Writing Pillars:
Novel Study
Creative Writing
Historical writing
Geographical writing
Scientific writing
The Southfield Writer
Enrichment experiences: Bi-weekly Creative Writing
Half termly novel studies
Author Visits
Poet Visits
Writing competitions
Library visits
Writing workshops
Shakespeare
Digital Literacy
Skills:
Spelling - Pupils should 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]
● 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,
● 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 of these in a dictionary
● use a thesaurus.
Handwriting and presentation
Pupils should 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.
Composition
Pupils should 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 canchange 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, using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
● evaluate and edit by: assessing the effectiveness of their own and others’ writing, proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning, ensuring the consistent and correct use of tense throughout a piece of writing, ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
● proof-read for spelling and punctuation errors
Vocabulary, punctuation, grammar
Pupils should 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,
● 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
Knowledge:
By the end of Key Stage 2 the children will have had experience of writing in the following genres: recount, instructions, non-chronological report, explanation, persuasion – advert or leaflet, non-chronological comparative report, persuasion/recount journalistic writing, persuasion – one point of view, discussion/balanced argument, poetry.
Enrichment
Reception:
Bi-weekly Creative
Writing
Half termly novel studies
Author Visits
Poet Visits
Writing competitions
Library visits
Writing workshops
Shakespeare Digital Literacy
Year 1: Bi-weekly Creative
Writing
Half termly novel studies
Author Visits
Poet Visits
Writing competitions
Library visits
Writing workshops
Shakespeare Digital Literacy
Reception:
Topic Study:
All About me -
What Makes Me a Me?
Transport -
Naughty Bus
Space –
Caroline's Comets
Growing and Changing –
It starts With a Seed
Kings and Queens
- The Queens Hat
Year 2: Bi-weekly Creative Writing
Half termly novel studies
Author Visits
Poet Visits
Writing competitions
Library visits
Writing workshops
Shakespeare
Digital Literacy
Year 3: Bi-weekly Creative Writing
Half termly novel studies
Author Visits
Poet Visits
Writing competitions
Library visits
Writing workshops
Shakespeare Digital Literacy
Year 4: Bi-weekly Creative Writing
Half termly novel studies
Author Visits
Poet Visits
Writing competitions
Library visits
Writing workshops
Shakespeare Digital Literacy
Story Based Curriculum
Year 1:
Novel Study:
Peace at Last
The Magic Bed
The Whale Song
Shakespeare study
Digital literacy unit
Creative Writing:
Mister Magnolia
The Huge Bag of Worries
The Robot and the Bluebird
The Saddest King
The Five of Us
Loveykins
Zog
Snowflake in my Pocket
Jack and Nancy
Dinosaurs day out
The Sea Tiger
Mr George Baker
Room on the Broom
Year 2:
Novel Study:
The Mousehole Cat
Charlie and the Chocolate Factory
The Angel of Nitshill Road
Bill’s New Frock
Shakespeare study
Digital literacy unit
Creative Writing: The Sea Tiger
Sylvester an the Pebble
Mr. George Baker Snowflake
The Saddest King
The building boy
The Sea Saw
Year 3:
Novel Study:
Charlotte’s Web
The Ice Palace
Stig of the Dump
Shakespeare study
Digital literacy unit
Year 4:
Novel Study: Street Child
Kensuke’s Kingdom
The Wind in the Willows
Shakespeare study
Digital literacy unit
Creative Writing:
Year 5: Bi-weekly Creative Writing
Half termly novel studies
Author Visits
Poet Visits
Writing competitions
Library visits
Writing workshops
Shakespeare Digital Literacy
Year 6:
Bi-weekly Creative Writing
Half termly novel studies
Author Visits
Poet Visits
Writing competitions
Library visits
Writing workshops
Shakespeare Digital Literacy
Year 5:
Novel Study: Why The Whales Came
Tom’s Midnight Garden
Rooftoppers
Shakespeare study
Digital literacy unit
Creative Writing:
Year 6:
Novel Study: Goodnight Mister Tom
The Other Side of Truth
The Giant’s Necklace
Shakespeare study
Digital literacy unit
Creative Writing: A Child of Books
Jingle Bells
Lost and Found
Peter’s Place
Sylvester and the Magic Pebble
The Bear and the Piano
The Building Boy
The Dot
The Robot and the Bluebird
The Sandcastle
Sylvester and the magic pebble
Angus rides the goods train
Sulwe
Fly away home
The robot and the bluebird
The journey
Grandpa Christmas
The printer
The last seaweed pie
The promise
Sylvester and the Magic Pebble
The Robot and The Bluebird
The Rabbits
The Christmas Eve
Tree
A Child's Garden
The Other Side
The Last Seaweed Pie
How to Live Forever
Creative Writing: Rose Blanche Otto
The Harmonica
The Man Who Walked Between The Towers Sulwe
