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Writing


Vision Our children to be creative and conďŹ dent writers who use their skills and knowledge to engage the audience for a given purpose. Our teachers (Directors of Writing) will ignite children’s imagination to create willing and enthusiastic learners who accurately compose for their audience.


Intent

Assessment Criteria for each Year group


Principles for Writing As a result of our writing, the reader will...

Understand

Feel

Think

Gain information about a character, place or idea.

Experience an emotion for a character, from a setting or from an idea.

Consider things or ask questions.

Create a mental picture of a person or a place.

Concern, hatred, fear, laughter, sadness, anger.

Intrigue, make connections, how? why? what next?


Reception Statements Fiction

Understand Compose simple sentences to retell a part of a story Use adjectives to describe a character or place Begin to use some story language, such as once upon a time, one day, so, ďŹ nally

Feel

Think


Reception Statements Non-Fiction

Understand Compose sentences to give facts and opinions Begin to write simple recounts Begin to use some ordering language, such as ďŹ rst, next, then, ďŹ nally Begin to use conjunctions and, because

Feel

Think


Year 1 Statements Fiction

Understand

Feel

Describe a character or setting using noun phrases to create an image

Choose vocab to create atmosphere or feeling

Retell a known story which can be read by an adult

Use simple similes (like a…)

Use simple similes (as...as a…) Use nouns, verbs and adverbs to match the content and purpose

Use story language such as once upon a time, one day, so, next, but, finally

Think


Year 1 Statements Non-Fiction

Understand Compose sentences to give facts and opinions

Write simple texts using temporal language eg ďŹ rst, next, then, after that, ďŹ nally Use conjunctions and, because, but and so Use formal or informal style to match purpose and audience Use 1st person, 2nd person or 3rd person pronouns to match purpose and audience

Feel

Think With support, begin to use rhetorical questions to involve the audience (Do you want to..?)


Year 2 Statements Fiction Understand

Feel

Think

Describe a character or setting using noun phrases to create an image

Describe a character or setting using noun phrases to create feeling or atmosphere

Begin to use rhetorical questions to involve the audience

Use some dialogue

Choose vocab to create atmosphere or feeling

With prompting, use paragraphs to change place, time or focus

Use simple similes (as a…)

Use simple similes (as...as a…) Use nouns, verbs and adverbs to match the content and purpose Use story language such as one day, so, next, but, finally, suddenly, in a flash, after a while


Year 2 Statements Non-Fiction Understand

Feel

Think

Compose complex sentences to give facts and opinions using conjunctions

Use vocabulary to evoke emotion (according to purpose and audience)

Begin to use rhetorical questions to involve the audience (Want to ďŹ nd out how..?)

Use temporal language eg ďŹ rst, next, then, after that, ďŹ nally Use formal or informal style to match purpose and audience Use appropriate sentence openers to link ideas and paragraphs (not narrative style) With support, use paragraphs to organise ideas Use appropriate vocabulary to match audience and purpose With prompting, use simple devices such as headings and subheadings

With support, use vocab to make the reader consider things or ask a question


Year 3 Statements Fiction Understand

Feel

Think

Describe a character or setting using noun phrases to create an image

Describe a character or setting using noun phrases to create a feeling or atmosphere

Use rhetorical questions to involve the audience

Use dialogue (reporting clause last)

Use show not tell to create a feeling or atmosphere

With some prompting, use paragraphs to change place, time or focus

Choice of words to create atmosphere or feeling.

Use similes (like a… and as...as a…)

Use similes (like a… and as...as a…)

Use a range of nouns, alternative nouns, verbs and adverbs to match the content and purpose

Vary sentence openers to evoke emotion from the audience (emotion first, adverbial first)

Vary sentence openers (fronted adverbials) to show how, where or when the action takes place


Year 3 Statements Non Fiction Understand

Feel

Think

Describe a character or setting using noun phrases to create an image

Describe a character or setting using noun phrases to create a feeling or atmosphere

Use rhetorical questions to involve the audience

Use dialogue (reporting clause last)

Use show not tell to create a feeling or atmosphere

With some prompting, use paragraphs to change place, time or focus

Choice of words to create atmosphere or feeling.

