St. George’s CE Primary School Curriculum English (Writing) Year 1 Curriculum Overview Writing: Transcription NC Writing (Y1) Spell: Writing: Composition • words containing each of the 40+ phonemes alreadytaught Write sentences by: • common exceptionwords • saying out loud what they are going to writeabout • the days of theweek • composing a sentence orally before writingit • Name the letters of the alphabet: • sequencing sentences to form shortnarratives • naming the letters of the alphabet inorder • re-readingwhattheyhavewrittentocheckthatitmakessense • using letter names to distinguish between alternative spellings of the same sound • discusswhattheyhavewrittenwiththeteacherorotherpupils • using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker • readaloud their writing clearly enough to be heard by their peers and the teacher. forverbs • using the prefixun– Writing: Vocabulary, Grammar & Punctuation • using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, Develop their understanding of the concepts set out in English Appendix 2 by: helper, eating, quicker,quickest] • leaving spaces betweenwords • apply simple spelling rules and guidance, as listed in English Appendix1 • joining words and joining clauses usingand • writefrom memory simple sentences dictated by the teacher that include words using the GPCs and common • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamationmark exceptionwords taught so far. • 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 Appendix2 Writing: Handwriting • use the grammatical terminology in English Appendix 2 in discussing their writing. • sit correctly at a table, holding a pencil comfortably andcorrectly • begin to form lower-case finishing in the rightplace • form capitalletters • form digits0-9 • understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practisethese. Term Content Half-Term 1 Half-Term 2 Aut Planning Sequence Cave Baby by Julia Donaldson and Astro-Girl* by Ken Wilson-Max Billy and the Beast* by Nadia Shireen Send for a Superhero by Michael Rosen Emily Gravett and Katherine McEwan Extended Written Narrative re-telling Fact file ‘Defeat a monster’ narrative Own version superhero narrative Outcome NC and Content See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text Domain Coverage Spr Planning Sequence Beegu* by Alexis Deacon The Odd Egg* by Emily Gravett Stanley’s Stick by John Hegley and Neal Dinosaur’s and all that Rubbish by Layton Michael Foreman Extended Written Own version alien narrative Non-fiction report Own version narrative Pamphlet Outcome NC and Content See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text Domain Coverage Sum Planning Sequence Lost and Found by Oliver Jeffers Pig the Pug by Aaron Blabey& How Julian is a Mermaid* by Jessica Love The Magic Bed by John Burningham to be a Dog by Jo Williamson Extended Written Own version narrative ‘How to’ guide Three-verse poem Fantasy story Outcome NC and Content See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text Domain Coverage *Books that show diversity, inclusion and representation. For further information, please see St. George’s CE Primary School English Intent Statement and Inclusion Policy. St. George’s CE Primary School Curriculum English (Writing) Year 2 Curriculum Overview Writing: Transcription Writing: Composition NC Writing (Y2) Spell by: Develop positive attitudes towards and stamina for writing by: • segmenting spoken words into phonemes and representing these by graphemes, spelling manycorrectly • writing narratives about personal experiences and those of others (realand fictional) • learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words • writing about realevents with each spelling, including a few common homophones • writing poetry • learning to spell common exceptionwords • writing for differentpurposes • learning to spell more words with contractedforms Consider what they are going to write before beginning by: • learning the possessive apostrophe (singular) [for example, the girl’sbook] • planning or saying out loud what they are going to writeabout • distinguishing between homophones andnear-homophones • writing down ideas and/or key words, including newvocabulary • addsuffixestospelllongerwords,including–ment,–ness,–ful,–less,–ly • encapsulating what they want to say, sentence bysentence • apply spelling rules and guidance, as listed in English Appendix1 Make simple additions, revisions and corrections to their own writing by: • writefrom memory simple sentences dictated by the teacher that include words • evaluating their writing with the teacher and otherpupils usingtheGPCs,commonexceptionwordsandpunctuationtaughtsofar. • re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuousform Writing: Handwriting & Presentation • proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuatedcorrectly] • form lower-case letters of the correct size relative to oneanother • readaloud what they have written with appropriate intonation to make the meaning clear. • start using some of the diagonal and horizontal strokes needed to join letters and understandwhichletters,whenadjacenttooneanother,arebestleftunjoined Writing: Vocabulary, Grammar & Punctuation • write capital letters and digits of the correct size, orientation and relationship to one another and to lower caseletters Develop their understanding of the concepts set out in English Appendix 2 by: • use spacing between words that reflects the size of theletters. • learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and thepossessive (singular) Learn how to use: • sentences with different forms: statement, question, exclamation,command • expanded noun phrases to describe and specify [for example, the bluebutterfly] • 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) • grammar for year 2 in English Appendix2 • some features of written StandardEnglish • useandunderstandthegrammaticalterminologyinEnglishAppendix2indiscussing their writing. Term Content Half-Term 1 Half-Term 2 Aut Planning Sequence The Goldilocks Project Jim and the Beanstalkby Raymond The Journey Home by Frann Preston- House Held Up by Trees by Ted Kooser Briggs Gannon and Jon Klassen Extended Written Sequel story Sequel story Persuasive Letter News Report Outcome NC and Content See Unit Plan and Class Teacher Planning for specific skills coverage of each text and for all writing outcomes Domain Coverage Spr Planning Sequence The Bear Under the Stairs by Helen The Minpinsby Roald Dahl and Patrick Tadpole’s Promise by Jeanne Willis and If All the World Were* by Joseph Coelho Cooper Benson Tony Ross Extended Written Information text Own version adventure narrative Explanation – frog life cycle Non-narrative read-aloud poem Outcome NC and Content See Unit Plan and Class Teacher Planning for specific skills coverage of each text and for all writing outcomes Domain Coverage Sum Planning Sequence The Dragon Machine by Helen Ward Ocean Meets Sky* by the Fan Brothers The Great Fire of London by Emma Rosie Revere, Engineer* by Andrea and Wayne Anderson Adamsand James Weston Lewis Beatty and David Roberts Extended Written Own version dragon story Own version based in fantasy world Diary entry in role as a cat Leaflet for a local landmark Outcome NC and Content See Unit Plan and Class Teacher Planning for specific skills coverage of each text and for all writing outcomes Domain Coverage *Books that show diversity, inclusion and representation. For further information, please see St. George’s CE Primary School English Intent Statement and Inclusion Policy. St. George’s CE Primary School Curriculum English (Writing) Year 3 Curriculum Overview Writing: Transcription Writing: Composition NC Writing (Y3/4) • usefurtherprefixesandsuffixesandunderstandhowtoaddthem(EnglishAppendix1) Plan their writing by: • spell furtherhomophones • discussingwritingsimilartothatwhichtheyareplanningtowriteinordertounderstandand learn from its structure, • spell words that are often miss-pelt (English Appendix1) vocabulary andgrammar • placethepossessiveapostropheaccuratelyinwordswithregularplurals[forexample,girls’, boys’] and in words with • discussing and recordingideas irregular plurals [for example,children’s] Draft & write by: • usethefirsttwoorthree letters of awordtocheckitsspellinginadictionary • composing and rehearsing sentences orally (including dialogue), progressively building a • writefrom memory simple sentences, dictated by the teacher, that include words and punctuation taught sofar. variedandrichvocabularyandanincreasingrangeofsentencestructures(EnglishAppendix 2) • organising paragraphs around atheme Writing: Handwriting • in narratives, creating settings,