Malorees
infant school

Malorees Federation

Malorees Federation

Malorees
Junior School

Writing Whole School Curriculum Map

Malorees Infant and Junior School

 

English - Writing

At Malorees, we intend for our pupils to be confident, passionate writers who are able to write articulately and clearly for a range of purposes: to entertain, to inform, to persuade and to discuss. We intend for our pupils to express their voice through a range of mediums to share their thoughts and ideas with a variety of audiences.

The development of children’s language is crucial to their success across the curriculum and provides the foundations for development in both reading and writing. At Malorees we aim to teach pupils key English skills – Speaking and Listening, Reading and Writing – across all areas of the curriculum. Discussion is a vital part of all teaching and learning. We encourage pupils to express themselves confidently and to communicate fluently and articulately, with clarity and purpose, in an interesting and varied manner. Similarly, they are encouraged to listen and to appreciate other speakers. 

We aim to do this through the use of Pie Corbet’s ‘Talk For Writing’ model.  The process consists of each year group starting with a high-quality core text to engage the children. The texts are explored in detail using a range of techniques from video excerpts, drama and role-play to language and character analysis. Exemplar texts of the writing outcome are then deconstructed for children to understand the structure, language and grammar devices used in that text type. This is followed by modelled and shared writing, which helps to nurture the children’s awareness of grammar, fluency, and creativity. Children finally create their own independent pieces of writing by applying what they have learnt. The pieces are finally edited and improved by the children. 

Handwriting

The Nelson Handwriting scheme is used to teach cursive writing and pupils are aiming to achieve a pen licence. Handwriting is taught by joining letters which is introduced midway through year one, and/or once children can confidently form and write letters correctly. This helps with spelling, as research tells us that seeing words as a whole, rather than a series of isolated letters, helps us memorise and spell words correctly. Joined writing also helps pupils write more, increasing the speed of writing and fluency. Teachers are expected to model cursive handwriting consistently in all subjects and on all working walls. 

Across the school there are discrete handwriting sessions each week. In addition, handwriting forms part of early morning activities and is a focus in Phonics and spelling lessons.

Children of KS2 are expected to use black pens when writing; however their pen licence would be revoked by the class teacher if handwriting and presentation in books starts to regress. We have a system at Malorees Infant and Junior School, where children have to earn their pen licence and are to evidence this to the senior leadership team (with evidence of 3 pieces of work in different books) in order to gain their pen licence again. 

SPAG

The school uses No Nonsense spelling to support the teaching of spellings. Children are assigned 10 words a week that they must learn in preparation for the Friday spelling tests. The words assigned to each year group are in line with the national curriculum and include high frequency words and common exception words.

SPAG is currently integrated into the lessons; however consideration is being given to a discrete lesson in the light of high numbers of pupils with EAL and the fact that pupils are learning other languages. 

 

Nursery 

AUTUMN 

SPRING 

SUMMER 

 

Nursery 

Key Texts and Nursery Rhymes: 

Rosie’s Walk  

Writing Outcome:  

Use large-muscle movements to wave flags and streamers, paint and make marks 

 

Nursery  

Key Texts and Nursery Rhymes: 

The Enormous Turnip 

Writing Outcome:  

Show a preference for a dominant hand 

 

Nursery 

Key Texts and Nursery Rhymes: 

We’re Going on a Bear Hunt 

Writing Outcome:  Use a comfortable grip with good control when holding pens and pencils. 

 

 

Nursery 

Key Texts and Nursery Rhymes: 

The Train Ride 

Writing Outcome:  

Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. 

 

Nursery 

Key Texts and Nursery Rhymes: 

Jasper’s Beanstalk 

Writing Outcome: 

Write some letters accurately.  