Use similes (like a… and as...as a…)

Use similes (like a… and as...as a…)

Use a range of nouns, alternative nouns, verbs and adverbs to match the content and purpose

Vary sentence openers to evoke emotion from the audience (emotion first, adverbial first)

Vary sentence openers (fronted adverbials) to show how, where or when the action takes place


Year 4 Statements Fiction Understand

Feel

Think

Detailed description of a character or setting using multiple noun phrases to create an image

Detailed description of a character or setting using multiple noun phrases to create a feeling or atmosphere

Use rhetorical questions to involve the audience

Develop dialogue (reporting clause first) with adverbs

Use show not tell to create a feeling or atmosphere including suspense

Begin to use intrigue to make the reader think ‘What might happen...?’

With some prompting, use paragraphs to change place, time or focus

Choice of words to create atmosphere or feeling.

Use similes (like a… and as...as a…) and metaphors

Use similes (like a… and as...as a…) and metaphors

Use a range of nouns, alternative nouns, verbs and adverbs to match the content and purpose

Vary sentence openers to evoke emotion from the audience (emotion first, adverbial first)

Vary sentence openers (fronted adverbials, verb first, adjective(s) first, temporal phrases)


Year 4 Statements Non Fiction Understand

Feel

Think

Compose a range of complex sentences to give facts and opinions (conjunctions, relative clause, fronted adverbial)

Use vocabulary to evoke an intended emotion (according to purpose and audience)

Use rhetorical questions to involve the audience (If, then…) (Do you..? )

Use formal or informal style to match purpose and audience

Vary sentence openers to evoke emotion from the audience (emotion first, adverbial first)

Use vocab to make the reader consider things or ask a question

With some prompting, use paragraphs to organise ideas using PEE (Point, Explain, Evidence) as a cohesive device Use a range of vocabulary to match audience and purpose Use organisational devices such as headings and subheadings With some support, vary sentence openers to match audience and purpose

With some support, use techniques to persuade the audience (exaggeration, flattery, dare to disagree)


Year 5 Statements Fiction Understand

Feel

Think

Detailed description of a character or setting using multiple noun phrases to create an image

Detailed description of a character or setting using multiple noun phrases to create a feeling or atmosphere

Use rhetorical questions to involve the audience

Develop dialogue (reporting clause (first) with adverbs

Use show not tell to create a feeling or atmosphere including suspense

Begin to use intrigue to make the reader think ‘What might happen...?’

With some prompting, use paragraphs to change place, time or focus

Choice of words to create atmosphere or feeling.

Use foreshadowing to create anticipation (e.g. Pathetic Fallacy)

Use similes (like a… and as...as a…) and metaphors

Use similes (like a… and as...as a…) and metaphors

Use a range of nouns, alternative nouns, verbs and adverbs to match the content and purpose

Vary sentence openers to evoke emotion from the audience (emotion first, adverbial first)

Vary sentence openers (fronted adverbials, verb first, adjective(s) first, temporal phrases)


Year 5 Statements Non Fiction Understand

Feel

Think

Compose a range of complex sentences to give facts and opinions - know when to give more detail (conjunctions, relative clause, fronted adverbial, De:de, some;others)

Use ambitious vocabulary to evoke an intended emotion (according to purpose and audience)

Use multiple rhetorical questions to involve the audience (If, if, then… Do you..?)