Granddad Mandela
Where the Poppies Grew
The Viewer
Flight to Freedom
Reception:
Phonics Decode
Blend Sound
Letter Story
Alphabet
Capital letter
Word
High frequency
word Sentence
Full stop
Beginning, middle, end
Year 1:
Singular
Plural
Punctuati on Question mark
Exclamation mark
Vocabulary
Year 2:
Noun
Noun phrase
Statement
Question
Exclamation Command
Compound
Suffix
Adjective
Verb
Tense (past, present)
Apostrophe
Comma
Year 3:
Preposition
Conjunction
Word family
Prefix
Clause/subordinate
clauseDirect speech
Consonant
Consonant letter
vowel
Inverted commas
Year 4:
Determiner
Pronoun
Possessive pronoun
Adverbial
Year 5:
Modal verb
Relative pronoun
Relative clause
Parenthesis
Bracket
Dash Cohesion
Ambiguity
Year 6:
Semi colon Colon
Passive voice
Active voice
Subjunctive form
Past perfect
Present perfect
Reception:
40-60
Hears and says the initialsound in words. Links sounds to letters, naming and sounding the letters of the alphabet. Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.Writes own name and other things such as labels, captions.
Early Learning
Goal
They write some irregularcommon words.
Year 1:
Transcription
Spell words containing each of the 40+ phonemes already taught, common exception wordsand the days of the week.Name the letters of the alphabet and put them in order. Using letter names to distinguish between alternative spellings ofthe same sound. Add prefixes and suffixes: using the spelling rule for adding –s or –es. Using the prefix un– Using –ing, –ed, –er and –est where no change isneeded in the spelling of root words.
Composition
Composing and saying outloud what they are going to write about.
Sequencing sentences toform short narratives.
Re-reading writing forsense. Discuss what they
Year 2: Transcription
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 morewords with contractedforms.
Learning the possessive apostrophe (singular)
Distinguishing between homophones and near-homophones. Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly.
Apply spelling rules andguidance, as listed in English Appendix 1. Write from memory simple sentences dictatedby the teacher that include words using the GPCs, common exceptionwords and punctuation taught so far.
Knowledge
Year 3: Transcription
Use further prefixes and suffixes and understand how to add them. Spell further homoph ones. Spell words that are oftenmisspelt. Place the possessive apostrophe accurately inwords with regular plurals. Use the first two or threeletters of a word to checkits spelling in a dictionary.Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. Composition
Year 4: Transcription
Year 5: Transcription
Year 6: Transcription
Composition
Develop positive attitudes towards and stamina for writing by writing narratives about personalexperiences and those of others (real and fictional)
Writing about real events.Writing poetry.
Plan their writing by discussing and recording.Draft and write by composing and rehearsing. Evaluate and edit by assessing and proposingchanges.
Use further prefixes and suffixes and understand how to add them. Spell furthe r homo phone s. Spell words that are oftenmisspelt. Place the possessive apostrophe accurately in words with regular plurals. Use the first two or threeletters of a word to checkits spelling in a dictionary.Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
Composition
Plan their writing by discussing and recording.Draft and write by composing and rehearsing.
Spell some words with ‘silent’ letters Continue to distinguishbetween homophonesand other words whichare often confused Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt. Use dictionaries to check the spelling and meaningof words Use the first three or fourletters of a word to checkspelling, meaning or bothof these in a dictionary. Use a thesaurus.
Composition
Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writingas 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 inwhat 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 Describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
Spell some words with‘silent’ letters Continue to distinguish between homophonesand other words whichare often confused Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt. Use dictionaries to check the spelling and meaningof words Use the first three or fourletters of a word to checkspelling, meaning or bothof these in a dictionary. Use a thesaurus.
Composition
Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writingas models for their own. Noting and developing initial ideas, drawing on reading and research where necessary. describe settings and characters create atmosphere, and integrating dialogue to convey character and advance the action select vocabulary and grammatical structures that reflect the level of formality required mostly correctly 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
havewritten.