Nursery 

Key Texts and Nursery Rhymes: 

Writing Outcome:  

Write some or all own name 

  

Reception 

AUTUMN 

SPRING 

SUMMER 

 

Reception  

Key Texts and Nursery Rhymes: 

Tom Percival books (during first two/three week settling) 

Some Dogs Do  

Owl Babies  

Funny Bones  

 

Writing Outcome:  

Recognise letter sounds 

Hear initial sounds in words 

Reception  

Key Texts and Nursery Rhymes: 

Goldilocks and the Three Bears 

The Three Little Pigs  

The Gingerbread Man 

 

 

Writing Outcome:  

Segment the sounds in CVC words  

Form letters 

Begin to spell words, hearing the sounds and writing the corresponding graphemes 

Reception  

Key Texts and Nursery Rhymes: 

Stick Man  

The Emperor’s Egg 

Clean up! By Nathan Byron 

 

Writing Outcome:  

Write labels, captions and begin to attempt to write sentences 

Reception  

Key Texts and Nursery Rhymes: 

George and the Dragon by Chris Wormell 

Gary Meeke painting 

 

Writing Outcome:  

Write simple sentences 

Create and label maps 

Reception  

Key Texts and Nursery Rhymes: 

Jack and the beanstalk  

Tad by Benji Davies 

Mad about Minibeasts (rhyming poetry) 

 

Writing Outcome:  

Write simple sentences using capital letters and full stops 

Recount of trip to the Orchard  

Reception  

Key Texts and Nursery Rhymes: 

Splash! Anna Hibiscus 

Hooray for Fish!  

 

Writing Outcome:  

Write simple sentences using capital letters and full stops 

 

Recount of sports day  

EYFS Skills/Knowledge/Progression Stems 

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space.  They handle equipment and tools effectively, including pencils for writing. 

Year 1 

AUTUMN 

SPRING 

SUMMER 

Y1 

Key Text: Dogger  

Writing Outcome:  

Description of toys  

Oral retell 

Retell Narrative  

 

Y1 

Key Text: The Gruffalo  

Writing Outcome:  

Character description  

Setting description  

Retell the Gruffalo  

 

 Y1 

Key Text: The Three Little Pigs  

Writing Outcomes:  

Character Description short burst writing  

Oral retelling of narrative 

Retell the narrative  

Innovation – change character from pigs  

Y1  

Key Text: Journey Story – Meerkat Mail 

Writing Outcome:  

Recount Journey  

Informal letter  

Retell Meerkat Mail - (Capital letters for names, places, and days of the week) 

Setting descriptions 

Innovate a narrative  

Information Text – Meerkat  

 

Fit in short burst recount of the orchard 

 

Y1 

Key Text: Beegu   

Writing Outcome:  

Setting Description  

Oral retelling of narrative 

Retell the narrative 

Thank you letter to children for looking after me 

Y1  

Key Text: The Billy Goats Writing Outcome:  

Character Description 

Setting Description  

Retell Narrative  

Innovate Narrative 

 

Y1 

Key Text: Pocket for Corduroy / Knuffle Bunny 

Writing Outcome:  

Oral retelling of narrative  

Retell Narrative 

 

Y1 

Key Text: Model good recount example  

Writing Outcomes:  

Recount Bulb Planting trip to Queens Park – pictures to support retell  

Y1 

Key Text: Choose good poems e.g., Oi Dog  

Writing Outcomes:  

Poetry  

 

 

 

 

 

 

 

 

Y1 

Key Text: Non-Fiction  

Writing Outcome:  

Fact file about meerkat or anotehr an animal  

Y1 

Key Text:  Non-Fiction – Toys  

Writing Outcome:  

Information text – Toys 

Y1 

Key Text: Handa’s Surprise Writing Outcomes:  

List  

Oral retelling of narrative – adjectives, past tense, alternatives to took 

Retell the narrative  

Instructions – Fruit Salad  

 

 

Key Text: Non-fiction – Great Fire of London  

Writing Outcomes:  

Diary entries 

 

 

Key Text: Storm Whale   

Writing Outcome:  

Oral retelling of narrative 

Retell the narrative 

  

 

 

Key Text: Supatato and Traction Man  

Writing Outcome:  

Retell Supertato  

Some children retell Traction Man, some sequel Traction Man 

Leaflet for a toy  

 

 

 

Y1 

Key Text: The Jolly Christmas Postman  

Writing Outcomes:  

Oral retelling of narrative 

Retell the narrative 

 

 

 

Key Text: Listen, listen (poem about tree through seasons), Tree by Britta Tackentrup + poems Writing Outcomes:  

Poems about seasons  

Skills/Knowledge/Progression Stems  

Spelling  

Pupils should be taught to:  spell:  words containing each of the 40+ phonemes already taught  common exception words  the days of the week English – key stages 1 and 2 13 Statutory requirements  name the letters of the alphabet:  naming the letters of the alphabet in order  using letter names to distinguish between alternative spellings of the same sound  add prefixes and suffixes:  using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs  using the prefix un–  using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]  apply simple spelling rules and guidance, as listed in English Appendix 1  write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. 

