This resource supports the development and progression of the vocabulary, grammar and punctuation elements of SPaG in Y4. The objectives are grouped into units which are then linked to a literacy genre so that they can be taught in a way that supports and enhances the children’s writing as well as ensure they are well prepared for the SPaG standardised test at the end of the key stage. Each unit includes detailed information about what the objectives mean and key teaching points to consider when delivering them. There are also example questions based on the KS2 SPaG test to support the discrete teaching of the objectives. The document covers all the areas detailed in the 2014 National Curriculum for Y4 as well as builds on the work the children have covered in previous year groups. It provides a more structured approach to the teaching of writing and SPaG that appeals to most pupils but particularly boys and pupils working towards the expected standard.

This resource teaches the children a variety of ways to use dashes effectively in their work from linking lists to main clauses; showing interruption or a change of thought in speech; and extending a main clause with an example, afterthought or explanation. The challenge then tests their understanding by seeing if they are able to identify when it is appropriate to use a dash and when they should be using a hyphen.

This lesson combines the children’s knowledge of using coordinating conjunctions, subordinating conjunctions and relative pronouns in order to create multi-clause sentences. At first, the children are challenged to identify and name the type of conjunctions in sentences before moving on to recognising main and subordinate clauses in two clause sentences initially, building to 3-4 clause sentences.

This resource introduces the children to using a colon after a main clause when the second clause, phrase or word explains or gives an example of the first. The children are given opportunities to identify where the colon should go as well as write a suitable clause or phrase after a given main clause and colon. The challenge then asks the children to decide whether they need to use a colon or semi colon in given sentences and fully explain how they know.

This resource teaches the children how to use the 5 relative pronouns, including the more complex pronouns ‘whose’ and ‘whom’. The challenge then looks at defining and non-defining clauses to help the children understand when they can use ‘that’ before focusing on the conditions that are needed for the pronoun to be omitted from the relative clause completely.

This resource includes a comprehensive teacher Notebook which ensures the children can maintain subject - verb agreement with ‘am’, ‘is’ and ‘are’ before looking at spelling rules for adding ‘ing’. It then teaches them how to write in the present progressive before learning some of the scenarios where they might apply it in their writing. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that ensures they recognise when to use the progressive tense and when to just use the simple present.

This resource includes a teacher Notebook which introduces the various forms the subject of a sentence can take but in active ways that the children will enjoy. It also provides an ideal platform to consolidate the children’s understanding of what a sentence is in order to ensure they can use full stops accurately and consistently in their work. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that will help to assess their level of understanding.

This resource includes a teacher Notebook which introduces the various forms the object of a sentence can take but in active ways that the children will enjoy. It also provides an ideal platform to consolidate the children’s understanding of what a sentence is in order to ensure they can use full stops accurately and consistently in their work. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that will help to assess their level of understanding by ensuring they can distinguish between the object of a sentence and an adverbial.

This resource includes a comprehensive teacher Notebook to introduce the five main types of adverbs to the children - manner, time, place, degree and frequency. It takes the children through how to use them step by step and how to reorganise their sentence to include a fronted adverb. Once they are familiar with using them, there are some independent student tasks to ensure the children can recognise the range of different adverbs in sentences. The resource could be easily adapted to be used across KS2.

This resource includes a comprehensive teacher Notebook to introduce the four main types of adverbials to the children - manner, time, place and frequency. It takes the children through how to use them step by step and how to reorganise their sentence to include a fronted adverbial. Once they are familiar with using them, there are some independent student tasks to ensure the children can recognise a range of different adverbials within sentences. The resource could be easily adapted to be used across KS2.

This resource includes a comprehensive teacher Notebook which ensures the children are secure with using commas between adjectives and in simple lists before introducing more complex lists that already contain commas to mark parenthesis or adjectives and therefore require semi colons to separate the items. There is an independent task sheet for the children to put their learning into practice and a challenge activity that will help to assess their level of understanding.

This resource supports the development and progression of the vocabulary, grammar and punctuation elements of SPaG in Y3. The objectives are grouped into units which are then linked to a literacy genre so that they can be taught in a way that supports and enhances the children’s writing as well as ensure they are well prepared for the SPaG standardised test at the end of the key stage. Each unit includes detailed information about what the objectives mean and key teaching points to consider when delivering them. There are also example questions based on the KS2 SPaG test to support the discrete teaching of the objectives. The document covers all the areas detailed in the 2014 National Curriculum for Y3 as well as builds on the work the children have covered in previous year groups. It provides a more structured approach to the teaching of writing and SPaG that appeals to most pupils but particularly boys and pupils working towards the expected standard.