Use formal or informal style to match purpose and audience

Vary sentence openers to evoke emotion from the audience (emotion first, adverbial first)

Use vocab to make the reader consider things or ask a question

Use paragraphs to organise ideas using PEEL (Point, Explain, Evidence Link) as a cohesive device Use a range of ambitious vocabulary to match audience and purpose Use organisational devices such as headings, subheadings,bullet points and dashes Choose from a variety of sentence openers to match audience and purpose

Use techniques to persuade the audience (exaggeration, flattery, dare to disagree, counter arguments)


Year 6 Statements Fiction Understand

Feel

Think

Detailed description of a character or setting using a range of descriptive techniques - Use similes (like a… and as...as a…), metaphors and personification

Detailed description of a character or setting using a range of descriptive techniques - Use similes (like a… and as...as a…) and metaphors and personification

Use multiple rhetorical questions to involve the audience

Develop dialogue (split with reporting clause) with adverbs and character voice to move story along

Use a range of techniques to create a heightened sense of atmosphere or emotion

Use a range of techniques to intrigue the reader

Without prompting, use paragraphs to change place, time or focus

Choice of words to create atmosphere or feeling

Use foreshadowing to create a build up tension and anticipation.

Use a range of nouns, alternative nouns, verbs and adverbs to match the content and purpose

Vary sentence openers to evoke emotion from the audience (emotion first, adverbial first, if if then)

Vary sentence openers (fronted adverbials, verb first, adjective(s) first, temporal phrases)


Year 6 Statements Non Fiction Understand

Feel

Think

Compose a range of complex sentences to give facts and opinions - know when to give more detail (conjunctions, relative clause, fronted adverbial, De:de, some;others, PC)

Use ambitious vocabulary to evoke an intended emotion (according to purpose and audience)

Use multiple rhetorical questions to involve the audience (If, if, then… Do you..?)

Use formal or informal style to match purpose and audience

Vary sentence openers to evoke emotion from the audience (emotion first, adverbial first)

Use vocab to make the reader consider things or ask a question

Use paragraphs to organise ideas using PEEL (Point, Explain, Evidence Link) as a cohesive device Use a range of ambitious vocabulary to match audience and purpose Use organisational devices such as headings, subheadings, bullet points and dashes Choose from a variety of sentence openers to match audience and purpose

Use techniques to persuade the audience (exaggeration, flattery, dare to disagree, counter arguments, facts and opinions)


Implement Pedagogical approach to the domain


Principles for Writing

Our writing curriculum is structured around core novels that are shared with the children. From this, pupils will compose a range of texts with a variety of purposes and audiences.


Text types

To Entertain

To Inform

To Persuade

To Discuss

For each purpose, the audience and effect on the reader will be considered. Children will be expected to explain why they are writing and for whom. They will also be expected to make informed choices as to how they can achieve the effect using a text type and language features (artistic techniques).


Text Types

To Entertain -

Narrative Descriptions Poetry

To Inform -

Recount Letter Instructions Explanation Biography Newspaper Information Diary Fact ďŹ le

To Discuss

To Persuade -

Advertising Letter Speech Campaign

-

Balanced argument Newspaper Article Review


Phase 1 Narrative Coverage Phase 1

Features

Adventure

Adventure

Adventure

Adventure

Adventure

Adventure

Character description Setting Describe an exciting scene


Phase 2 Narrative Coverage Phase 2

Features

Adventure

Adventure (Historical setting)

Mystery

Fantasy

Supernatural

Science Fiction

Character description Some dialogue Setting Describe an exciting scene Show not tell feelings and emotions Pace through given structure


Phase 3 Narrative Coverage Phase 3

Features

Adventure

Adventure (Historical - Myths and Legends)

Mystery

Fantasy

Supernatural

Science Fiction

Contrasting characters - hero and villain or hero and fool Dialogue to reect character traits Setting to create a mood Create an exciting scene Show not tell feelings and setting Pace moved along using speech


Phase 4 Narrative Coverage Phase 4

Features Adventure (Romance, Comedy, Death)

Adventure (Historical character) Supernatural (Horror) Thriller

Flashback or character back story Change of settings to match the mood Pace moved along using speech and thoughts Create an exciting scene to affect the reader Character voice through dialogue Show the scene - don’t tell it.


Phase 1 Non-Fiction Coverage Phase 1 Recount

Information Text

Retelling or recounting of an event or an experience.

Give information about a person, place or topic.

