Long Term Curriculum Map for Writing - Pardes House Primary

Headteacher:

Mr J Sager MA B.Ed NPQH

Menahel:

Rabbi G Abeless א''שלט Est. 1954

Founding Principal:

Rabbi E Halpern זצ״ל

Long Term Curriculum Map for Writing Key Stage 1 The range of forms of writing should include narratives, poems, notes, lists, captions, records, messages, and instructions. Key Stage 2 The range of forms of writing should include narratives, poems, play scripts, reports, explanations, opinions, instructions, reviews, commentaries. Book reviews need to be ongoing throughout the year Guided reading activity / Opportunities throughout the curriculum for notes and commentaries.

Reception

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topics Cycle 1

Active Planet

Cycle 1

Meeting Beatrix Potter

Cycle 1

Lively London

Cycle 2 Around the World in 80

days

Cycle 2 Imagination

Cycle 2 Active Life

Phonics

Phase 1 activity will be carried out every session. Stories, singing a rhyme or small group activity from Letters and Sounds. Adult led writing activities will take place each week throughout the learning environment indoors/outdoors. Shared writing will form part of the weekly provision if appropriate. Children by the end need to show control over writing equipment. Be able to mark make and give explanations. Make/write books with children of shared stories/poetry scribing for them. Begin to form recognisable letters. Write their own names.

Phase 2 Through guided and independent writing children need opportunities to: experiment with writing in a variety of play, exploratory and role play situations; write their own names; write labels and captions for pictures and drawings; write sentences which match pictures or sequences of pictures; think about and discuss what they intend to write before writing; use experience of stories, poems and simple recounts as a basis for independent writing re-telling, substitution, extension through shared composition with adults; incorporate it into everyday life recounting their experiences, lists, signs, directions, menus, cards and letters

Early Year Goals

http://www.google.co.uk/url?sa=i&rct=j&q=london+borough+of+barnet&source=images&cd=&cad=rja&docid=Zbct8WyZ28b-GM&tbnid=9ULi6r7fNgqefM:&ved=0CAUQjRw&url=http://www.ehn-jobs.com/employer/barnet-london-borough/&ei=Rwv5UaeKAYa5hAe-t4CIDA&bvm=bv.49967636,d.ZG4&psig=AFQjCNHu45Iartp4DSHO2-8jgP_rRzWC1Q&ust=1375362231235250

Headteacher:


Menahel:


Founding Principal:


Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Expectation of skills

Attempt to write short, meaningful sentences.

Give meaning to marks during writing.

Begin to break the flow of speech into words.

Attempt to write short sentences

Turn stories into play using puppets, toys, costumes and props; imagine and recreate roles; retell narratives from listening and reading; tell a story about a central character; experimenting with story language by using familiar words and phrases from stories in retelling and play. Attempt own writing for various purposes, using features of different form, including stories. Use phonic knowledge to write words in ways in which match their spoken sounds. Write simple sentences which can be read by others. Free writing opportunities

Outside classroom writing opportunities

Outside area/ Playground Local park

Trips e.g shopping in Tesco’s


Headteacher:


Menahel:


Founding Principal:


Year 1

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Cycle 1

Active Planet

Cycle 1

Meeting Roald Dahl

Cycle 1

Lively London


days

Cycle 2

Imagination

Cycle 2

Active Life

Instructions

Explanation text

Stories with Familiar Settings

Non chronological reports

Recounts

Phonic Revision

Dictionary work

Traditional and fairy tales Stories from a range of cultures

Phonic Revision

Stories about Fantasy Worlds Recount fact and fiction Poems on a theme

Poetry – using the senses

Information Texts

Read captions, pictures and diagrams

Phonics SPaG Word Regular plural noun suffixes -s or –es (for example dog, dogs; wish, wishes), including the effects of these suffixes on the meaning of the noun.

Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)

How the prefix un- changes the meaning of verbs and adjectives (for example unkind, undoing) Sentence How words can combine to make sentences.

Joining words and joining clauses using ‘and’. Punctuation Separation of words with spaces.

Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences.

Capital letters for names of people, places, the days of the week and the person pronoun ‘I’.


Headteacher:


Menahel:


Founding Principal:


Terminology Letter, Capital letter, Words, Singular, Plural, Sentence, Punctuation, Full stop, Question mark, Exclamation mark, Handwriting – statutory Sit correctly at a table, holding a pencil comfortably and correctly. Begin to form lower-case letters in the correct direction, starting and finishing in the right place. Form capital letters. Form digits 0-9. Understand which letters belong to which handwriting families

END OF YEAR 1 EXPECTATIONS

Handwriting To be able to print using small, correctly formed handwriting. To always leave finger spaces between words.

Spelling To be able to use sounds from Letters and Sounds Phases 2, 3, 4 and 5 to make phonetically plausible spelling attempts. To know how to spell the first 100 High Frequency words.

