Overview of FS Writing Plan:

Year 1: Formal Revise Year 2: Formal Revise  Recount Narrative  Narrative Recount  Explanation Procedural  Procedural Explanation  Report Persuasive  Persuasive Report (exposition) (exposition) … and Free Writing

Introduction of a new genre: The formal teaching of one individual genre will take place over 6-8 weeks during each term, while the genres taught in the previous year will be recapped on and revised.

The suggested structure for teaching a new genre is:

Week 1: Familiarisation – showing the children lots of examples of this genre Discovery (direct model) – engaging in focussed talk and discussion, questioning, etc. Teacher models (teacher writes their own sample of that genre using their own ideas, not the children’s) Week 2: Familiarisation Discovery (analysing text) - breaking down the text into it’s various subheadings, etc. Teacher models – highlighting the structure, the language features, grammar and so on. Week 3: Modelled writing Shared writing – teacher writes the children’s ideas Week 4: Modelled writing Guided writing - using frameworks devised by teacher or the resource book Week 5: Modelled writing Independent construction Week 6: Modelled writing Independent construction Presentation to audience (reading it for different classes, hall display, school website, class book, parish newsletter, competition entry, bringing it home, etc) Week 7: Independent construction Presentation to audience

Decisions taken with class level representations

 Teach agreed genre for 6-7 weeks each term  Free writing to be done 4 days a week (brain storm ideas regularly with the children, topic box occasionally, children editing their own work 1 day a week)  Writing table or pack to be used in every class – rota for the children  Writing notice boards to display writing, one on the senior side and one on the junior side.  Teachers will pair up to display work (2 teachers per board, per genre = 12 teachers per year)  Each class teacher will track 3 children 3 times over the year using the Developmental Continuum and Indicators for the different phases. The children will gather 3 samples per term from either the children’s free writing, planning templates, drafts or end products.  The postholder for English will monitor progress through postholder meetings, staff meetings and dialogue with individual staff. Plan for First Steps Writing (Independent Construction)–Year 1 Term 1 Term 2 Term 3 Genre: Recount Explanation Report Examples: News, class/school Water cycle, life cycle of…, why Animals – appearance, habitat, events, holidays, people live in homes, borrow diet… newspaper articles, diary book from the library, how Country/ Culture – language, entries, imaginative (a earthquakes/volcanoes occur, foods, climate, … day in the life of how erosion occurs. Cinderella/Michael Collins) Junior Infants Use framework to draw Orally explain the different parts Shared writing of a report. basic personal recount of simple objects; simple Labelled picture of an animal (with labels where reasoning how/why something (description, habitat); toys, food appropriate).provide happens or homes. opportunity to “write” a Teacher as scribe. recount. Senior Infants Use framework to draw Orally explain the different parts Use framework to write a basic & caption basic personal of simple objects. report on an animal, food, recount. simple reasoning how/why home, toys. ets (4 lines- title, something happens classification, description, Teacher as scribe. habitat & habits)

1st Class Use framework to draw Orally explain the different parts Use framework to write a basic & write a basic personal of simple objects. report on an animal, toys, food recount. Label the parts of these objects. or homes etc. 2nd Class Use framework to write a Orally explain the different parts Use framework to write a report basic personal recount. & usage of simple objects. on an animal, toys, food or Orally retell a factual Label the parts of these objects. homes. recount. Draw a simple diagram which Using subheadings shows the parts of an object.

3rd Class Use framework to write a Carry out simple experiments Use framework to write a report personal & factual and discuss what was used & on an animal, including recount. what happened. endangered species & Use a diagram to explain how a unfamiliar animals. simple object works.

