Writing
Intent
We aim for our writing curriculum to provide strong structure and support their reading and language skills. We work to provide inclusive and engaging writing curriculum and develop strong background knowledge to support the writing process.
Our intent is to enable our children to:
· Use neat, legible handwriting through all work with strong and clear presentation
· Use age-appropriate statutory spellings with accuracy and consistency throughout writing pieces
· Use a wide range of sentence structures and manage content effectively through punctuation
· Write coherent and well organised paragraphs within a piece of writing
· Understand and use different types of writing
· Develop a love for writing and confidence within writing skills
· Proofread and edit writing for improvement and clarity
Implementation
Writing is taught daily throughout both schools. We follow Hampshire writing learning journeys structures with three phases: stimulate and generate, capture sift and sort, create refine and evaluate. Writing learning journeys are developed and scaffolded to generate ideas and vocabulary, incorporate age-appropriate language and grammar skills, and incorporate them into well-developed writing pieces. Following these three phases allow students to go through the entire process of writing including understanding the purpose and form of the writing, considering ideas and information to include, and directly apply grammar concepts of focus within the learning journeys. All students participate in daily handwriting practise to increase students handwriting skills as well as keep the handwriting expectations at a high level. All classes do daily spelling and grammar practise to further embed grammatical concepts through writing lessons and allow students to accurately use spelling words within writing pieces. Spelling and writing toolkits are provided during writing session to provide scaffolding and support for spelling, vocabulary, and generating ideas. Students participate in writing a variety of genres including informational texts, narratives, opinion pieces, and creative writing throughout both schools.
Impact
We measure the success of our curriculum through:
· Sentences becoming stronger, varied, and more complex
· Handwriting becomes more legible and well-controlled
· Words within writing are spelled correctly and age-appropriate statutory spellings are properly spelled and incorporated into writing pieces
· Presentation becomes clearer with strong organisational skills throughout paragraphs
· Age-appropriate grammar skills are applied and used correctly
· Students enjoy writing and feel confident within their writing journeys
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Writing |
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Books/Texts |
Skills Taught/Focus |
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Autumn |
Spring |
Summer |
Autumn |
Spring |
Summer |
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EYFS-All Picture Books |
Marvellous Me Special Celebrations |
Terrific Transport Minibeast Madness |
Growing and Changing Fun on the Farm |
-Concepts of Print -Phonological Awareness -Conversations about stories |
-Read letters/sounds -Blend sounds -Letter groups -Common exception words -Re-read books to build confidence -Retell stories -Anticipate events -Read simple sentences -Use and understand vocabulary -Letter sounds
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Year 1 |
Skills and outcomes CVC words and CVCC words (with frames)
Encouraging sentences linked to text drivers Captions linked to text drivers |
Skills and outcomes CVC words and CVCC words (without frames) Root words and suffixes (ing and ed)
Captions linked to text drivers Encouraging sentences
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Skills and outcomes Describing using adjectives Using conjunctions (and) Using capital letters and full stops Use apostrophes for contraction
Diary writing from a text driver A description of pants linked to text driver
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Skills and outcomes Describing using adjectives for description Using conjunctions (and, or, so) Using capital letters, full stops and question marks Revise suffixes ‘ed’ and ‘ing’
Write a description of an animal Sequence ideas Recount of zoo visit Information page about an animal
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Skills and outcomes Describing using adjectives for description Using conjunctions (and, or, so, that, then, when, where) Using capital letters, full stops and exclamation marks Suffixes for superlatives (er, est)
Write a recipe Describe a disgusting sandwich Sequence events to form a narrative
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Skills and outcomes Describing using adjectives for description Using conjunctions (and, or, so, that, then, when, where) Using capital letters, full stops, question marks and exclamation marks Prefixes (un-)
Recount of beach trip Write a description Ask questions prior to beach visit Narrative of ‘bubbles’ story
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Year 2 |
The Lost Words Once Upon and Ordinary School Day The Building Boy The Nutcracker Letters from Father Christmas |
Vlad and the Great Fire of London The Great Fire of London Grandad’s Island Meerkat Mail |
The Day the Crayons Quit Space Tortoise Tom’s Magnificent Machines |
Poetry Narrative Instructions Setting Description Letter
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Diary Entry Non-Chronological Report Letter ____________ |
Letter Narrative Advert |
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Year 3 |
Shel Silverstein Poetry Tin Forest Ravenous Reptiles The Twits Roald Dahl’s Revolting Recipes An Angel Like Me |
Escape From Pompeii Volcanoes When the Giant Stirred Stone Age Boy How to Catch a Pikachu The Arrival |
The Lost Words Poetry The Nothing to See Here Hotel Wangari’s Tree of Peace Charlie and the Chocolate Factory |
Poetry Report on Marwell Zoo Character Description Instructions Persuasive Letter |
Poem Narrative Action Sequence Non-Chronological Report Setting Description Instructions Persuasive Letter
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Poetry Action Sequence Persuasive Letter Action Sequence Non-Chronological Report Instructions |
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Year 4 |
Nature Poetry Tom Gates Romans (Non-chron. report) Ice Palace Journey A Recipe for Christmas (Poetry)
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Beast Quest (Beast Non-Fiction book) Beast Quest Ferno the Fire Dragon Orangutan in my Bedroom Simile and Metaphor Rainforest Poem |
How to Train Your Dragon Harry Potter and the Philosopher’s Stone Harry Potter and the Chamber of Secrets
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Poetry Diary Entry Non-Chronological Report Character Description Narrative Poetry |
Non-Chronological Report (Beast Page) Narrative Persuasive Letter Poetry |
Narrative Non-Chronological Report-Instruction Guide Non-Chron. Day in the Life Persuasive Letter Spell Poetry
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Year 5 |
Egypt Magnified The Egyptian News Secrets of the Sun King Holes |
The Diver’s Daughter George’s Secret Key to the Universe |
Boy Overboard-N The Kid’s Travel Guide to Australia-NF |
Information Text Character Description Persuasive Letter to come Home Balanced Report |
Narrative recount Diary Entry Balanced Report |
Diary Entry Information Page |
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Year 6 |
The Lost Words Poetry Greenling Here We Are Dulce et Decorum War Horse
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The Dreadful Menace Who Let the Gods Out Christmas Day on the Ice Ice Trap Shackleton’s Journal
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Ride of Passage Rain Player The Wonder Garden Explorer |
Poetry Narrative Non-Chronological Report Poetry Narrative Persuasive Speech |
Poetry Non-Chronological Report Persuasive Poster Chronological Report Narrative (story ending)
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Narrative-alternative story endings Persuasive Letter Hybrid Non-Chronological Report Blackout Poetry |
Genre Key:
N - Novels
PB - Picture Books
NF - Non-Fiction
P - Poetry
H - Heritage
DR - Diverse and Representative
F - Film