versus in visual or audio format

Grammar & Punctuation

Your child is learning advanced grammar and punctuation skills — mastering complex sentence structures, sophisticated punctuation like colons and semi-colons, and formal writing techniques that will prepare them for secondary school and beyond.

• Grammar for Effect

  Analyse the effectiveness and impact of grammatical features in texts read — understanding how authors make deliberate grammatical choices (sentence length, passive voice, fronted adverbials, listing) to create specific effects on the reader

  • Explain how an author's use of short, simple sentences creates tension or urgency in a passage
  • Analyse why an author uses a list of three (tricolon) in a persuasive text and evaluate its impact
  • Identify a grammatical choice in a text (e.g., present tense for immediacy) and explain the effect on the reader

• Literary and Language Terminology

  Discuss reading, writing, and spoken language with precise and confident use of linguistic and literary terminology — including terms for word classes, sentence types, clause types, literary devices, and text-level features

  • Use terms like 'subordinate clause', 'relative pronoun', 'metaphor', 'alliteration' accurately in discussion
  • Explain the difference between a simile and a metaphor using correct terminology
  • Use metalanguage (e.g., 'the author employs enjambment to...') confidently when writing about texts

• Grammar Terms: Voice and Punctuation

  Know and use Year 6 grammatical terminology accurately: subject, object, active voice, passive voice, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

  • Define and give examples of subject and object in sentences
  • Explain the difference between active and passive voice using correct terminology
  • Use terms such as ellipsis, colon, and semi-colon accurately when discussing punctuation choices

• Active and passive voice

  Use the passive voice to shift focus from the agent to the action or recipient, understanding how passive constructions affect the presentation of information in formal and objective writing

  • Convert active sentences to passive voice and explain the change in emphasis
  • Identify passive constructions in news reports and scientific writing
  • Choose between active and passive voice based on purpose and audience

• The Present Perfect Tense

  Use the present perfect form of verbs in contrast to the simple past tense, understanding how the present perfect indicates an action completed at an unspecified time or with ongoing relevance (e.g., 'He has gone out' vs 'He went out')

  • Form the present perfect using 'has/have' + past participle (e.g., 'She has eaten', 'They have finished')
  • Choose between simple past and present perfect to match the intended meaning (e.g., 'I ate lunch' vs 'I have eaten lunch')
  • Identify the present perfect form in a text and explain why the author used it instead of simple past

• Choosing Tenses for Precise Meaning

  Use verb tense to convey various times, sequences, states, and conditions, selecting tenses deliberately to express the precise timing and nature of actions and events

  • Write a paragraph using multiple tenses to show the sequence of past, present, and future events
  • Choose between simple, progressive, and perfect tenses to express duration or completion
  • Explain why a specific tense is appropriate for expressing a condition or hypothetical situation

• Consistent verb tense

  Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning

  • Identify and correct unnecessary tense shifts in a given paragraph
  • Edit own writing to ensure consistent tense use throughout a narrative
  • Explain when a tense shift is appropriate such as when describing a flashback

• Linking paragraphs with adverbials

  Link ideas across paragraphs using adverbials of time (later, meanwhile, after a while), place (nearby, far away, beyond the wall), and number (secondly, finally, in addition) to guide the reader through a multi-paragraph text

  • Begin a new paragraph with an adverbial of time to signal a shift in time or sequence, e.g. 'Meanwhile, back at the castle...' or 'Several hours later, the storm finally passed'
  • Use adverbials of place to move the reader to a new location between paragraphs, e.g. 'Beyond the forest, the land was flat and dry'
  • Use numbering or addition adverbials to structure non-fiction across paragraphs, e.g. 'The first reason... The second reason... In addition...'

