Level 1 writing: from sentences to a story ending
Six units for children aged 6 to 8, Years 1 and 2. They learn to say a sentence before writing it, start and end it correctly, join ideas and write for a real purpose.
Three big ideas
Say it before you write it. Oral rehearsal: children compose a sentence aloud, hold it, then write it and read it back.
Whole sentences. Capital letters, full stops, question marks, exclamation marks, and joining words: and, but, so, because.
Writing for a purpose. A recount, a postcard, instructions and a story ending, each with a clear reader.
Pick a unit
Units can be taught in order or chosen to match your topic. Each has a model text, oral rehearsal games, a sentence skill, a planning frame, a teacher script, a task with support and stretch, success criteria and a publishing template.
Sentences with capital letters and full stops
Children write three to five simple sentences about a topic, each beginning with a capital letter and ending with a full stop, and read them back to check.
Unit 2 · Information about meAnd sentences about me
Children write four to six sentences about themselves, at least two of them joined with and, correctly punctuated.
Unit 3 · RecountA recount of a trip
Children write four to six sentences in the correct order using time words, in the past tense, with a closing feeling.
Unit 4 · PostcardA postcard
Children write a postcard with a greeting, two or three sentences about the place, a feeling and a sign-off.
Unit 5 · InstructionsSimple instructions
Children write a title, a list of what you need and four or five numbered steps that start with a bossy verb.
Unit 6 · Story endingA story ending
Children write an ending of three to five sentences that solves the problem, uses but or so, and ends with a feeling.
How writing grows
- Early yearsNursery and Reception · pre-CEFR
- Level 1Years 1 and 2 · Pre-A1 to A1
- Level 2Years 3 and 4 · A1 to A2
- Level 3Years 5 and 6 · A2 to B1
Next Steps English: Level 1, ages 6 to 10. Open the Level 1 curriculum.
What to look for
Use these in the checking and publishing sessions. Judge composition separately from handwriting and spelling, so a child who struggles with transcription is not marked down for good ideas.
| Area | What you are looking for |
|---|---|
| Ideas (composition) | Says a sentence before writing. Puts events in order using first, next, then, last. |
| Sentences | Writes simple sentences that make sense. Begins to join ideas with and, but, so, because. |
| Punctuation | Capital letters and full stops usually correct. Question and exclamation marks begin to appear. Commas in lists. |
| Vocabulary | Chooses time words and describing words. Uses key words from the unit. |
| Transcription | Spells common words and phonically plausible words. Handwriting is taught and practised separately. |
Sentence skills used at this level
Frames, checklist and templates
Every planning frame, editing checklist and publishing template prints on one A4 page. The frames are on each unit page. Here are the quick links.
Curriculum and evidence
The units follow the Year 1 and Year 2 writing composition statements: say out loud what they are going to write about, compose a sentence orally before writing it, plan or say aloud what they will write, write down key words, re-read to check it makes sense, and read aloud. Sentence skills follow Appendix 2 for Years 1 and 2.
The EEF Key Stage 1 literacy guidance recommends teaching pupils strategies for planning and monitoring their writing and promoting fluent transcription through extensive practice and explicit spelling teaching.
- National curriculum in England: English programmes of study (DfE)
- English Appendix 2: vocabulary, grammar and punctuation (DfE)
- Improving Literacy in Key Stage 1 (EEF)
Last checked 7 November 2026. Statements are paraphrased.