English: Writing

Writing is a fundamental and vital part of learning. Our vision is that, by the end of Year 6, all children will be fluent in reading, writing and spoken language and reach age related expectations. Children will have opportunities to articulate their thinking and learn how to communicate effectively for a range of purposes. We believe that writing is fuel for communication and communication fuels society. This lifelong skill will enable children to express themselves and gain an understanding of the world around them. Our text-rich curriculum will value and introduce children to cultural and social contexts beyond those they are familiar with. At Greenways, through a structured writing cycle, all children will purposefully apply their knowledge of grammatical structures and devices. They will become thoughtful, independent writers who have had opportunities to develop their own authentic writing voices through planning, drafting and evaluating.

Key Concept(s)

Spoken language
Word reading
Writing transcription
Handwriting
Writing comprehension
Vocabulary, Grammar & Punctuation

The Writing Curriculum Overview (linked to website) is here

Please see writing cycle for more details

Blurb here

EYFS

EOY Expectations Y1

EOY Expectation Y3

EOY Expectation Y4

EOY Expectation Y5

End Points

Early Learning Goals

Dev Matters breakdown

Revised EY

Writing Transcription

To spell words containing each of the 40+ phonemes already taught

Begin to learn new ways of spelling phonemes for which one or more spellings are already known

To write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

To name the letters of the alphabet in order; and using letter names to distinguish between alternative spellings of the same sound.

Confidently spell Year 1 common exception words

To spell the days of the week

Using the spelling rule for adding –s or –es

using the prefix un–;

using –ing, –ed, –er and –est where no change is needed in the spelling of root words

To apply simple spelling rules and guidance, as listed in English Appendix 1.

To spell by:

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones

Confidently spell Year 2 common exception words

To write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Begin to learn how to spell more words with contracted forms

Begin to learn how to use the possessive apostrophe (singular) [for example, the girl’s book]

Begin to distinguish between homophones and near-homophones

To confidently add suffixes -s or -es

To confidently use the prefix -un

To begin to use suffixes -ing, -ed, -er and -est where change is needed in root words

To add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly.

To apply spelling rules and guidance, as listed in English Appendix 1.

To begin to use further prefixes and suffixes and begin to understand how to add them (English Appendix 1).

To begin to spell homophones (Appendix 1- P15).

To spell words that are often misspelt (English Appendix 1- Page 16)

Begin to place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s].

Begin to use the first two or three letters of a word to check its spelling in a dictionary.

To write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

To begin to spell the Year 3 and 4 common exception words

Split the Y3/Y4 spelling patterns so that there is progression across the phase.

Year 3

Use these slides

To use further prefixes and suffixes and understand how to add them (English Appendix 1).

To spell further homophones(see Appendix 1)

To spell words that are often misspelt (English Appendix 1- Page 16).

Confidently place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s].

Confidently To use the first two or three letters of a word to check its spelling in a dictionary.

To confidently spell the Year 3 and 4 common exception words

Split the Y3/Y4 spelling patterns so that there is progression across the phase.

Year 4

Use these slides

To use further prefixes and suffixes and understand the guidance for adding them.

To confidently spell some words with ‘silent’ letters [for example, knight, psalm, solemn].

To continue to distinguish between homophones and other words which are often confused (Appendix 1 P21-22)

To begin to use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

To use dictionaries to check the spelling and meaning of words.

To use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Split the Y5/Y6 spelling patterns so that there is progression across the phase.

Year 5

Use these slides

To continue to distinguish between homophones and other words which are often confused

(Appendix 1 P21-22)

To use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

To confidently use dictionaries to check the spelling and meaning of words.

To use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Split the Y5/Y6 spelling patterns so that there is progression across the phase.

Year 6

Use these slides

To be able to spell the Y5/6 spelling words and have them evidenced in books.

Children can spell most words correctly from the year 5/ year 6 spelling list and use a dictionary to check the spelling of uncommon or more ambitious vocabulary

Handwriting

To sit correctly at a table, holding a pencil comfortably and correctly.

To begin to form lower-case letters in the correct direction, starting and finishing in the right place.

To form capital letters.

To form digits 0-9.

To understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

To form lower-case letters of the correct size relative to one another.

