Writing Curriculum Overview

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, characters andplot • usethediagonalandhorizontalstrokesthatareneededtojoinlettersandunderstandwhich letters, when adjacent to • in non-narrative material, using simple organisational devices [for example, headings and sub-headings] one another, are best leftunjoined Evaluate & edit by: • increasethelegibility,consistencyandqualityoftheirhandwriting[forexample,byensuring thatthedown- • assessingtheeffectivenessoftheirownandothers’writingandsuggestingimprovements strokesoflettersareparallelandequidistant;thatlinesofwritingarespaced • proposingchangestogrammarandvocabularytoimproveconsistency,includingtheaccurate use of pronouns insentences sufficientlysothattheascendersanddescenders of letters donottouch]. • proof-read for spelling and punctuationerrors • readaloudtheirownwriting,toagrouporthewholeclass,usingappropriateintonationand controlling the tone and volume so that the meaning isclear.

Spr Planning Sequence The Pied Piper of Hamlin by Michael Escape from Pompeii by Christina Balit Cloud Tea Monkeys* by Mal Peet and Cinderella of the Nile* by Beverley Naidoo Morpurgo Elspeth Graham Extended Written Own version myth/legend Own version historical narrative Non-chronological report Own version traditional tale 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 How to Live Forever* by Colin Thompson Flotsam by David Wiesner Jim, A Cautionary Tale by Hilaire Belloc The Legend of Sally Jones by and Mini Grey JakobWegelius Extended Written Prequel Sequel Narrative poem Adventure in style of author 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 4 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, characters andplot • usethediagonalandhorizontalstrokesthatareneededtojoinlettersandunderstandwhich letters, when adjacent to • in non-narrative material, using simple organisational devices [for example, headings and sub-headings] one another, are best leftunjoined Evaluate & edit by: • increasethelegibility,consistencyandqualityoftheirhandwriting[forexample,byensuring thatthedown- • assessingtheeffectivenessoftheirownandothers’writingandsuggestingimprovements strokesoflettersareparallelandequidistant;thatlinesofwritingarespaced • proposingchangestogrammarandvocabularytoimproveconsistency,includingtheaccurate use of pronouns insentences sufficientlysothattheascendersanddescenders of letters donottouch]. • proof-read for spelling and punctuationerrors • readaloudtheirownwriting,toagrouporthewholeclass,usingappropriateintonationand controlling the tone and volume so that the meaning isclear.

Writing: Vocabulary, Grammar & Punctuation Develop their understanding of the concepts set out in English Appendix 2 by: • extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because,although • using the present perfect form of verbs in contrast to the pasttense • choosingnounsorpronounsappropriatelyforclarityandcohesionandtoavoidrepetition • using conjunctions, adverbs and prepositions to express time andcause • using fronted adverbials • learning the grammar for years 3 and 4 in English Appendix2 Indicate grammatical and other features by: • using commas after frontedadverbials • indicatingpossessionbyusingthepossessiveapostrophewithpluralnouns • using and punctuating directspeech • use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing andreading Term Content Half-Term 1 Half-Term 2 Aut Planning Sequence The Iron Man by Ted Hughes and Tar Beach* by Faith Ringgold FaRtherby Grahame Baker Smith Until I Met Dudley by Roger McGough Laura Carlin and Chris Riddell Extended Written Mystery narrative Narrative Playscript Sequel Story Explanation 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 Winter’s Child by Angela McAllister Odd and the Frost Giants by Neil The The Matchbox Diary* by Paul and Grahame Baker Smith Gaiman and Chris Riddell Lion and the Unicorn Fleischman and Bagram Ibatoulline Extended Written Fantasy Story Sequel Retelling –alternative perspective Own version historical narrative Non-Chronological 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 Sum Planning Sequence Shackleton’s Journey by William Grill The Story of Tutankhamun*by Patricia Cinnamon* by Neil Gaiman and Divya Jabberwocky by Lewis Carroll and Joel Cleveland-Peck Srinivasan Stewart Extended Written Newspaper Report Biography of Tutankhamen Own version mythical tale Nonsense 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