• Paragraph Cohesion

  Link ideas across paragraphs using a wider range of cohesive devices including word repetition, grammatical connections such as adverbials, and ellipsis to create coherent extended texts

  • Use adverbials such as 'on the other hand' and 'as a consequence' to connect paragraphs
  • Apply ellipsis to avoid repetition while maintaining clarity across sentences
  • Create cohesion by repeating key words or using synonyms to link ideas between paragraphs

• Commas in lists

  Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges')

  • Write a sentence containing a list of 3+ items separated by commas: 'I bought apples, bananas, and oranges'
  • Identify where commas should go in an unpunctuated list sentence
  • Explain that commas separate items in a list so the reader knows each item

• Cohesion within paragraphs

  Use cohesive devices within a paragraph — including pronouns, adverbials (then, after that, firstly), and synonyms — to link sentences and build a coherent flow of ideas

  • Replace repeated nouns with pronouns or synonyms to maintain cohesion without ambiguity, e.g. 'The explorer found a cave. She examined it carefully'
  • Use adverbials of sequence (firstly, then, next, finally) and cause (therefore, as a result, consequently) to connect ideas within a paragraph
  • Identify where cohesion breaks down in a paragraph and insert appropriate linking devices to improve the flow

• Phrases & Clauses

  Understand and analyse the function of phrases (noun, verb, adjectival, adverbial, prepositional) and clauses (main, subordinate, relative) in general and in specific sentences, including recognising and correcting misplaced and dangling modifiers

  • Identify a prepositional phrase acting as an adverbial and explain its role in the sentence
  • Distinguish between a main clause and a subordinate clause and explain their relationship
  • Spot a dangling modifier in a sentence and rewrite it to remove the ambiguity

• Advanced Punctuation for Clarity

  Use punctuation confidently and accurately for effect and clarity — including semicolons to link related clauses, colons to introduce lists or explanations, dashes and parentheses for parenthetical information, ellipsis for omission or suspense, and commas for coordinate adjectives and nonrestrictive elements

  • Use a semicolon to link two closely related independent clauses without a conjunction
  • Set off a nonrestrictive clause with commas and explain why the commas are needed
  • Use a colon to introduce an explanation or elaboration, and a dash for a dramatic aside

• Types of Sentences

  Choose among and construct simple, compound, complex, and compound-complex sentences to signal different relationships among ideas, varying sentence patterns deliberately for meaning, interest, and style

  • Combine short sentences into a complex sentence using a subordinating conjunction for effect
  • Rewrite a passage of monotonous simple sentences using a mix of sentence types for variety and flow
  • Identify the sentence type (simple, compound, complex, compound-complex) of given examples and explain the effect of each

• Hyphens in Prefixed Words

  Use hyphens to avoid ambiguity in compound modifiers and prefixed words, distinguishing between meanings that change based on hyphen placement

  • Distinguish between 'man eating shark' and 'man-eating shark' by adding or removing hyphens
  • Use hyphens with prefixes to clarify meaning such as 'recover' versus 're-cover'
  • Apply hyphens correctly in compound adjectives before nouns such as 'well-known author'

• Commas with yes, no, and names

  Use commas to set off the words yes and no, to set off tag questions, and to indicate direct address in sentences

  • Write sentences using commas with yes and no at the beginning such as 'Yes, I understand'
  • Punctuate tag questions correctly such as 'It's cold today, isn't it?'
  • Use commas to set off names in direct address such as 'Sarah, please pass the salt'

• Punctuating Titles of Works

  Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles

  • Use italics or underlining for titles of books, films, and albums
  • Use quotation marks for titles of short works such as poems, songs, and articles
  • Apply title formatting conventions consistently in a piece of writing

• Standard English

  Know and understand the differences between spoken and written language — including differences in formality, register, grammar, and vocabulary — and between Standard English and other varieties of English, using Standard English confidently in writing and speech

  • Explain three differences between how we speak informally and how we write formally (e.g., contractions, slang, sentence completeness)
  • Identify features of Standard English and explain why it is used in formal contexts
  • Rewrite an informal spoken passage (e.g., a text message) in formal written Standard English

• Commas After Introductory Elements

  Use a comma to separate an introductory element from the rest of the sentence, including introductory words, phrases, and clauses

  • Place commas after introductory adverbs such as 'However' or 'Therefore' at the start of sentences
  • Use commas after introductory prepositional phrases like 'In the morning' or 'After the game'
  • Punctuate introductory dependent clauses correctly such as 'When the bell rang, we left'

• Varying Sentence Structure

  Expand, combine, and reduce sentences for meaning, reader interest, and style, using techniques such as embedding clauses, using appositives, and varying sentence length

  • Combine two simple sentences into one complex sentence using subordination
  • Expand a simple sentence by adding descriptive phrases and clauses
  • Reduce wordy sentences by removing redundant words while preserving meaning