To start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

To write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.

To use spacing between words that reflects the size of the letters.

To use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

To increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant.

To use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

To increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

To write legibly, fluently and with increasing speed by:

choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters.

To write legibly, fluently and with increasing speed by:

choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters; and

choosing the writing implement that is best suited for a task.

From the end of KS2 Writing Framework:

Maintain legibility in joined handwriting when writing at speed.

Children can maintain legibility in joined handwriting when writing at speed

Writing Composition

Plan

To write sentences by:

saying out loud what they are going to write about;

composing a

sentence orally before writing it;

To consider what they are going to write before beginning by:

planning or saying out loud what they are going to write about;

writing down ideas and/or key words, including new vocabulary; and

encapsulating what they want to say, sentence by sentence.

To plan their writing

by :

discussing writing similar to that which they are planning to write in order to understand;

and learn from its structure, vocabulary and grammar according to EOY expectations; and

discussing and recording ideas (using given structures and models).

To plan their writing by:

discussing writing similar to that which they are planning to write in order to understand;

and learn from its structure, vocabulary and grammar according to EOY expectations;; and

discussing and recording ideas (using given structures).

To plan their writing by:

identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own;

noting and developing initial ideas, begin to draw on reading and research where necessary;

in writing narratives, begin to consider how authors have developed characters and settings in what pupils have read, listened to or seen performed.

To plan their writing by:

identifying the audience for and purpose of

the writing, selecting the appropriate form and using other similar writing as models for their own;

noting and developing initial ideas, drawing on reading and research where necessary;

in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Children can plan effectively for a range of purposes.

Writing Composition

To draft and write by

To sequence sentences to form short narratives;

To develop positive attitudes towards and stamina for writing by:

writing narratives about personal experiences and those of others (real and fictional);

writing about real events;

writing poetry; and

writing for different purposes.

To draft and write by:

composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich

vocabulary and an increasing range of sentence structures (English Appendix 2);

Using a structured plan to organise paragraphs around a theme;

in narratives, creating settings, characters and plot; and

in non-narrative material, using simple organisational devices [for example, headings and subheadings].

To draft and write by:

composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2);

organising paragraphs around a theme;

in narratives, creating settings, characters and plot; and

in non-narrative material, consistently using simple organisational devices [for example, headings and sub-headings].

To draft and write by:

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 the action.

Begin to use a selected range of devices to build cohesion within and across paragraphs and starting to

use further organisational and presentational devices to structure text and to guide the reader [e.g. headings, bullet points, underlining]

To draft and write by:

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 the action;

précising longer passages;

using a wide range of devices to build cohesion within and across paragraphs; and using further organisational and presentational devices to structure text and to guide the reader

Children can write effectively for a range of purposes and audiences.

Writing Composition

To evaluate and edit

Re-reading what they have written to check that it makes sense;

To make simple additions, revisions and corrections to their own writing by:

evaluating their writing with the teacher and other pupils;

re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form; and

proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].

To evaluate and edit by:

Begin to assess the effectiveness of their own and others’ writing,

beginning to propose changes to vocabulary, sentence structure and ensuring the accurate use of pronouns in sentences.

To begin to proof-read for spelling and punctuation errors

To evaluate and edit by:

assessing the effectiveness of their own and others’ writing and to consistently suggest appropriate improvements;

and proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

To proof-read for spelling and punctuation errors.

To 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 starting to choose the appropriate register.

To proof-read for spelling and punctuation errors.

To 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 more consistently choosing the appropriate register.

To proof-read for spelling and punctuation errors.

Children can independently evaluate and edit their own writing.

Writing Composition

Read aloud/ perform

read aloud their writing clearly enough to be heard by their peers and the teacher

discuss what they have written with the teacher or other pupils; .

To read aloud what they have written with appropriate intonation to make the meaning clear.

End of KS1 Writing Framework:

The pupil can, after discussion with the teacher:

write simple, coherent narratives about personal experiences and those of others (real or fictional)

To read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the volume so that they can be clearly heard.

To read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

To perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

To perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear and adjusted to the audience and context.