Letter Written communication between two people (sender and recipient). Instructions Explain to someone how to do something.


Phase 2 Non-Fiction Coverage Phase 2 Recount

Diary

Retelling or recounting of an event or an experience.

A personal retelling or recounting of an event or an experience.

Letter

Newspaper

Written communication between two people (sender and recipient).

Informs readers of what is happening in the world around them.

Instructions

Explanation

Explain to someone how to do something.

Describes a process (how something works or why something happens).


Phase 3 Non-Fiction Coverage Phase 3 Information Text

Diary

Gives information about a person, place or topic.

A personal retelling or recounting of an event or an experience.

Letter

Newspaper

Written communication between two people (sender and recipient).

Informs readers of what is happening in the world around them.

Balanced Argument

Explanation

A discussion to consider both sides of an issue.

Describes a process (how something works or why something happens).


Phase 4 Non-Fiction Coverage Phase 4 Biography

Diary

An account of someone's life written by someone else.

A personal retelling or recounting of an event or an experience.

Letter

Newspaper

Written communication between two people (sender and recipient).

Informs readers of what is happening in the world around them.

Balanced Argument

Explanation

A discussion to consider both sides of an issue.

Describes a process (how something works or why something happens).


Lesson Structure Lesson GPS

Retrieval of previous learning followed by Teach, Share, Practise and Application of a grammatical, punctuation or spelling skill.

Teach

Teaching of a writing or composition skill.

Share

Sharing of the writing or composition skill.

Practise

Children practise the writing or composition skill.

Apply

Children apply the writing or composition skill into their current published work.


Impact Formative and Summative assessment strategies


Impact

Our writing curriculum will enable children to write in a range of text types utilising the correct formality and appropriate vocabulary to match the audience and purpose.


Assessment Strategies Variability

Instant feedback

Retrieval

Feedback Booklets

Teacher Assessment Moderation & pupil work review

SATS Short Term Cycle

Medium Term cycle

Long Term Cycle

Frequency

*Short Term Cycle - during and after daily lessons *Medium Term Cycle - teacher assessment every 6 weeks *Long Term Cycle - summative assessment every term or at the end of Key Stage


Formative Strategies Instant feedback for the teacher is received through a range of questioning and assessment for learning strategies, to check pupil Instant feedback

understanding. In addition, children receive instant feedback of their own learning through individual, group or whole class feedback from the teacher and other adults in the classroom. The instant feedback is used to inform teachers of the pace of the lesson, the scaffolding required and future learning.

At the start of each lesson children are asked questions around different areas that have been previously learnt. This informs teaching

Retrieval

staff of the knowledge and skills that have been retained and provides opportunities for further guidance or scaffolding. Retrieval of previous learning is also encouraged throughout lessons. Retrieval practice informs upcoming teaching and learning.

In every lesson, teachers and staff will record speciďŹ c notes about positive learning or misconceptions in the classroom. This will then Feedback Booklets

be used to inform future summative assessment strategies including moderation and teacher assessments. As well as this, the content from feedback booklets is used to plan effective gap ďŹ ll lessons and inform which children require pre teach before future learning.


Summative Strategies Every 6 weeks teachers meet to moderate a selection of children’s books. Each moderation assesses samples of work against

Moderation & pupil work review

curriculum criteria. Teacher judgement is then made and agreed by all staff as to whether the child is working below, at or above the expected standard for their series. As well as this, targets and strategies are put in place to improve accuracy of assessment and / or teaching and learning.

Teacher Assessment

Teacher assessment is recorded each term based on a collation of formative and summative assessments. These assessments are a quick and easy check as to whether the children are on track to meet the end of year expectations, if they are below this or above this. The ďŹ nal teacher assessment data is reported to parents at the end of the academic year.

Standard Attainment Tests are sat at the end of Key Stage 1 and 2 to compare school performance across the country. Children will be SATS

judged as working below the expected standard, at the expected standard or working at greater depth and results will be reported to parents and on the government website.

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