• Commas Before Joining Words

  Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence

  • Place a comma before the coordinating conjunction in a compound sentence, e.g. 'I wanted to go outside, but it was raining'
  • Distinguish compound sentences (two independent clauses) from simple sentences with compound predicates, e.g. 'She sang and danced' needs no comma but 'She sang a song, and he played the piano' does
  • Edit writing to insert missing commas before coordinating conjunctions in compound sentences

• Punctuating Clauses

  Use semi-colons, colons, and dashes to mark boundaries between independent clauses, choosing the appropriate punctuation based on the relationship between the clauses

  • Join two related independent clauses using a semi-colon in place of a conjunction
  • Use a colon to introduce an explanation or elaboration of the first clause
  • Replace commas with dashes to create stronger pauses between clauses for emphasis

• Conjunctions, Prepositions and Interjections

  Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning

  • Identify conjunctions, prepositions, and interjections in sentences and explain their function
  • Explain how removing a preposition or conjunction changes the meaning of a sentence
  • Use interjections appropriately to convey emotion in dialogue or informal writing

• The subjunctive mood

  Use the subjunctive form in formal writing and speech to express wishes, demands, suggestions, or hypothetical situations (e.g., 'If I were you', 'I suggest that he go', 'Were they to arrive')

  • Write sentences using 'If I were' to express hypothetical conditions
  • Transform informal sentences into formal equivalents using subjunctive forms such as 'I recommend that she attend'
  • Identify subjunctive mood in formal texts such as legal documents or formal letters

• Correlative Conjunctions

  Use correlative conjunctions correctly in sentences, pairing words such as either/or, neither/nor, both/and, not only/but also, and whether/or

  • Write sentences using each pair of correlative conjunctions correctly
  • Ensure parallel structure when using correlative conjunctions in complex sentences
  • Identify and correct errors in correlative conjunction usage in given sentences

• Colons and Semicolons in Lists

  Use a colon to introduce a list and semi-colons to separate items within lists, particularly when list items contain internal commas or are complex phrases

  • Introduce a list with a colon after an independent clause such as 'You will need the following items:'
  • Use semi-colons to separate list items that contain commas such as locations with city and country
  • Punctuate complex lists in formal writing maintaining clarity and consistency

• Bullet Point Punctuation

  Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items

  • Create bullet point lists with consistent capitalisation and punctuation throughout
  • Use full stops for bullet points that are complete sentences and no punctuation for fragments
  • Maintain parallel grammatical structure across all items in a bulleted list

Writing Composition

Your child is developing advanced writing skills — planning stories with well-developed characters, organising information clearly with headings and layouts, and learning to research and summarise information from different sources.

• Persuasive Writing

  Write arguments to support claims with clear reasons and relevant evidence — including introducing claims, acknowledging counterclaims, organising reasons logically, maintaining a formal style, and providing a concluding statement

  • Write an argument essay with a clear claim supported by at least three pieces of evidence
  • Acknowledge and respond to a counterclaim rather than ignoring opposing views
  • Use linking words and phrases (however, furthermore, consequently) to connect claims, reasons, and evidence

• Writing Techniques for Effect

  Apply growing knowledge of vocabulary, grammar, and text structure to writing — drawing on literary and rhetorical devices from reading (e.g., rhetorical questions, tricolon, anaphora, contrast) to enhance impact

  • Use a rhetorical question or tricolon deliberately in a persuasive piece and explain the intended effect
  • Employ varied sentence openings and structures to maintain reader interest across a whole piece
  • Draw on a literary device encountered in reading and apply it consciously in own writing

• Research & Source Evaluation

  Summarise and organise material from reading and research — gathering relevant information from multiple sources, assessing credibility, integrating evidence without plagiarising, and supporting ideas with factual detail

  • Take notes from multiple sources on a topic and organise them under logical headings
  • Paraphrase information from a source accurately without copying word-for-word
  • Assess whether a source is credible and relevant before including it in research writing

• Planning, Revising and Editing Writing

  Plan, revise, and edit writing to improve coherence and effectiveness — considering how the writing reflects its intended audience and purpose, amending vocabulary, grammar, and structure, and proofreading for accurate spelling, punctuation, and grammar

  • Revise a draft to improve paragraph structure, adding or removing material for coherence
  • Edit sentence-level issues including word choice, grammar, and punctuation before finalising
  • Reflect on whether the writing achieves its intended effect on the target audience and adjust accordingly

