I developed these tables from the range of guidance materials published by the DfE, but particularly The National Curriculum/English Appendix 2: Vocabulary, grammar and punctuation.
If the table is shaded, it indicates that a specific skill should have been taught. E.g. Full stops and capital letters should be introduced in Year 1 and Year 2, so anything beyond that point is shaded.
The tables indicate what should be taught to each year in terms of punctuation, word level, text level and sentence level skills, providing a secure understanding of how to differentiate. For example, you would know after looking at the grid, that parenthesis is indicated as a Year 5 skill, so if you were to teach a high-ability Year 4 student, you could begin to introduce this content.
I have also added a row for you to assess your students - handy for secondary teachers too - and thus allow you to understand exactly where students’ strengths and weaknesses lie. For example, if I have a Year 6 student who is struggling with full stops, I can see that this skill is introduced in year 1 and 2 and so it will hold them back significantly unless some form of intervention takes place.
These grids gave me a strong working knowledge of what should be taught when and where, as well as being useful guides for my secondary colleagues who always benefit from knowing more about expectations in KS2.