Handwriting  

Pupils should be taught to sit correctly at a table, holding a pencil comfortably and correctly begin to form lower-case letters in the correct direction, starting and finishing in the right place form capital letters form digits 0-9 understand which letters belong to which handwriting ‘families’ (i.e., letters that are formed in similar ways) and to practise these. 

Writing – composition  

Pupils should be taught to write sentences by saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense discuss what they have written with the teacher or other pupils read aloud their writing clearly enough to be heard by their peers and the teacher 

Writing – vocabulary, grammar, and punctuation  

Pupils should be taught to:  develop their understanding of the concepts set out in English Appendix 2 by:  leaving spaces between words  joining words and joining clauses using and  beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark  using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’  learning the grammar for year 1 in English Appendix 2  use the grammatical terminology in English Appendix 2 in discussing their writing. 

Year 2 

AUTUMN 

SPRING 

SUMMER 

Y2  

Key Text: Jack & the Beanstalk Writing Outcome:  

Character Description 

Setting Description  

Retell Narrative  

Innovate Narrative 

  

Y2 

Key Text: Dougal’s Deep-Sea Diary (3 weeks)    

Writing Outcome:  

Setting Description – Atlantis  

Diary Entry  

Retell Narrative  

Innovate Narrative 

Y2 

Key Text: Robot and Bluebird   

Writing Outcome:  

Character and setting description  

Retell Narrative  

Innovate Narrative 

Y2  

Key Text: Find another text BMA e.g., Amazing Grace, Lila and the secret of rain, Grace and Family  

Writing Outcomes:   

Character and setting description  

Retell Narrative  

Innovate Narrative 

 

 

Y2  

Key Text: Zomo (check quality of text) 

Writing Outcome:  

Retell Narrative  

Innovate Narrative – alternative quest with different characters  

Y2  

Key Text: The Twits 

Writing Outcomes: 

Character description of the Twit 

Retell revenge scene  

Innovate revenge scene  

Instructions  

Y2 

Key Text: Little Red Riding Hood  

Writing Outcome:  

Character Description 

Setting Description  

Retell Narrative  

Innovate Narrative 

 

Y2 

Key Text: Man on the Moon (link to Beegu taught in Y1) 

Writing Outcome: 

Retell Narrative- a day in the life of Innovate Narrative – a day in the life of a different explorer covered in History  

 

 

 

Y2 

Key Text: The Lonely Beast (see Elenor’s unit) - read Bear and the piano as whole class reading 

Writing Outcomes:   

Retell 

Innovate (GD to link to Bear and the piano) 

Y2 

Key Text: The Little Gardener (The Gardener, The Tin Forest, Flower by John light, Selfish Giant 

Writing Outcome:  

Retell narrative 

Innovate narrative e.g., sequel  

Letter 

Instructions on how to grow a plant  

 

 

Y2  

Key Text: Summer Fruit  

Writing Outcome:  

Recipe – Summer Fruit Kebab (see Elenor’s examples) 

 

Y2  

Key Text: Diary of the killer cat  

Writing Outcomes: 

Diary entry  

Letter of apology (see exemplification p.13) 

Book review  

Y2 

Key Text: Instruction modelled text Writing Outcomes:   

Instructions – How to make a vehicle 

Non chronological report about a vehicle they have learnt in context  

 

Skills/Knowledge/Progression Stems 

Writing – transcription 

Spelling 

Pupils should be taught to spell by: 

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly,  learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones  learning to spell common exception words learning to spell more words with contracted forms  learning the possessive apostrophe (singular) [for example, the girl’s book]  distinguishing between homophones and near-homophones add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly 

apply spelling rules and guidance, as listed in English Appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far 

Handwriting 

Pupils should be taught to:   

form lower-case letters of the correct size relative to one another, start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined, write capital letters and digits of the correct size, orientation, and relationship to one another and to lower case letters, use spacing between words that reflects the size of the letters. 