• Writing Across Genres

  Write for a range of purposes and audiences beyond narrative — including scripts, poetry, personal and formal letters, notes for talks, and other forms — selecting the appropriate form, register, and conventions for each

  • Write a formal letter using appropriate layout, salutation, register, and sign-off conventions
  • Compose a script with stage directions, character names, and realistic dialogue
  • Adapt writing style (vocabulary, sentence structure, tone) to suit different audiences and purposes

• Writing Character & Dialogue

  Write narratives that develop real or imagined experiences using effective technique — including establishing context and point of view, developing characters through dialogue, pacing, and description, using varied transitions, and providing a reflective conclusion

  • Open a narrative by establishing setting, point of view, and a hook that engages the reader
  • Use dialogue, pacing, and descriptive detail to develop characters and advance the plot
  • Craft a conclusion that reflects on the narrated events rather than simply ending the action

• Revising and editing (age 7+)

  Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level

  • Read own or a peer's writing aloud and suggest specific improvements to vocabulary or sentence structure
  • Propose changes to grammar and word choice to improve clarity and consistency across a piece of writing
  • Proof-read writing at Y3-4 level for spelling, punctuation, and grammatical errors and correct them independently

• Developed Informational and Explanatory Writing

  Write informative and explanatory texts that examine a topic and convey ideas clearly — organising information logically with headings and formatting, developing the topic with relevant facts, definitions, details, and quotations, and using precise vocabulary

  • Organise an explanatory essay with a clear introduction, logical body paragraphs, and a conclusion
  • Develop a topic using well-chosen facts, definitions, concrete details, and quotations from sources
  • Use domain-specific vocabulary and formatting (headings, graphics) to aid the reader's comprehension

• Short Research Projects

  Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes

  • Generate three research questions about an assigned topic and identify two sources for each
  • Take brief notes from a print source, sorting key facts into provided categories
  • Write a short summary paragraph synthesising information gathered from two different sources

• Cohesion and Transitions Across Writing

  Use varied transitions, cohesive devices, and paragraph-linking strategies to create coherence across a whole piece of writing — including temporal transitions, causal connectives, and techniques for signalling shifts in argument, time, or setting

  • Use a range of causal and logical connectives (consequently, nevertheless, as a result) appropriately across a discursive essay
  • Signal a shift in time or setting within a narrative using a transitional phrase or paragraph break
  • Link paragraphs using a cohesive device such as a topic sentence that refers back to the previous paragraph

• Evidence-Based Writing

  Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction

  • Write a research-based paragraph or short report that cites specific facts, details, and evidence from informational texts to support key points
  • Synthesise information from two informational sources into a written summary that accurately represents both, noting areas of agreement and difference
  • Paraphrase information from informational texts accurately and cite sources appropriately, avoiding plagiarism

• Literary Evidence in Writing

  Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature

  • Write a response to a literary text that includes direct quotations and specific details from the text as evidence to support a claim or observation
  • Explain how a character's actions or dialogue reveal their traits or motivations, citing specific passages from the story as evidence
  • Compare how two literary texts treat a similar theme, using textual evidence from both to support the comparison

• Planning Narratives

  Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed

  • Identify specific authorial techniques for character development from a mentor text
  • Plan a character using techniques such as showing through action borrowed from a studied author
  • Analyse how an author builds setting and apply similar techniques in planning own narrative

• Research & Note-Taking

  Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources

  • Take organised notes from multiple sources using own words rather than copying
  • Create a bibliography listing sources used in a research project
  • Paraphrase key information from a source without changing the meaning

• Writing for an audience

  Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout

  • Identify the task, purpose, and audience before writing and make deliberate choices about structure, tone, and vocabulary to suit them
  • Organise ideas logically so that the writing flows from introduction through development to conclusion, with each section serving a clear purpose
  • Review a draft to check that the organisation, style, and level of formality are consistent and appropriate for the intended reader

• Writing Craft Vocabulary

  Know and use the vocabulary of writing craft and effect — form, structure, register, tone, voice, coherence, cohesion, argument, evidence, perspective, rhetoric, technique, formal, informal, and style — and understand that these words describe choices writers make intentionally to achieve a particular effect on the reader

