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 |
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Nursery Key Texts and Nursery Rhymes: Rosie’s Walk Writing Outcome: Use large-muscle movements to wave flags and streamers, paint and make marks
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Nursery Key Texts and Nursery Rhymes: The Enormous Turnip Writing Outcome: Show a preference for a dominant hand
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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.
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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.
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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
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Reception |
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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 |
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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. |
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Year 1 |
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Y1 Key Text: Dogger Writing Outcome: Description of toys Oral retell Retell Narrative
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Y1 Key Text: The Gruffalo Writing Outcome: Character description Setting description Retell the Gruffalo
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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
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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
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Y1 Key Text: Pocket for Corduroy / Knuffle Bunny Writing Outcome: Oral retelling of narrative Retell Narrative
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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
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Y1 Key Text: Non-Fiction Writing Outcome: Fact file about meerkat or anotehr an animal |
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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
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Key Text: Non-fiction – Great Fire of London Writing Outcomes: Diary entries
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Key Text: Storm Whale Writing Outcome: Oral retelling of narrative Retell the narrative
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Key Text: Supatato and Traction Man Writing Outcome: Retell Supertato Some children retell Traction Man, some sequel Traction Man Leaflet for a toy
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Y1 Key Text: The Jolly Christmas Postman Writing Outcomes: Oral retelling of narrative Retell the narrative
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Key Text: Listen, listen (poem about tree through seasons), Tree by Britta Tackentrup + poems Writing Outcomes: Poems about seasons |
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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. |
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Year 2 |
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Y2 Key Text: Jack & the Beanstalk Writing Outcome: Character Description Setting Description Retell Narrative Innovate Narrative
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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
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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 |
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Y2 Key Text: Little Red Riding Hood Writing Outcome: Character Description Setting Description Retell Narrative Innovate Narrative
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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
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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
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Y2 Key Text: Summer Fruit Writing Outcome: Recipe – Summer Fruit Kebab (see Elenor’s examples)
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Y2 Key Text: Diary of the killer cat Writing Outcomes: Diary entry Letter of apology (see exemplification p.13) Book review |
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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
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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. |
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Year 3 |
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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 |
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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 |
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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 |
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Lower Key Stage 2
In Years 3 and 4 children will continue to develop the following transcription and composition skills Skills/Knowledge/Progression Stems
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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 |
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Year 4 |
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Y4 Key Texts: Mufaro’s Beautiful Daughters  Writing Outcome: Character Description Setting Description Retell Narrative Innovate Narrative
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Y4 Key Text: I Was A Rat! Writing Outcome: Newspaper report – 3rd person Recount/Diary Entry
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Y4 Key Text: Charlotte’s Web Writing Outcome: Diary Character Description Setting Description Retell Narrative – opening Innovate Narrative – opening
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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
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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
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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
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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)
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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
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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. |
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Year 5 |
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Y5 Key Text: How To Train Your Dragon Writing Outcome: Character Description Retell Narrative - a chapter Innovate Narrative
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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)
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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 |
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Y5 Key Text: Imaginative Poetry Poetry imagery Poetry performance |
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Year 6 |
Y6 Key Text: Deadman’s Cove  Writing Outcome: Character Description Setting Description Retell Narrative Innovate Narrative Letter writing Persuasive letter writing
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Y6 Key Text: Holes Writing Outcome: Retell chapter Additional chapter Letter of complaint about conditions in camp green lake – formal Letter home – informal
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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
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Y6 Key Text: Protecting the environment Writing Outcome: Formal letter about protecting the environment |
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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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