Writing – composition 

Pupils should be taught to: 

develop positive attitudes towards and stamina for writing by: 

writing narratives about personal experiences and those of others (real and fictional), writing about real events, writing poetry, writing for different purposes, consider what they are going to write before beginning by: 

planning or saying out loud what they are going to write about, writing down ideas and/or key words, including new vocabulary, encapsulating what they want to say, sentence by sentence, make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils, re-reading to check that their writing makes sense and that verbs to indicate 

time are used correctly and consistently, including verbs in the continuous form, proof-reading to check for errors in spelling, grammar, and punctuation [for example, ends of sentences punctuated correctly] 

read aloud what they have written with appropriate intonation to make the meaning clear. 

Writing – vocabulary, grammar, and punctuation 

Pupils should be taught to: 

develop their understanding of the concepts by: learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular) learn how to use: sentences with different forms: statement, question, exclamation, command, expanded noun phrases to describe and specify [for example, the blue butterfly], the present and past tenses correctly and consistently including the progressive form, subordination (using when, if, that, or because) and co-ordination (using or, and, or but) the grammar for year 2 in English Appendix 2, some features of written Standard English, use and understand the grammatical terminology in English Appendix 2 in discussing their writing. 

Year 3 

AUTUMN 

SPRING 

SUMMER 

Y3  

Key Text: The Lost Happy Endings  

Writing Outcome:  

Character Description 

Setting Description  

Retell Narrative  

Innovate Narrative  

Y3 

Key Text: Stone Age Boy  

Writing Outcome:  

Diary writing   

Setting Description  

Retell Narrative  

Explanation text  

Y3  

Key Text: Greek Myths  

Writing Outcome:  

Character Description 

Setting Description  

Retell Narrative – dialogue  

Innovate Narrative- third person  

Non-Chronological report – Ancient Greek  

Y3 

Key Text: Oliver & the Seawigs 

Writing Outcome:  

Retell Narrative  

Innovate Narrative writing (adventure) 

Poetry (rhyme) 

Y3 

Key Text: The Land of Roar (The Tunnel class reader) 

Writing Outcome:  

Narrative writing (fantasy) 

Poetry (humour) 

Diary entry  

Y3  

Key Text: Varjak Paw  

Writing Outcome 

Setting description  

Retell a chapter - going over the wall (language rich) 

Alternative ending 

Newspaper report – cats going missing  

Y3  

Key Text: Beware of Boys  

Writing Outcome:  

Instructions  

Retell Narrative  

Innovate First Person Narrative 

Y3  

Key Text: Aladdin & his Enchanted Lamp 

Writing Outcome:  

Character Description 

Setting Description  

Retell Narrative  

Innovate Narrative 

Informal letter writing 

Y3  

Key Text: The Owl & the Pussycat  

Writing Outcome:  

Narrative writing (adventure) 

Poetry (rhyme) 

Y3  

Key Text: Class model text  

Writing Outcome:  

Recount of real-life experience - local walk  

Y3  

Key Text: Poem in the style of Grace Nicolls (1 week)  

Writing Outcome:  

Repetitive poetry  

Y3  

Key Text: Tar beach 

Writing Outcome 

Setting description  

Explanation text 

Chronological report 

Informal Letter writing 

Lower Key Stage 2 

 

In Years 3 and 4 children will continue to develop the following transcription and composition skills 

Skills/Knowledge/Progression Stems 

 

 

 

Writing – transcription 

Pupils will be taught to: 

-use further prefixes and suffixes and understand how to add them (English Appendix 1) spell further homophones 

-spell words that are often misspelt (English Appendix 1) 

-place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] 

-use the first two or three letters of a word to check its spelling in a dictionary 

-write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. 

 

Writing – composition 

Pupils will be taught to: 

-discussing writing like that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar 

 

discussing and recording ideas draft and write by: 

-composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) 

-organising paragraphs around a theme in narratives, creating settings, characters, and plot 

-in non-narrative material, using simple organisational devices [for example, headings and sub-headings] 

evaluate and edit by: 

-assessing the effectiveness of their own and others’ writing and suggesting improvements 

-proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences 

-proof-read for spelling and punctuation errors 

-read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. 

Handwriting – transcription 

Pupils will be taught to: 

-use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined, increase the legibility, consistency, and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; those lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch. 