  • Explain the difference between 'formal register' and 'informal register' and give an example of when each is appropriate
  • Use terms like 'coherence', 'cohesion', and 'paragraph structure' accurately when discussing or improving their own writing
  • Identify the 'purpose', 'audience', and 'form' of a piece of writing and explain how these shape the language choices

• Layout and Formatting in Informational Writing

  Use layout devices including headings, sub-headings, columns, bullets, and tables to structure text and guide the reader through informational and explanatory writing

  • Organise an informational text using headings and sub-headings to separate sections
  • Present comparative information using a table with clear row and column headers
  • Use columns and bullet points to display information in a scannable format

• Writing a Précis

  Precis longer passages by summarising the main ideas and key information concisely while maintaining the essential meaning and removing non-essential detail

  • Reduce a three-paragraph text to a single paragraph capturing all main points
  • Identify and remove redundant information while preserving essential meaning
  • Write a precis that is no more than one-third the length of the original text

• Narrative Writing

  Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

  • Write a narrative that includes a described setting, at least one developed character, and a clear plot with a problem and resolution
  • Use dialogue to show what characters say and reveal their personality or feelings
  • Use descriptive details and temporal words to organise events into a clear sequence with a satisfying ending

• Basic Informational Writing

  Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

  • Write an informative text that introduces a topic clearly and groups related information together
  • Use facts, definitions, and concrete details to develop and explain points about the topic
  • Provide a concluding statement or section that wraps up the information presented

• Structured Opinion Writing

  Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section

  • Write an opinion piece that introduces the topic, states a clear opinion, and provides at least two reasons
  • Use linking words (because, and, also, for example) to connect the opinion to supporting reasons
  • End an opinion piece with a concluding statement that restates or reinforces the opinion

• Sharing and Publishing Your Writing

  Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

  • Read own sentences aloud with clear voice and appropriate expression
  • Share a piece of writing by reading it to the class
  • Type simple words or sentences using a computer or tablet

Speaking & Listening

Your child is developing sophisticated communication skills — learning to adapt their speaking style for different audiences, participate thoughtfully in discussions, and create presentations that effectively combine spoken words with visual elements.

• Listening and responding

  Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking

  • Demonstrate attentive listening by making eye contact and responding relevantly
  • Follow classroom discussion rules (e.g. raise hand, wait for turn)
  • Show understanding of what was said by paraphrasing or responding appropriately

• Group discussions

  Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

  • Stay on topic during a conversation for multiple turns
  • Build on what another speaker has said (e.g. 'I agree because...')
  • Maintain focus and contribute meaningfully in group discussions

• Performing Scripts & Poetry

  Improvise, rehearse, and perform play scripts and poetry — using role, intonation, tone, volume, mood, silence, stillness, and action to generate language, explore meaning, and add impact to performance

  • Perform a scene from a play using appropriate intonation, volume, and pauses to convey character and mood
  • Use improvisation to explore how a character might respond in a new situation
  • Rehearse and perform a poem aloud, using pace and emphasis to bring out the meaning

• Asking Questions

  Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood

  • Ask a question when something is unclear or more information is needed
  • Answer questions with relevant and specific information
  • Request clarification politely (e.g. 'Can you explain that again?')

• Evaluating a Speaker's Argument

  Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support

  • Identify the main claim in a spoken presentation and the evidence used to support it
  • Evaluate whether a speaker's reasons logically support their main argument
  • Explain which pieces of evidence most effectively support a speaker's points

• Summarising Spoken and Media Presentations

  Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

  • Summarise the main points of a video or audio presentation in own words
  • Identify key information from a graph, chart, or infographic and explain it orally
  • Listen to a passage read aloud and provide an accurate summary of the content

• Preparing for and Explaining in Discussions

  Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion

  • Read assigned material and prepare three discussion points or questions before a group conversation
  • During discussion, refer explicitly to the text or preparation notes to support a point
  • After a group exchange, explain how one's own thinking changed or was confirmed by others' contributions

• Drawing Conclusions from Discussion

  Review the key ideas expressed in discussions and draw conclusions in light of information and knowledge gained from the discussion

  • Summarise the main points made by different speakers in a group discussion
  • Draw a conclusion that synthesises multiple viewpoints expressed in the discussion
  • Explain how the discussion changed or confirmed initial understanding of a topic