This resource supports the development and progression of the vocabulary, grammar and punctuation elements of SPaG in Y5. The objectives are grouped into units which are then linked to a literacy genre so that they can be taught in a way that supports and enhances the children’s writing as well as ensure they are well prepared for the SPaG standardised test at the end of the key stage. Each unit includes detailed information about what the objectives mean and key teaching points to consider when delivering them. There are also example questions based on the KS2 SPaG test to support the discrete teaching of the objectives. The document covers all the areas detailed in the 2014 National Curriculum for Y5 as well as builds on the work the children have covered in previous year groups. It provides a more structured approach to the teaching of writing and SPaG that appeals to most pupils but particularly boys and pupils working towards the expected standard.

This resource supports the development and progression of the vocabulary, grammar and punctuation elements of SPaG in Y2. The objectives are grouped into units which are then linked to a literacy genre so that they can be taught in a way that supports and enhances the children’s writing as well as ensure they are well prepared for the SPaG standardised test. Each unit includes detailed information about what the objectives mean and key teaching points to consider when delivering them. There are also example questions based on the KS1 SPaG test to support the discrete teaching of the objectives. The document covers all the areas detailed in the 2014 National Curriculum for Y2 as well as builds on the work the children have covered in previous year groups. It provides a more structured approach to the teaching of writing and SPaG that appeals to most pupils but particularly boys and pupils working towards the expected standard.

This resource supports the development and progression of the vocabulary, grammar and punctuation elements of SPaG in Y1. The objectives are grouped into units which are then linked to a literacy genre so that they can be taught in a way that supports and enhances the children’s writing as well as ensure they are well prepared for the SPaG standardised test at the end of the key stage. Each unit includes detailed information about what the objectives mean and key teaching points to consider when delivering them. There are also example questions based on the KS1 SPaG test to support the discrete teaching of the objectives. The document covers all the areas detailed in the 2014 National Curriculum for Y1 and provides a more structured approach to the teaching of writing and SPaG that appeals to most pupils but particularly boys and pupils working towards the expected standard.

The SPaG objectives from the 2014 National Curriculum have been taken and organised on to one grid to make the progression of the objectives across the year groups clear. The grid also allows teachers to easily access what has already been taught so the objectives can continue to be revisited and built upon year on year. The grid could also be used as an assessment tool as to be age related, children should be able to access the objectives within their year group as well as be secure in the objectives from previous year groups. The blue objectives provide some guidance of the greater depth standard; however, in general, the children should show a greater level of security within their year group objectives taking the statements from ‘some’ to ‘most’. The children should not be taught objectives out of their year group but some may naturally apply some of the higher objectives to their writing which may also be an indication that they are starting to work within greater depth. As such, having easy access to future objectives is another usual assessment tool.

This resource supports the development and progression of the vocabulary, grammar and punctuation elements of SPaG in Y6. The objectives are grouped into units which are then linked to a literacy genre so that they can be taught in a way that supports and enhances the children’s writing as well as ensure they are well prepared for the SPaG standardised test. Each unit includes detailed information about what the objectives mean and key teaching points to consider when delivering them. There are also example questions based on the KS2 SPaG test to support the discrete teaching of the objectives. The document covers all the areas detailed in the 2014 National Curriculum for Y6 as well as builds on the work the children have covered in previous year groups. It provides a structure to the teaching of writing and SPaG that particularly appeals to and supports boys and pupils working towards the expected standard.

This resource includes a comprehensive teacher Notebook which ensures the children understand how to use the auxiliary verbs ‘has’ and ‘have’ before looking at how to use verbal rehearsal to identify the simple past tense and past participle forms of verbs. It then teaches them how to combine these skills to write in the present perfect form before learning some of the scenarios where they might apply it in their writing. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that ensures they recognise when to use the present perfect tense and when to just use the simple past.

This resource includes a comprehensive teacher Notebook which introduces the children to irregular past tense verbs and promotes the importance of spelling them correctly. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that introduces them to the fact that some verbs are spelt the same in both the past and present tense.

This resource includes a comprehensive teacher Notebook which ensures the children are secure with singular and plural subjects before introducing ‘was’ and ‘were’ as singular and plural verbs. The resource includes noun and pronoun subject led sentences as well as sentences where the subject comes after the verb. There is also an independent task sheet for the children to put their learning into practice and a challenge activity that introduces some of the more complicated rules for maintaining the subject - verb agreement.