Read aloud their writingclearly enough to be heard by their peers and the teacher.
Writing for differentpurposes. Consider what they are going to write before beginning by: planning orsaying out loud what theyare going to write about. Writing down ideas and/or key words, including new vocabulary. Encapsulating what they want to say, sentence by sentence. Proof-read and edit theirown work.
Read aloud what they have written with appropriate intonation tomake the meaning clear.
Evaluate and edit by assessing and proposingchanges
Consolidating, reinforcingand deepening understanding of knowledge taught in Year3..
Précising longer passages. Using a wide range of devices to build cohesionwithin and across paragraphs.
Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bulletpoints, underlining]
Evaluate and edit by assessing the effectiveness of their ownand others’ writing, proposing changes to vocabulary, grammar andpunctuation to enhance effects and clarifymeaning. Ensuring the consistent and correct use of tensethroughout a piece of writing. Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriateregister.
Proof reading their work. Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
narratives, considering how authors have developed characters and
settings in what pupils have read, listened to or seen performed 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
Using further organisational and presentational devices to structure text andto guide the reader [for example, headings,bullet points, underlining]
Assessing the effectiveness of their own andothers' writing
Proposing changes to vocabulary, grammarand punctuation to enhance effects and clarify meaning
Ensuring the consistent and correct use oftense throughout a piece of writing
Ensuring correct subject and verb agreementwhen using singular and plural, distinguishing between the language ofspeech and writing and choosing the appropriate register
Proof-read for spelling and punctuationerrors
Reception: 40-60
Gives meaning to marksthey make as they draw, write and paint.
Begins to break the flowof speech into words. Continues a rhymingstring. Can segment the sounds in simple words and blendthem together. Attempts to write short sentences in meaningful contexts.
Early Learning Goal
They use their phonic knowledge to write wordsin ways which match theirspoken sounds. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Year 1: Separation of words withspaces. Sequencing sentences toform short narratives. Capital letters for namesand for the personal pronoun. Joining words and causesto make sentences.
Handwriting
Sit correctly at a table, holding a pencil comfortably and correctlybegin to form lower-case letters in the correct direction, starting and finishing in the right place. Form capital letters formdigits 0-9. Understand which letters belong to which handwriting ‘families’ andto practise these.
Year 2:
Correct choice and use of tense.
Use of progressive form of verbs in the past/present tense to mark actions in progress.
Use of capital letters, full stops, question marks and exclamation marks and commas.
Apostrophes to mark where letters are missingin spelling and to mark singular possession in nouns. Subordination andcoordination.
Expanded noun phrasesfor description and specification. How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command.
Handwriting
Form lower-case letters ofthe correct size relative to one another.
Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when
Skills
Year 3:
Formation of nouns using a range of prefixes. Expressing time. Place and cause using conjunctions, adverbs or prepositions. Use of the present perfect form of verbs instead of the simple past. Introduction of inverted commas to punctuate speech.
Handwriting
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 down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].
Year 4:
Use of paragraphs to organise ideas around a theme.
Appropriate choice of pronoun or noun withinand across sentences to aid cohesion and avoid repetition. Use of fronted adverbials.Use of inverted commas and other punctuation to indicate direct speech.
Apostrophes to markplural possession.
Year 5:
Use of commas to clarifymeaning or avoid ambiguity. Linking ideas across paragraphs using adverbials of time, place,number or choice of tense.
Build cohesion within a paragraph. Indicating degrees of possibility using adverbs. Converting nouns or adjectives into verbs usingsuffixes. 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.
Indicate grammatical andother features by: using commas to clarify meaning or avoid ambiguity in writing,
Year 6:
Using paragraphs to organise ideas using some cohesive devices within andacross sentences and paragraphs using different verb forms mostly correctly using co-ordinating and subordinatingconjunctions using capital letters , full stops, question marks, exclamation marks, commas for listsand apostrophes for contractions mostly correctly using a wide range of clause structures, sometimes varying their position within thesentence using a range of cohesive devises, including adverbials, within and across sentences andparagraphs Using passive verbs and modal verbs mostlyaccurately Using inverted commas, commas for clarityand punctuation for parenthesis mostly correctly, and making some correct use of semicolons, dashes, colons and hyphens
Recognising vocabulary and structures thatare appropriate for formal speech and writing, including subjunctive forms Using the perfect form of verbs to markrelationships of time and cause