4th Class Use framework to write a Carry out simple experiments Use framework to write a report personal & factual and discuss what was used & on an animal, including recount. Orally retell an what happened. endangered species & imaginary recount. Use a diagram to explain how a unfamiliar animals. simple object works. Introducing countries. Discuss cause & effect (make connections between parts & operations). 5th Class Use framework to write a Carry out simple experiments Use framework to write a report personal, factual & and discuss what was used & on an animal, including imaginary recount. what happened. endangered species & Use a diagram to explain how a unfamiliar animals. simple object works. Introducing countries & people. Discuss cause & effect (make connections between parts & operations). Explain phenomenon “….is…..” e.g “snow is….” 6th Class Use framework to write a Carry out simple experiments Use framework to write a report personal, factual & and discuss what was used & on an animal, including imaginary recount. what happened. endangered species & Discuss cause & effect (make unfamiliar animals. connections between parts & Introducing countries & people. operations). Use a diagram to explain how a simple object works. Explain & write about simple / familiar phenomenon “….is…..” e.g “snow is….” Plan for First Steps Writing (Independent Construction)–Year 2 Term 1 Term 2 Term 3 Genre: Narrative Procedural Persuasive Examples Setting, problem, resolution How to make … Which are better – cats or dogs/ – fairy tales, fables, novels, Step by step format football or soccer, etc why? mystery stories Instructions for games, recipes, Children should have a vote; Should how to brush your teeth… Santa Claus come to Goldilocks?

Junior Sequence pictures of Follow simple instructions to carry Orally explain why they want / need narratives and label with out everyday tasks. something. Use a narrative story for Infants teacher where appropriate. Engage in shared class activities the context of discussion, eg a letter and teacher models from the Farmer to Farmer Duck Senior Sequence and caption Follow simple instructions to carry Orally explain why they want / need pictures of narratives. out everyday tasks. something. Infants Shared written narratives. Sequence pictures of everyday Explain why they like / dislike certain Draw narratives (picture tasks. things (colour, food, games, tv books). programmes). Draw what they like & label with teacher’s support.

1st Class Use teacher’s framework to Carry out simple procedures Orally explaining likes & dislikes write basic narratives. Good (recipes) Sequence & caption stating reasons why. exposure to fairytales. pictures of everyday tasks. “This is my favourite…..because…”

2nd Class Use teacher’s framework to Carry out simple procedures Writing letters to parents / caregivers write basic narratives. (recipes) & children write the trying to convince them to buy a Orally retell fairytales. procedure. present / go on a trip etc. Oral informal debate on personally significant topics.

3rd Class Use teacher’s framework to Carry out simple procedures Exposure to visual adverts write basic narratives. (recipes, making something) & discussing the main objective of the Orally retell myths & children write the procedure. ad. legends. Debates. Begin writing their own Write on argument for and one legends. argument against in relation to school topics/ issues.

4th Class Use teacher’s framework to Carry out simple procedures Exposure to visual adverts write basic narratives. (recipes, making something) & discussing the main objective of the Orally retell myths & children write the procedure. ad. legends. Debates. Writing their own legends. Write both sides of the argument in Good exposure to fables. relation to school topics/ issues. 5th Class Use teacher’s framework to Carry out simple procedures Exposure to visual adverts write basic narratives. (recipes, making something) & discussing the main objective of the Writing their own legends & children write the procedure using ad. fables. the framework. Debates. Write own procedure of their Write both sides of the argument in choice (familiar procedure in own relation to school topics/ issues. words). Study of advertising & create their Using a selection of equipment own ad for a book / newspaper / ‘create’ a game, taking photos and school. use to write the instructions on how to play. 6th Class Carry out simple procedures Exposure to visual adverts (recipes, making something) & discussing the main objective of the Use teacher’s framework to children write the procedure using ad. write basic narratives. the framework. Debates. Writing their own legends & Write own procedure of their Write both sides of the argument in fables. choice (familiar procedure in own relation to school topics/ issues. words). Study of advertising & create their Using a selection of equipment own ad for a book / newspaper / ‘create’ a game, taking photos and school. use to write the instructions on Study TV advertising, highlighting how to play. the persuasive tactics used.