Writing

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping childrenwith a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. (National Curriculum)

Writing Curriculum Overview

• Year 1
• Year 2
• Year 3
• Year 4
• Year 5
• Year 6

Year	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Stimulus Text
Genre	Discovery: Narrative tale	Narrative: Traditional Tale	Narrative: Portal Story	Narrative: Detective Story	Narrative: Hunting Story	Narrative: A Return Story
Learning Intention	Recount: Messages	Instructions: How to catch a witch	Information text	Letters: Recount	Instructions: Recipe	Recount: Postcard
Humanities	Transition	Locality	Living Memory (Linked to Reading Curriculum)	Environment	Travel and Transport	Weather & Fieldwork
Cross Curricular Writing

 

Year	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Stimulus Text
Genre	Narrative: Return	Narrative: Settings	Narrative: Twist	Narrative: Circular	Narrative: A mistake	Narrative: Finding
Learning Intention	Information: Jungle Animals	Recount: Diary	Persuasion: Letters	Recount: Letter	Information: How to be a Regal Leader	Instructions: How to Build a Habitat
Humanities	Land Ahoy!	Street Detectives	Great Fire of London	Flow	Chiswick History	Chiswick Geography
Cross Curricular Writing	Black History Month	Haiku Poetry: Bonfire Night	Recount: The Enormous Turnip	Poetry: Spring / River	Instruction: How to make a disgusting sandwich	Complaint: About a disgusting sandwich

 

Year	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Stimulus Text
Genre	Narrative: Return	Narrative: Approach Threat	Narrative: Fable	Narrative: Character	Narrative: Lost Narrative	Narrative: Settings
Learning Intention	Information:   Explanation (How to Capture the Iron Man)	Information:    Report	Information:    Information leaflet	Information:  Letters (recount)	Information:   Instructions (How to be a mischievous child)	Information:     Newspaper report
Humanities	Prehistoric Britain	Where People Live	Shang Dynasty	Volcanoes and Earthquakes	Ancient Greece	Weather in the UK
Cross Curricular Writing	Information Text (expository / description) PEARSON:  What were the major differences between the different eras of the Stone Age?	Information Text (expository / description) PEARSON:  ‘There are more advantages to living in a city than disadvantages.’ Do you agree?	Information Text (expository / description) PEARSON: What do we know about the Shang Dynasty?	Information Text (explanation / cause & effect) PEARSON: Imagine you are in charge of a town. How would you plan for a volcanic eruption?	Information Text (expository / description) PEARSON: Describe two ideas from Ancient Greece that have lasted to the modern day.  What are the differences between then and now?	Information Text (explanation / cause & effect) PEARSON:  Why does it rain?

 

Year	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Stimulus Text
Genre	Narrative: Refugee	Narrative: Outsider	Narrative: Twist	Narrative: Settings	Narrative: Myth	Narrative: Invention
Learning Intention	Information:   Newspaper report (recount)	Information:  Report (polar bears)	Letter:   How to defeat a Viking monster	Information:     Persuasion	Information:   Diary (recount)	Recount:  Biography (Jacques Cousteau)
Humanities	Roman Britain	Rivers	Anglo-Saxons and Scots	Migration	Vikings	Natural Resources – Northern Chile
Cross Curricular Writing	Information Text (Discussion/balanced argument)  PEARSON:  How far do you agree with the following statement?  ‘Life for most Britons didn’t change much when the Romans came to Britain.’	Information Text  (Explanation / description) PEARSON:  What impact do rivers have on people’s lives?	Information Text  (Explanation / description)  PEARSON:  How did the Anglo-Saxons change life in Britain?	Information Text  (Discussion/balanced argument) PEARSON:  ‘‘Migration has more disadvantages than advantages.’ Do you agree?	Information Text  (Explanation / Description) PEARSON:  ‘The Vikings were not just bloodthirsty warriors.’ What evidence do we have to support this view?	Information Text (Explanation / Description) PEARSON: ‘Every country should stop mining natural resources.’ How much do you agree with this statement?

 

Year	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Stimulus Text
Genre	Information: Biography	Narrative: Exploration	Narrative: Cliff Hanger	Narrative: Character	Narrative: Dilemma	Narrative: Survival
Learning Intention	Recount: Diary	Recount: Formal Report	Instruction Manual	Recount: Newspaper Report	Discussion: Balanced Argument	Information: Survival Guide
Humanities	The Benin Kingdom	Slums	Medieval Monarchs	Biomes	Changing Britain	Energy and Sustainability
Cross Curricular Writing	Information text: (Discussion / Persuasion) PEARSON:  What are the achievements of the Benin Kingdom?	Information text: (Discussion / Persuasion) PEARSON:  How far do you agree with the following statement? ‘Governments around the world should clear slums away.’	Information text: (Persuasive  Argument)  PEARSON:  Who was the greatest mediaeval monarch?	Information text: (Discussion)  PEARSON: How much do you agree with the following statement? ‘It is already too late to protect biomes from climate change.’	Information text: (Explanation / Discussion) PEARSON:  What did the British civil rights protests in the twentieth century have in common?	Information text: (Discussion / Persuasion)  PEARSON: ‘Humans cannot live sustainably.’ How much do you agree with this statement?

 

Year	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Stimulus Text
Genre	Narrative: Freedom	Narrative: Flashback	Narrative: Dual	Narrative: Discovery	Recount: Diary	Narrative: Endurance
Learning Intention	Information:  Letter to an MP about an issue	Recount:  Newspaper report	Persuasion:  Letter	Explanation:   Adaptation	Recount:  Bravery award speech	Recount:  Magazine article (to recount)
Humanities	Industrial Revolution	Local Fieldwork	Civil Rights	Population	20th Century Conflict	Globalisation
Cross Curricular Writing	Discussion / Balanced Argument:  What advantages and disadvantages did the Industrial Revolution have for working-class people?	Explanation / Description:  What does your fieldwork show?	Explanation / Description:  What does your fieldwork show?	Discussion / Balanced Argument:  ‘Population increase is one of the greatest risks to the planet.’ Do you agree?	Discussion:  Could the Second World War have been avoided?	Discussion / Argument:  ‘Globalisation has made the world a better place.’ How much do you agree?

Intent

The over-arching intent of our Writing Curriculum is to enable all children to develop confidence, competence and a love for writing in a range of different contexts and for a variety of reasons. 

So that they:

• Develop a love for writing
• Are able to flourish their imaginations
• Are able to express their thoughts and ideas clearly and creatively
• Confidently re-read, edit and improve their writing
• Confidently use the essential skills of grammar, punctuation and spelling
• Take pride in their work
•  

Implementation

To develop confident, enthusiastic writers who can express themselves in a variety of different styles and across a variety of contexts, our teaching of writing is often cross circular and linked to our Humanities subject. This provides our children with regular opportunities to write for a range of purposes and audiences. Writing tasks are specific and meaningful, and often meet a purpose to engage children and to illustrate how their writing skills can be applied to real life contexts. Children learn spellings at home each week and these are tested in school. 

Impact

When reviewing impact, we consider all aspects of the children’s learning in Writing.  This includes:

• Children write well-structured pieces of texts across a range of genres.
• Children enjoy writing.
• Children are editors.
• Children’s writing is grammatically sound.
• Children understand the features of different genres and develop specific and technical vocabulary – both fiction and non-fiction.