Writing composition – vocabulary, grammar, and punctuation 

Pupils will be taught to: 

-develop their understanding of the concepts set out in English Appendix 2 by: 

-extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although 

-using the present perfect form of verbs in contrast to the past tense 

-choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition 

-using conjunctions, adverbs and prepositions to express time and cause 

-using fronted adverbials 

Learning the grammar for years 3 and 4 in English Appendix 2 indicate grammatical and other features by: 

-using commas after fronted adverbials 

-indicating possession by using the possessive apostrophe with plural nouns 

-using and punctuating direct speech 

-use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading 

Year 4 

AUTUMN 

SPRING 

SUMMER 

Y4 

Key Texts: Mufaro’s Beautiful Daughters  

Writing Outcome:  

Character Description 

Setting Description  

Retell Narrative  

Innovate Narrative  

 

Y4 

Key Text: I Was A Rat!   

Writing Outcome:  

Newspaper report – 3rd person  

Recount/Diary Entry  

 

Y4  

Key Text: Charlotte’s Web  

Writing Outcome:  

Diary  

Character Description 

Setting Description  

Retell Narrative – opening  

Innovate Narrative – opening  

 

Y4  

Key Text: Beowolf (class text Anglo Saxon Boy) 

Writing Outcome:  

Focus on literary language - character Description Grendel 

Setting Description  

Retell Narrative (fight scene) 

Grendel’s mother’s revenge – write the next chapter  

 

Y4  

Key Text: The Miraculous Journey of Edward Tulane (see Elenor’s plan) 

Writing Outcome:  

Letter to Abeline saying what has happened 

Short burst missing poster – draw on descriptive language 

Memoir – Edward telling children about adventures (link to The Matchbox Diary for memoirs) 

Additional chapter 

Y4  

Key Text: Boy in the Back of the Class   

Writing Outcome:  

Setting Description  

Fiction writing – coming to London 

Formal Letter – writing to the Prime Minster about treatment of refugees  

 

Y4  

Key Text: The Great Kapok Tree  

Into The Jungle  

Writing Outcome:  

Persuasive writing 

Y4 

Key Texts: Upon Westminster Bridge  

The Lady of Shallot  

Writing Outcome:  

Poetry 

 

Y4 

Key Text: Michael Rosen poems 

Writing Outcome:  

Writing poems  

Poetry - Performance poetry 

Y4 

Key Text: Romans  

Writing Outcome:  

Non-Chronological Report  

Y4 

Key Text: Non-Fiction Saxon text 

Writing Outcome:  

Non-chronological report (Saxons) 

 

Y4 

Key Text: Class model text on volcanoes and earthquakes 

Writing Outcome:  

Newspaper report  

Explanation text  

Non-chronological report on Earthquakes and Volcanoes. 

Y4 

Key Text: Crime and Punishment   

Writing Outcome:  

Newspaper report  

Fact File - Emmeline Pankhurst 

Non—Chronological report  

Diary entry  

 

Upper Key Stage 2 

 

In Years 5 and 6 children will continue to develop the following transcription and composition skills 

Skills/Knowledge/Progression Stems 

Writing – transcription 

Spelling 

Pupils will be taught to: 

-use further prefixes and suffixes and understand the guidance for adding them 

-spell some words with ‘silent’ letters [for example, knight, psalm, solemn] 

-continue to distinguish between homophones and other words which are often confused 

-use knowledge of morphology and etymology in spelling and understand that the 

-spelling of some words needs to be learnt specifically, as listed in English Appendix 1 

-use dictionaries to check the spelling and meaning of words 

-use the first three or four letters of a word to check spelling, meaning or both in a dictionary and a thesaurus. 

Writing – composition 

Pupils will be taught to plan their writing by: 

-identifying the audience for and purpose of the writing, selecting the appropriate 

-form and using other similar writing as models for their own 

-noting and developing initial ideas, drawing on reading and research where necessary 

-in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed 

draft and write by: 

-selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning 

-in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action 

-précising longer passages 

-using a wide range of devices to build cohesion within and across paragraphs 

Handwriting and presentation 

Pupils will be taught to: 

-write legibly, fluently and with increasing speed by: 

-choosing which shape of a letter to use when given choices and deciding 

-whether or not to join specific letters 

-choosing the writing implement that is best suited for a task. 

