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)

 

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?

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
  •  

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. 

 

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.