[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-491817-105":59,"doc-detail-491817-en":135},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":128,"head_meta":130,"extra_data":132,"updated_unix":134},105,"en","the-queens-c-of-e-writing-skills-and-progression-map","The-Queens-C-of-E-Writing-Skills-and-Progression-Map","","A structured progression map for children’s writing development across early years and primary levels, detailing measurable targets for sentence construction, vocabulary, grammar and punctuation, paragraphing, handwriting, and phonics and spelling. It includes EYFS and numbered stages, specifying skills such as forming sentences, using capitals and full stops, joining ideas with conjunctions, handwriting posture and letter formation, and decoding/spelling expectations tied to phonics phases. It also defines child-friendly terminology and outlines planning tools for fiction and non-fiction text structure.",{"@graph":69,"@context":127},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-queens-c-of-e-writing-skills-and-progression-map/491817/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-queens-c-of-e-writing-skills-and-progression-map/491817.png","ImageObject",300,407,{"name":92,"@type":93},"Maya Linwood","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119,123],{"name":110,"@type":111,"acceptedAnswer":112},"What writing skills are covered in this progression map?","Question",{"text":113,"@type":114},"It covers sentence construction, vocabulary, grammar and punctuation, paragraphing, handwriting, and phonics and spelling across multiple stages.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the document describe early punctuation and sentence development?",{"text":118,"@type":114},"It specifies using capital letters and full stops, beginning to use finger spaces, and forming simple sentences, then progresses to question marks, exclamation marks, commas in lists, and apostrophes for omission and possession.",{"name":120,"@type":111,"acceptedAnswer":121},"What phonics and spelling expectations are included?",{"text":122,"@type":114},"The map lists identifying sounds and digraphs, blending and decoding CVC/CVCC/CCVC words, and spelling tricky and common expectation words, with targets tied to phonics phases (e.g., Phase 3 to Phase 6).",{"name":124,"@type":111,"acceptedAnswer":125},"How are fiction and non-fiction writing planning skills addressed?",{"text":126,"@type":114},"It includes using planning tools such as story maps and mountains, plus understanding non-fiction text structure devices like headings and clear section sequencing with secure planning.","https://schema.org",{"og:url":83,"og:type":129,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":131,"canonical":83},"index,follow",{"doc_id":133,"site_id":62},491817,1791358620,{"code":4,"msg":5,"data":136},{"doc_id":133,"user_id":137,"nickname":92,"user_avatar":138,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":139,"file_id":140,"file_url":141,"file_type":142,"file_size":143,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","|  | BASIC SENTENCE AND CONSTRUCTION | VOCABULARY, GRAMMAR and PUNCTUATION | PARAGRAPHING | HANDWRITING | PHONICS AND SPELLING |\n| --- | --- | --- | --- | --- | --- |\n| EYFS | oWrite own name\u003Cbr>oWrite labels\u003Cbr>o Begin to speak and form simple sentences | o Use a capital letter at start of own name\u003Cbr>o Recognise and begin to use full stops\u003Cbr>o Begin to use finger spaces\u003Cbr>o Create simple sentences to imagine andrecreate experiences | o Begin to speak and form simple sentences | o Use correct pencil grip\u003Cbr>o Form most letters correctly\u003Cbr>oSit with correct posture when writing | o Identify all Phase 3 single sounds and digraphs\u003Cbr>o Identify / read\u003Cbr>o Orally blend e.g. ‘c-a-t’\u003Cbr>oDecode cvc, cvcc and ccvc words\u003Cbr>oWrite Phase 3 tricky words |\n| 1 | o Form grammatically correct simple sentences\u003Cbr>o Compose a sentence orally before writing it\u003Cbr>o Begin to embellish sentences e.g. The giant had an enormous beard\u003Cbr>oAccurately write from memory simple sentences dictated by the teacher\u003Cbr>o Use precise, clear language to give information e.g. First, switch on thered button. Next ... | o Leave clear spaces between words\u003Cbr>o Use capital letters at the start of a sentence and full stop at the end\u003Cbr>oUse ‘and’ to join ideas\u003Cbr>oVary sentence openers, e.g. the, My, I\u003Cbr>oVerbally use conjunctions to join sentences, [e.g. s](e.g. so)[o](e.g. so), but, because…\u003Cbr>oUse standard forms of verbs e.g. go/went\u003Cbr>o Introduce the use of question marks and exclamation marks\u003Cbr>o Use capital letter for personal pronoun ‘I’ and names of people, places and days of the week\u003Cbr>o Know, identify and explain the role a noun and verb in a sentence.