Year 4 - Working towards the expected standard

The pupil can:  

• write for a range of purposes 
• begin to use paragraphs
• create settings and characters in narrative†
• in non-narrative writing, use simple devices to structure the writing and support the reader (e.g. headings) 
• use the range of punctuation taught up to and including Y2 correctly^ and some of the punctuation taught in Y3 and Y4^
• spell correctly many words from previous year groups and some words from the year 3 / year 4 spelling list* 
• write legibly.¹ 

Year 4 - Working at the expected standard

The pupil can:

• write for a range of purposes and audiences with an increasing awareness of appropriate language and form (e.g. description of a school event, poetry to evoke feelings)
• create settings, characters and plot in narrative†
• use speech punctuation correctly most of the time 
• use vocabulary and grammatical structures to communicate ideas for the given audience and purpose (e.g. use a range of sentences and begin to vary the  position of clauses within a sentence)
• use a range of conjunctions, adverbs, prepositions and pronouns for cohesion, detail and clarity (e.g. appropriate noun or pronoun to avoid repetition and adverbs to express time and cause)
• use past and present tenses correctly, and include a wider range of verb forms (e.g. we were going; they have been)
• use the range of punctuation taught up to and including Y4 mostly correctly^ 

(e.g. commas after adverbials; use of apostrophe)

• spell correctly words from learning in previous year groups, and most words from the year 3 / year 4 spelling list,* and use phonics and morphology to spell words, beginning to use a dictionary to check spellings
• write legibly and with increasing fluency, paying attention to size and spacing  maintain the use of joined handwriting² throughout independent writing. 

Y4 - Working at greater depth within the expected standard

The pupil can: 

• write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing 
• develop character through description, actions and dialogue
• begin to make choices about using sentences of different lengths and types 
• improve the effect of their writing by making changes when editing (e.g. re-ordering sentences and adapting vocabulary).