*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 5 Curriculum Overview Writing: Transcription Writing: Composition NC Writing (Y5/6) • use further prefixes and suffixes and understand the guidance for adding them Plan their writing by: • spell some words with ‘silent’ letters [for example, knight, psalm, solemn] • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as • continue to distinguish between homophones and other words which are often confused models for their own • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to • noting and developing initial ideas, drawing on reading and research where necessary be learnt specifically, as listed in English Appendix 1 • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to • use dictionaries to check the spelling and meaning of words or seen performed. • use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary Draft and write by: • use a thesaurus. • 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 Writing: Handwriting & Presentation the action Write legibly, fluently and with increasing speed by: • summarising longer passages • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters • using a wide range of devices to build cohesion within and across paragraphs • choosing the writing implement that is best suited for a task. • 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 • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Writing: Vocabulary, Grammar & Punctuation • 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 • learning the grammar for years 5 and 6 in English Appendix 2. 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 Term Content Half-Term 1 Half-Term 2

Aut Planning Sequence The Man Who Walked Between the Robot Girl* by Malorie Blackman and Hidden Figures: The True Story of Four The Tempest by William Shakespeare, Helen Towers by Mordicai Gerstein Matthew Griffin Black Women and the Space Race* by Street and Charly Cheung Margot Lee Shetterly and Laura Freeman Extended Written Biography Science-fiction narrative Memoir Playscript 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 Lost Thing* by Shaun Tan *book and Freedom Bird *by Jerdine Nolen The Lost Happy Endings by Carol Ann Duffy Beowulf by Michael Morpurgo film Extended Written Own version fantasy narrative Biography Prequel Own version of a legend 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 Kaspar, Prince of Cats by Michael Anne Frank* by Josephine Poole High Rise Mysteries* by Sharna Jackson Firebird by Saviour Pirotta and Catherine Morpurgo and Michael Foreman Hyde

Extended Written Newspaper Article Newspaper Article Extended Narrative Fairytale narrative 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 6 Curriculum Overview Writing: Transcription Writing: Composition NC Reading (Y5/6) • use further prefixes and suffixes and understand the guidance for adding them Plan their writing by: • spell some words with ‘silent’ letters [for example, knight, psalm, solemn] • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as • continue to distinguish between homophones and other words which are often confused models for their own • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to • noting and developing initial ideas, drawing on reading and research where necessary be learnt specifically, as listed in English Appendix 1 • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to • use dictionaries to check the spelling and meaning of words or seen performed. • use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary Draft and write by: • use a thesaurus. • 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 Writing: Handwriting & Presentation the action Write legibly, fluently and with increasing speed by: • • summarising longer passages choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters • • using a wide range of devices to build cohesion within and across paragraphs choosing the writing implement that is best suited for a task. • 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 • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Writing: Vocabulary, Grammar & Punctuation • 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 • learning the grammar for years 5 and 6 in English Appendix 2. 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 Term Content Half-Term 1 Half-Term 2 Aut Planning Sequence The Arrival*by Shaun Tan The Unforgotten Coat*by Frank The Promiseby Nicola Davies and Laura Can We Save the Tiger?by Martin Jekins Cottrell Boyce Davies and Vicky White Extended Written Extended own version narrative ‘Issues and dilemmas’ narrative Sequel Discussion text 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 Invention of Hugo Cabretby Brian Suffragette: The Battle for Equality* by The Last Wild by Piers Torday The Three Little Pigs Project by The Selznick *book and film David Roberts Guardian *film Extended Written Biography Persuasive Campaign Own version narrative Discussion text 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 Romeo and Juliet William Grimm Tales for Young and Old by Some Places More Than Others* by A Beautiful Lie* by Ifran Master Shakespeare, Helen Street and Charly Phillip Pullman Renee Watson Cheung *book and film Extended Written Playscript Own version traditional tale Poetry New chapter 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)

*Books that show diversity, inclusion and representation. For further information, please see St. George’s CE Primary School English Intent Statement and Inclusion Policy.