• Speaking Formally and Giving Presentations

  Use Standard English confidently in formal and informal spoken contexts — give short speeches and presentations expressing own ideas clearly, keeping to the point, and adapting register and vocabulary to the audience

  • Deliver a 2-3 minute presentation on a topic with a clear opening, organised points, and a conclusion
  • Adapt language between formal and informal registers depending on the context and audience
  • Maintain eye contact, appropriate pace, and clear articulation when speaking to a group

• Adapting Speech to Context

  Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences

  • Present the same information formally to a panel and informally to peers
  • Adjust vocabulary and sentence structure when speaking to different audiences
  • Identify contexts that require formal English and those where informal speech is appropriate

• Reporting & Recounting

  Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace

  • Deliver a one-minute oral report on a chosen topic, including at least three organised facts
  • Recount a personal experience using descriptive details and a clear beginning, middle, and end
  • Self-assess a recorded presentation for pace, clarity, and inclusion of relevant details

• Multimedia Presentations

  Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes

  • Select graphics, images, or sound that support and clarify main ideas in a presentation
  • Create slides or visual aids that enhance rather than distract from the spoken content
  • Integrate multimedia elements smoothly into an oral presentation

• Building on Others in Discussions

  Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

  • Ask follow-up questions that build on another speaker's comment
  • Respond to a classmate's idea by adding supporting evidence or a related example
  • Redirect a discussion by posing a question that connects to the main topic

Vocabulary

Your child is expanding their vocabulary skills by learning to choose the right words for different situations, understanding how language changes depending on whether they're speaking formally or informally.

• Discussing and Questioning New Words

  Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

  • Ask 'What does ___ mean?' when meeting unfamiliar words during reading
  • Use context and pictures to work out what a new word might mean
  • Explain a new word by connecting it to a known word (e.g. 'enormous means really really big')

• Advanced Figurative Language

  Understand and interpret figurative language, word relationships, and nuances in word meaning — including allusion, irony, pun, oxymoron, and extended metaphor — and distinguish between connotation and denotation when analysing or choosing words

  • Explain the connotative difference between words with similar denotations (e.g., thrifty vs. stingy vs. economical)
  • Identify irony or an allusion in a text and explain what it adds to the meaning
  • Analyse an extended metaphor across a paragraph or poem and explain how it develops an idea

• Domain Vocabulary Across Subject Areas

  Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas

  • Identify and define academic vocabulary (e.g., compare, contrast, summarise, evidence, interpret) used across multiple subject areas and use these words accurately in discussion and writing
  • Determine the meaning of domain-specific words encountered in science, social studies, or maths texts (e.g., ecosystem, democracy, numerator) using context, glossaries, and prior knowledge
  • Use newly acquired academic and domain-specific vocabulary in sentences that demonstrate understanding of precise meaning and appropriate context

• Academic Vocabulary

  Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects

  • Use academic vocabulary (e.g., analyse, evaluate, justify, convey, imply) accurately and appropriately in essay writing
  • Incorporate domain-specific terms from a subject studied (e.g., 'photosynthesis', 'legislature') into explanatory writing
  • Draw a new word or phrase from a text read and use it consciously in own writing or speech

• Vocabulary Strategies

  Determine the meaning of unknown and multiple-meaning words and phrases using a flexible range of strategies — including context clues, Greek and Latin affixes and roots, reference materials, and verification of inferred meaning

  • Use context clues (the overall meaning of a sentence, a word’s position or function) to infer the meaning of an unfamiliar word
  • Break down a word using known Greek or Latin roots and affixes to deduce its meaning (e.g., 'malevolent' = mal- (bad) + volent (wishing))
  • Look up a word in a dictionary to verify or refine an inferred meaning

• Greek and Latin Roots for Word Meaning

  Use knowledge of Greek and Latin affixes (prefixes and suffixes) and roots as clues to determine the meaning of unfamiliar words, building a bank of common roots and their meanings

  • Identify common Greek and Latin roots in unfamiliar words and use root meaning to infer word meaning, e.g. 'aqua' (water) in aquarium/aquatic, 'dict' (say) in predict/dictionary
  • Break a multi-morpheme word into prefix + root + suffix to determine meaning, e.g. un- (not) + believe + -able = not able to be believed
  • Use knowledge of Greek-origin prefixes (auto-, tele-, micro-) and Latin-origin prefixes (inter-, trans-, sub-) to decode and define unfamiliar vocabulary in context

