This resource teaches the children how to contract two words and how to recognise where the apostophe goes. It also introduces irregular examples and common errors such as the use of ‘could of’ instead of ‘could’ve’. The children are given opportunity to contract two words within sentences as well as write the extended form of contractions. The challenge looks at common misconceptions with homophones such as its/it’s and your/you’re.

This resource supports the children to identify and write in the active and passive voice. It starts by ensuring they can recognise the past participle of a verb before supporting them to use that knowledge to turn an active sentence into a passive one. It then looks at how to write a passive sentence with the subject omitted before looking at how to turn passive sentences into active ones. The challenge then asks the children to identify whether sentences are written in the active or passive voice depending on the position of the subject within the sentence.

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 introduces the children to using a semi colon to separate two main clauses. It starts by ensuring the children can recognise main clauses. The children are then given a range of scenarios to decide whether the coordinating conjunction could be replaced with a semi colon. In order to do this, they need to decide whether both clauses are main clauses and closely linked in meaning. The children are then challenged to add a suitable second clause so that it can be separated from the first with a semi colon.

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.

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 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 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.

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 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 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.