Writing Curriculum – Year 4

Assessing Writing – Year 4 Expectations


  • Spell words with additional prefixes and suffixes and understand how to add them to root words. for example – ation, ous, ion, ian
  • Recognise and spell additional homophones, for example – accept and except, whose and who’s
  • Use the first two or three letters of a word to check its spelling in a dictionary
  • Spell identified commonly misspelt words from Year 3 and 4 word list
  • Use the diagonal and horizontal strokes that are needed to join letters
  • Understand which letters, when adjacent to one another, are best left unjoined
  • Increase the legibility, consistency and quality of their handwriting: down strokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch


  • Compose sentences using a wider range of structures, linked to the grammar objectives
  • Orally rehearse structured sentences or sequences of sentences
  • Begin to open paragraphs with topic sentences
  • Write a narrative with a clear structure, setting, characters and plot
  • Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
  • Use a range of sentences with more than one clause
  • Use appropriate nouns or pronouns within and across sentences to support cohesion and avoid repetition
  • Use fronted adverbials, for example, ‘Later that day, I went shopping.’
  • Use expanded noun phrases with modifying adjectives and prepositional phrases, for example, ‘The strict teacher with curly hair’
  • Use other punctuation in direct speech, including a comma after the reporting clause; use apostrophes to mark plural possession; and use commas after fronted adverbials

Assessing Writing – Year 4 Mastery

Writing-Exceeding Statements

  • Prepared to carry out a little research to find words that are specific to the event being written about
  • Check to see if there are any sentences that can be re-organised so as to give my writing a greater impact
  • Consciously use short sentences to speed up action sequences
  • Use dialogue and reactions from other characters to make my character interesting
  • Recognise when a simile may generate more impact than a metaphor, and vice versa
  • Recognise when it is reasonable to allow direct speech to tell the reader more about an individual’s personality
  • Recognise that a combination of good adjectives, similes and metaphors may help create a powerful image of the characters I am writing about
  • Know how to re-order sentences so that they create maximum effect
  • Vary choice of pronouns correctly to refer to the first, second and third person, both singular and plural
  • Use commas or ellipses in order to create greater clarity and effect in my writing