• Similes & Metaphors

  Understand and identify similes (comparisons using like or as) and metaphors (direct comparisons stating something is something else) in texts, explaining how each creates imagery and conveys meaning

  • Identify similes in a text by locating comparisons using 'like' or 'as' and explain what two things are being compared and what quality is highlighted, e.g. 'The snow was like a white blanket'
  • Identify metaphors in a text and explain the implied comparison, e.g. in 'Time is a thief', explain that time is compared to a thief because it takes things away
  • Explain how a simile or metaphor in a poem or story creates a particular image or feeling for the reader that a literal description would not achieve

• Choosing Formal Vocabulary

  Distinguish between formal and informal vocabulary, selecting words appropriate for formal speech and writing such as 'discover' instead of 'find out' and 'request' instead of 'ask for'

  • Replace informal words with formal equivalents in a given text
  • Identify formal vocabulary choices in official letters and reports
  • Write the same message twice using formal vocabulary for a letter and informal vocabulary for a text message

• Using a Thesaurus to Choose Words

  Use a thesaurus to find synonyms and extend vocabulary choices, selecting the most appropriate word based on context, connotation, and register

  • Use a thesaurus to find three alternatives for overused words in own writing
  • Select the most appropriate synonym from thesaurus options based on context and tone
  • Explain why one synonym is more suitable than another for a specific sentence

• Dialects & Registers

  Compare and contrast the varieties of English used in stories, dramas, or poems, including dialects and registers, understanding how language varies by region, context, and purpose

  • Identify dialect features in character dialogue and explain their effect
  • Compare formal and informal registers in different types of texts
  • Explain how an author uses language variety to develop character or setting

• Antonyms & Synonyms

  Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar meanings), using synonym and antonym relationships to refine vocabulary and improve precision in writing

  • Generate synonyms and antonyms for given words and explain subtle differences between synonyms, e.g. happy/joyful/ecstatic differ in intensity
  • Use a thesaurus to find synonyms and select the most precise word for a given context, e.g. choosing 'sprinted' rather than 'ran' to convey speed
  • Replace overused words in writing with more precise synonyms and explain how the substitution changes the tone or emphasis

• Idioms & Proverbs

  Recognise and interpret common idioms (break the ice, hit the nail on the head), adages (actions speak louder than words), and proverbs (a stitch in time saves nine), understanding their figurative meanings and when to use them

  • Explain the figurative meaning of common idioms encountered in texts, e.g. 'let the cat out of the bag' means to reveal a secret, not literally releasing a cat
  • Interpret the meaning and intended lesson of adages and proverbs, e.g. explain that 'the early bird catches the worm' advises that acting promptly gives an advantage
  • Use context clues to determine the meaning of an unfamiliar idiom or proverb encountered during reading and verify using a reference source

Spelling & Word Study

Your child is tackling challenging spelling patterns — distinguishing between confusing word pairs, understanding Latin and French word endings, and mastering silent letters and complex suffixes.

• Applying Spelling Rules to Complex Words

  Spell correctly and consistently, applying the spelling patterns and rules from KS1-2 to increasingly complex vocabulary encountered in KS3 reading and subject-specific study

  • Spell subject-specific vocabulary correctly when encountered in new domains (e.g., 'parliament', 'photosynthesis', 'algorithm')
  • Apply known spelling rules and etymological patterns to unfamiliar words
  • Use proofreading strategies to identify and correct spelling errors in own extended writing

• Using a Dictionary to Check Spellings

  Use the first two or three letters of a word to check its spelling in a dictionary; consult reference materials including beginning dictionaries to verify and correct spellings

  • Locate a word in a dictionary using its first two or three letters (e.g., find 'beautiful' by looking up 'be-')
  • Check and correct a misspelling by comparing with the dictionary entry (e.g., look up 'freind' → 'friend')
  • Use a glossary or beginning dictionary to confirm spelling of a word used in own writing

English Thinking

• Reflecting on Your Language Use

  Reflect on yourself as a language user — how your reading, writing, and speaking shift across audiences, purposes, and contexts, and where you want to develop further

  • metalinguistic awareness development
  • register and audience awareness research