Tuhituhi

Writing progressions for your child can be found on Hero.

All students will have a range of progressions based on their individual needs, which will include some of the following:

YEAR 5 WRITING PROGRESSIONS

BIOGRAPHIES/AUTOBIOGRAPHIES 

• DIGITAL TEXTS: Begin to use digital tools, including word-processing programs, to create and edit texts with a mixture of print, visual, and audio content. 

• PLANNING: Use organisers (e.g., graphic organisers or mnemonics), suitable to the text structure, to organise and plan writing. 

• PLANNING: Make notes, organising key information into categories. 

• DRAFTING: Transfer organised information from planning into draft paragraphs for each category or idea. 

• DRAFTING: Write multi-paragraph non-fiction texts which include an introduction, sub-topics, and a conclusion.
  
  NARRATIVES 

• WRITING TO ENTERTAIN: Draw on their own experiences and knowledge, as well as acquired knowledge, to write texts to entertain that: contain narrative elements: character, setting, problem/ purpose, plan, action, resolution, and conclusion; are organised into paragraphs; use time connectives; use sensory details to make their writing vivid and build the characters; use dialogue; provide a conclusion that follows naturally from the preceding events. 

• SENTENCE STRUCTURES & PUNCTUATION: Use commas correctly, for certain complex sentences, when using phrases, when using transition words, and when adding appositives, with some support. 

• SENTENCE STRUCTURES & PUNCTUATION: Use speech marks, commas, and other associated punctuation correctly for direct speech, with some support. 

• DRAFTING: Use layout conventions to indicate paragraphs (each begins on a new line and is indented from the margin).
  
  THROUGHOUT BOTH/INCIDENTAL 

• HANDWRITING: Handwrite with ease and automaticity when writing longer texts. 

• HANDWRITING: Consistently maintain a comfortable writing posture. 

YEAR 6 WRITING PROGRESSIONS

BIOGRAPHIES/AUTOBIOGRAPHIES 

• DIGITAL TEXTS: Use a range of digital tools to create and edit texts with a mixture of print, visual, and audio content. 

• PLANNING: Choose and use the most appropriate graphic organiser or mnemonic for the writing task. 

• PLANNING: Make notes by gathering key information from a range of print and digital sources and organising it into categories. 

• DRAFTING: Transfer organised information from planning, and ensure there are links between paragraphs and cohesion across the text. 

• DRAFTING: Write multi-paragraph texts for a range of purposes, organising the information and ideas to best suit their intended purpose, using headings and subheadings appropriately. 

NARRATIVES 

• WRITING TO ENTERTAIN: Draw on their own experiences and knowledge, as well as acquired knowledge, to write texts to entertain that: contain narrative elements: character, setting, problem/ purpose, plan, action, resolution, and conclusion; are well structured into paragraphs; develop the plot using transitional words or phrases; develop characters by including actions and feelings; may use shifts in time and several settings; use sensory details; provide a sense of closure that ends the story effectively . 

• SENTENCE STRUCTURES & PUNCTUATION: Use speech marks, commas, and other associated punctuation correctly for direct speech, independently. 

• DRAFTING: Use layout conventions to indicate paragraphs (each begins on a new line and is indented from the margin). 

THROUGHOUT BOTH/INCIDENTAL 

• HANDWRITING: Handwrite with ease and automaticity when writing for multiple purposes throughout the school day. 

• HANDWRITING: Consistently maintain a comfortable writing posture when handwriting and using a keyboard. 

• KEYBOARDING: Use efficient keyboarding to develop speed and accuracy.