End of KS2 Writing Framework:

Write effectively for a range of purposes and audiences, selecting language that

shows good awareness of the reader (e.g. the use of the first person in a diary; direct

address in instructions and persuasive writing)

Children can write effectively for a range of purposes and audiences.

Vocabulary, Grammar & Punctuation

English Appendix 2

noun phrases to describe and specify [for example, the blue butterfly];

From NC Appendix

Expanded noun phrases

Modifying adjectives + noun + prepositional phrase

Eg strict maths teacher with curly hair

using expanded noun phrases to convey complicated information concisely;

End of KS2 Writing Framework:

select vocabulary and grammatical structures that reflect what the writing requires,

doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative;

using passive verbs to affect how information is presented; using modal verbs to

suggest degrees of possibility)

Children can select vocabulary and grammatical structures that reflect what the writing requires.

Children can use the range of punctuation taught at key stage 2 mostly correctly.

Vocabulary, Grammar & Punctuation

Grammar

To learn the grammar for year 1 in English Appendix 2; and use the grammatical terminology in English Appendix 2 in discussing their writing.

To join words and joining clauses using and;

To use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

To learn how to use:

sentences with different forms: statement, question, exclamation, command;

subordination (using when, if, that, or because) and coordination (using or, and, or but);

The grammar for Year 2 in English Appendix 2; and

some features of written Standard English.

The present and past tenses correctly and consistently used including the progressive form;

To 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, so, if, because, although, after, while,

Use adverbs for time and cause e.g. then, next, soon, therefore, or prepositions e.g. before, after, during, in, because of.

choosing nouns or pronouns appropriately for clarity and cohesion

using the present perfect form of verbs in contrast to the past tense;

using conjunctions, adverbs and prepositions to express time and cause;

choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition;

using conjunctions, adverbs and prepositions to express time and cause;

using fronted adverbials;

Using expanded noun phrases with adjectives, nouns and prepositional phrases

and consolidating all aspects of grammar for Years 3 and 4 in English Appendix 2.

To 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

using modal verbs (e.g. might, should, will, must), or adverbs (e.g. perhaps, surely) 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

Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly) or tense choices

To 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 modal verbs or adverbs to indicate degrees of possibility;

using expanded noun phrases to convey complicated information concisely

using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

and consolidating the grammar for Years 5 and 6 in English Appendix 2.

Vocabulary, Grammar & Punctuation

Punctuation

To begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark;

To use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’;

To leave spaces between words;

To develop their understanding of the concepts set out in English Appendix 2 by 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 the possessive (singular).

To begin to indicate grammatical and other features by:

Introduce possession by using the possessive apostrophe with plural nouns;

beginning to use inverted commas to punctuate direct speech.

To indicate grammatical and other features by:

using commas after fronted adverbials;

indicating possession by using the possessive apostrophe with plural nouns;

and accurately using inverted commas to punctuate direct speech.

and consolidating the punctuation for Years 3 and 4 in English Appendix 2.

To indicate grammatical and other features by:

using commas to clarify meaning or avoid ambiguity in writing;

using brackets, dashes or commas to indicate parenthesis;

Begin to use a colon to introduce a list; and

punctuating bullet points.

To indicate grammatical and other features by:

using hyphens to avoid ambiguity;

using semi-colons, colons or dashes to mark boundaries between independent clauses

punctuating bullet points consistently to list information.

and consolidating the punctuation for Years 5 and 6 in English Appendix 2.

Spoken Language

GUIDANCE- LEARNING AND LIFE SKILLS FRAMEWORK FOR SPEAKING AND LISTENING COULD BE USED TO SUPPORT.

To listen and respond appropriately to adults and their peers.

To ask relevant questions to extend their understanding and knowledge.

To use relevant strategies to build their vocabulary.

To articulate and justify answers, arguments and opinions.

To give well-structured descriptions, explanations and narratives for different purposes, including expressing feelings.

To maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

To speak audibly and fluently with an increasing command of Standard English.

To participate in discussions, presentations, performances, role play, improvisations and debates.

To gain, maintain and monitor the interest of the listener(s).

To consider and evaluate different viewpoints, attending to and building on the contributions of others.

To select and use appropriate registers for effective communication.