the full range of spelling,
grammar and punctuation
features used that have been
taught in previous year groups
including fronted adverbials,
plural possessive apostrophes
and subordinate clauses
appropriate grammar
and vocabulary to
match the purpose
and audience
organisational and
presentational devices
that are relevant to
the text type, e.g.
headings, bullet
points, underlining
linking words/phrases between
sentences and paragraphs to
build cohesion including time
adverbials, e.g. later; place
adverbials, e.g. nearby; and
number, e.g. secondly
relative clauses beginning
with a relative pronoun (who,
which, where, when, whose,
that), e.g. Professor Scriffle,
who was a famous inventor,
had made a new discovery
adverbs and modal more complex
verbs to indicate homophones spelt
degrees of possibility, correctly, e.g.
e.g. surely, perhaps, affect/effect,
should, might practice/practise
most words spelt
brackets, dashes or
correctly from the
commas to indicate
Y5/6 statutory
parenthesis
spelling list
commas to clarify
meaning or to avoid a question as a title
ambiguity
a wider range of
verb prefixes spelt
correctly, e.g. an introduction
deactivate, overturn,
misconduct
nouns or adjectives
converted into verbs
detailed information
using suffixes, e.g.
about the topic
designate,
classify, criticise
 time conjunctions and organisational and
causal conjunctions
adverbials to show the presentational devices
and adverbials
order of events to structure the text

diagrams or
technical language for
illustrations with ends with a summary
the topic
captions