 

Writing composition – vocabulary, grammar and punctuation 

Pupils will be taught to: 

-develop their understanding of the concepts set out in English Appendix 2 by: 

-recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms 

-using passive verbs to affect the presentation of information in a sentence 

-using the perfect form of verbs to mark relationships of time and cause 

-using expanded noun phrases to convey complicated information concisely 

-using modal verbs or adverbs to indicate degrees of possibility 

-using relative clauses beginning with who, which, where, when, whose, that or 

-with an implied (i.e. omitted) relative pronoun 

-learning the grammar for years 5 and 6 in English Appendix 2 

-indicate grammatical and other features by: 

-using commas to clarify meaning or avoid ambiguity in writing 

-using hyphens to avoid ambiguity 

-using brackets, dashes or commas to indicate parenthesis 

-using semi-colons, colons or dashes to mark boundaries between independent clauses 

-using a colon to introduce a list 

-punctuating bullet points consistently 

-use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading. 

Year 5 

AUTUMN 

SPRING 

SUMMER 

Y5  

Key Text: How To Train Your Dragon  

Writing Outcome:   

Character Description  

Retell Narrative - a chapter  

Innovate Narrative  

 

Y5 

Key Text: Floodland Marcus Sedgewick 

 

Writing Outcome:  

Setting Description  

Retell Narrative - opening scene 

Persuasive letters - Local MP about more of an effort to reduce climate change  

Newspaper report  

What happens next (end of story) 

 

 

 

 

 

 

 

 

 

 

 

Y5  

Key Text: Journey to the River Sea (link setting description Paddle to the Sea as a DR text) 

Writing Outcome:  

Formal letter writing – family complaining to police (child has not been found) 

Retell Narrative - a chapter 

Write next chapter   

Setting description – Paddle to the sea 

Y5  

Key Text: Wolf Brother (myth) 

Writing Outcome:  

Descriptive writing 

Setting description 

Character description 

Retell part of story  

Finish story 

 Y5

Key Text: Windrush Child

Writing Outcomes:

Airmail letter - from main character to Dad who travelled ahead to Manchester

Diary Entry – exploring main characters emotions

Set of advice to other arrivals

Performance poetry – Windrush by John Agard

Writing own version of events

Writing a pitch to MP to erect Windrush monument to commemorate the Windrush generation.

Y5

Key Text:  Ice Trap Shackleton’s journey (class reader - Sputniks Guide to Life on Earth)  

Writing Outcome:  

Letter of application to join the crew 

Ship’s log – formal diary entry 

Letter home from Shackleton and letter home from crew member 

Motivational speech 

Newspaper report  

Y5  

Key Text: Imaginative Poetry 

Poetry imagery  

Poetry performance 

AUTUMN 

SPRING 

SUMMER 

Year 6 

Y6  

Key Text: Deadman’s Cove 

 Writing Outcome:  

Character Description 

Setting Description  

Retell Narrative  

Innovate Narrative  

Letter writing  

Persuasive letter writing  

 

 

Y6 

Key Text: Holes 

Writing Outcome:  

Retell chapter 

Additional chapter 

Letter of complaint about conditions in camp green lake – formal  

Letter home – informal  

 

Y6  

Key Text: Kensuke’s Kingdom  

Writing Outcome:  

Diary  

Descriptive setting 

Retell Narrative  

Innovate Narrative  

Y6  

Key Text: Macbeth 

Writing Outcome:  

Letter from Macbeth to wife what has happened 

Should I kill the king or not kill the king – balanced argument 

Death of King Duncan – first person using literary language, then write as a newspaper report – highlight  

Y6  

Key Text: Rose Blanche & reading Carrie’s War (or one of the following Good Night Mr Tom, The boy in the Striped Pyjamas   

The children of Willesden) 

Writing Outcome:  

Retell Rose Blanche with setting description 

Letter home to Mum and Dad 

Letter home – informal 

Public information letter from government with instructions for what they have to do – formal and authoritative – subheadings  

 

  

 

Y6  

Key Text: Protecting the environment  

Writing Outcome:   

Formal letter about protecting the environment  

Y6 

Key Text: Gruesome School Poem  

Writing Outcome:  

Humorous poem  

Y6 

Key Text: Maya Civilization  

Writing Outcome:  

Non-Chronological report on Maya Civilization  

Y6  

Key Text: Who is Charles Darwin?  

Writing Outcome:  

Biography Charles Darwin 

 

 

 

 

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Teamwork
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Vibrant Learning
Inspiration
Nurture
Growth & Challenge