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I am a specialist leader in education for SPaG and have been supporting schools in the delivery of the SPaG curriculum for the last two years. I have 13 years of experience teaching Y6, but have worked across all year groups within KS1 and KS2 developing long term plans, assessment resources and lesson plans that promote active learning. The more structured approach to the subject has had a massive impact on writing standards, particularly among boys and less able writers.

I am a specialist leader in education for SPaG and have been supporting schools in the delivery of the SPaG curriculum for the last two years. I have 13 years of experience teaching Y6, but have worked across all year groups within KS1 and KS2 developing long term plans, assessment resources and lesson plans that promote active learning. The more structured approach to the subject has had a massive impact on writing standards, particularly among boys and less able writers.
Present perfect tense
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Present perfect tense

(1)
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.
SPaG whole school progression and assessment grid
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SPaG whole school progression and assessment grid

(0)
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.
Multi-clause sentences
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Multi-clause sentences

(0)
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.
subject verb agreement (past)
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subject verb agreement (past)

(2)
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.
Y5 SPaG progression overview
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Y5 SPaG progression overview

(0)
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.
subject verb agreement have and has
ryderdonnaryderdonna

subject verb agreement have and has

(0)
This resource includes a comprehensive teacher Notebook which ensures the children are secure with singular and plural subjects and can identify which person a subject is before introducing ‘have’ and ‘has’ as present tense verbs and how to use ‘has’ for singular 3rd person subjects and ‘have’ for all others. It also explores contracting ‘have’ and ‘has’ with the subject. There is 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.
Y4 SPaG progression overview
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Y4 SPaG progression overview

(0)
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.
Y3 SPaG progression overview
ryderdonnaryderdonna

Y3 SPaG progression overview

(0)
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.
Y2 SPaG progression overview
ryderdonnaryderdonna

Y2 SPaG progression overview

(0)
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.
Y1 SPaG progression overview
ryderdonnaryderdonna

Y1 SPaG progression overview

(0)
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.
Y6 SPaG progression overview
ryderdonnaryderdonna

Y6 SPaG progression overview

(0)
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.
Past progressive tense
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Past progressive tense

(0)
This resource includes a comprehensive teacher Notebook which ensures the children can maintain subject - verb agreement with ‘was’ and ‘were’ before looking at spelling rules for adding ‘ing’. It then teaches them how to write in the past 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 past.
noun or a verb?
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noun or a verb?

(0)
This resource includes a comprehensive teacher Notebook which introduces the fact that some words can belong to different word classes depending on how they are used in a sentence. 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 as well as ensure that they are secure in the subject - verb - object structure of a sentence and how they can use this to determine whether a word is acting as a verb or a noun.
Phrase or clause?
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Phrase or clause?

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This resource introduces the fact that clauses have a subject doing a verb before looking at the difference between main and subordinate clauses. It then introduces phrases and helps the children distinguish them from the two types of clauses by focusing on their features. The challenge activity allows the children to mark and give feedback on some of the main misconceptions.
Subordinating conjunctions
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Subordinating conjunctions

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This resource introduces the fact that clauses have a subject doing a verb before looking at how the addition of a subordinating conjunction can turn a main clause into a subordinate clause. It then focuses on how subordinating clauses can come before, after or be embedded within a main clause and the impact this has on the punctuation within the sentence. The challenge then asks the children to add their own subordinate clause to main clauses, which relies on them being secure on the difference between a phrase and a clause.
Parenthesis
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Parenthesis

(0)
This resource introduces how to embed parenthesis within a main clause and how to punctuate it with commas, dashes or brackets. It then looks at when parenthesis comes at the end of a sentence and how it needs to be punctuated differently depending on whether you choose to use commas/dashes or brackets. Challenge then looks at choosing the most appropriate punctuation to mark the parenthesis depending on the formality of the writing and the punctuation that is already evident within the sentence in order to avoid confusion.
Formal and informal writing for SPaG.
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Formal and informal writing for SPaG.

(0)
This resource introduces the contracted forms, abbreviations, punctuation and word choices that make writing informal and explores how to adapt them to make sentences more formal. The children are then challenged to write the same information in both a formal and informal style.
Adverbials and fronted adverbials
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Adverbials and fronted adverbials

(0)
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.
Relative pronouns/ omitted pronouns
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Relative pronouns/ omitted pronouns

(0)
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.
Present progressive tense
ryderdonnaryderdonna

Present progressive tense

(0)
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.