\u003Cbr>o Use alliteration e.g. dangerous dragon\u003Cbr>o Use the determiners the, a, my, your, an, this, that, his, her, their, some, all, lots of, many, more, those, these\u003Cbr>o Use prepositions – inside, outside, towards, across, under | oSequence sentences to form short narratives | oSit with correct posture when writing\u003Cbr>oWrite on lines\u003Cbr>o Form lower and upper case letters in the correct direction, starting and finishing in the right place\u003Cbr>o Begin to show an understanding of the correct use of upper and lower case letters\u003Cbr>o From digit 0-9 | o Identify / reach Phase 5 in ‘Letters and Sounds’ phonics programme\u003Cbr>o Spell regular polysyllabic words e.g. snow/ball, sun/hat.\u003Cbr>oWrite Phase 3,4 and 5 tricky words\u003Cbr>o Identify 40 + phonemes *\u003Cbr>oSpell common expectation words\u003Cbr>oSpell the days of the week\u003Cbr>o Use letter names to distinguish between alternative spelling of the same phoneme.\u003Cbr>o Name letters of the alphabet in order\u003Cbr>o Use the spelling rule to add –s or – es as the plural marker for nouns and the 3rd person singular marker for verbs\u003Cbr>o Use the prefix un\u003Cbr>o Using –ing, -ed, er and –est when no change is needed in the spelling of root words |\n|  |  |  | TERMININOLOGY FOR CHILDREN |  |  |\n|  |  |  | letter, capital letter\u003Cbr>word, singular, plural\u003Cbr>sentence\u003Cbr>punctuation\u003Cbr>full stop, question make, exclamation mark\u003Cbr>noun\u003Cbr>verb |  |  |\n|  |  |  | FICTION | NON-FICTION |  |\n|  |  |  | o Understand that stories have a beginning, middle and end.\u003Cbr>o Use planning tools such as story maps and mountains | o Understand text structure devices e.g. heading, introduction, middle sections, ending.\u003Cbr>oShow secure use of planning tool e.g. story map, mountain and grids. |  |\n\n\n|  | BASIC SENTENCE AND CONSTRUCTION | VOCABULARY, GRAMMAR and PUNCTUATION | PARAGRAPHING | HANDWRITING | PHONICS AND SPELLING |\n| --- | --- | --- | --- | --- | --- |\n| 2 | oWrite compound sentences\u003Cbr>oWrite different types of sentences\u003Cbr>– statement, question, exclamation and command\u003Cbr>o Use long sentences to add description or information\u003Cbr>o Use short sentences for emphasis\u003Cbr>o Use expanded noun phrases e.g. lots of people\u003Cbr>oAccurately write from memory simple sentences dictated by the teacher\u003Cbr>o Open sentences with a variety of words including one day, once upon a time, suddenly, first, next\u003Cb","cbCaiuUcRM8f4gy4","https://ap.wps.com/l/cbCaiuUcRM8f4gy4","pdf",620011,"English","# Writing skills progression map\n## Basic sentence and construction\n## Vocabulary, grammar and punctuation\n## Paragraphing\n## Handwriting\n## Phonics and spelling\n## Fiction and non-fiction text planning\n## Terminology for children","[{\"question\":\"What writing skills are covered in this progression map?\",\"answer\":\"It covers sentence construction, vocabulary, grammar and punctuation, paragraphing, handwriting, and phonics and spelling across multiple stages.\"},{\"question\":\"How does the document describe early punctuation and sentence development?\",\"answer\":\"It specifies using capital letters and full stops, beginning to use finger spaces, and forming simple sentences, then progresses to question marks, exclamation marks, commas in lists, and apostrophes for omission and possession.\"},{\"question\":\"What phonics and spelling expectations are included?\",\"answer\":\"The map lists identifying sounds and digraphs, blending and decoding CVC/CVCC/CCVC words, and spelling tricky and common expectation words, with targets tied to phonics phases (e.g., Phase 3 to Phase 6).\"},{\"question\":\"How are fiction and non-fiction writing planning skills addressed?\",\"answer\":\"It includes using planning tools such as story maps and mountains, plus understanding non-fiction text structure devices like headings and clear section sequencing with secure planning.\"}]","The-Queens-C-of-E-Writing-Skills-and-Progression-Map | PDF",1790854209,15]