Punctuation To use full stops, finger spaces and capital letters to punctuate sentences. To use capital letters for some proper nouns (names, days, months and known places).

Content To be able to write so that another person can read without mediation.


Headteacher:


Menahel:


Founding Principal:


To be able to write a story. To be able to write down information. To use some adjectives to describe objects and character.

Grammar To include all the words needed for the sentence to make sense.


Writing and Posting letters Writing wall in the playground Termly recreated drama incidents to write about


Headteacher:


Menahel:


Founding Principal:


Year 2

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Topics Cycle 1

Active Planet

Cycle 1

Meeting Roald Dahl

Cycle 1

Lively London


days

Cycle 2

Imagination

Cycle 2

Active Life

Instructions

Poetry

Different stories by the same author

NB Dictionary Skills

Re-tell familiar stories using narrative structure and dialogue from the text

Pattern and Rhyme

Extended stories significant authors

Poetry

Persuasion

Letter writing

Non Chronological reports /Newspaper

Recounts

Poetry

End of Key Stage 1 Revision

Look at the Interim Assessment document for Writing

Traditional stories

Stories with Familiar settings

Poetry



Patterns on the page

Stories about Fantasy Worlds

Poetry

Information text

Explanations

Phonics/SPaG Word

Formation of nouns using suffixes such as –ness, -er and by compounding (for example, whiteboard, superman).

Formation of adjectives using suffixes such as – ful, -less.

Use if the suffices –er, -est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs. Sentence

Subordination (using when, if, that, because) and co-ordination (using or, and, but).

Expanded noun phrases for description and specification (for example the blue butterfly, plain flour, the man in the moon).

How grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command.


Headteacher:


Menahel:


Founding Principal:


Text

Correct choice and consistent use of present tense and past tense throughout writing.

Use of the progressive form of verbs in the present tense to mark actions in progress (for example, she is drumming, he was shouting). Punctuation

Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences.

Commas to separate items in a list.

Apostrophes to mark where letters are missing in spelling and to mark singular possession. Terminology

Noun

Noun phrase

Statement

Question

Exclamation

Command

Compound

Adjective

Verb

Suffix

Adverb

Tense – past, present

Apostrophe

Comma


Headteacher:


Menahel:


Founding Principal:


Statutory Handwriting Pupils should be taught to:

Form lower case letters of the correct size relative to one another.

Start using some of the diagonal & horizontal strokes needed to join letters & understand which letters, when adjacent to one another, are best unjoined.

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

Use speaking between words that reflects the size of the letters.

Guidance only: we normally do not join after these letters: b, g, j, p, q, x, y, z

End of year expectations

Handwriting To use clear, joined handwriting. Spelling To be able to use sounds from Letters and Sounds

Phases 5 and 6 to make phonetically plausible spelling attempts. To know how to spell the first 200 High Frequency words; days of the week; months of the year.

Punctuation To use full stops, finger spaces and capital letters to punctuate sentences. To use capital letters for proper nouns. To use commas in a list. To use question marks and exclamation marks. To use apostrophes for contraction and singular possession.

Content To extend simple sentences using adverbs and adjectives. To develop the use of story language. To begin to organise writing depending on purpose. To group writing by content.

To use mostly grammatically correct sentence structure. To use conjunctions to join related clauses. To vary sentence beginning.


Termly recreated drama incidents to write about. Opportunities with large chalk to write in the playground ( designated area only)


Headteacher:


Menahel:


Founding Principal:


Year 3 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topics Cycle 1

Active Planet

Cycle 1

Meeting Mr Shakespeare

Cycle 1

Lively London

Cycle 2

Around the World in 80 days

Cycle 2

Imagination

Cycle 2

Active Life

Information Texts

Explanation Texts

Persuasive Texts

Dialogue and Plays

Recounts

Stories with familiar/Historical settings

Stories which raise dilemmas

Stories from other cultures

Stories set in imaginary Worlds.

Poetry -Creating Images

Poetry - Exploring Form

Phonics/SPaG Word Formation of nouns using a range of prefixes, for example super-, anti-, auto-. Use of the forms a or an according to whether the next word begins with a consonant or a vowel. Word families based on common words, showing how words are related in form and meaning (for example, solve, solution, solver, dissolve, insoluble). Sentence Expressing time, place and cause using conjunctions (for example when, before, after, while, so, because), adverbs (for example, then, next, soon, therefore) or prepositions (for example, before, after, during, in, because of). Text Introduction to paragraphs as a way to group related material. Headings and subheadings to aid presentation. Use of the present perfect form of verbs instead of the simple past. Punctuation Introduction to inverted commas for direct speech.


Headteacher:


Menahel:


Founding Principal:


Terminology Adverb Preposition Conjunction Word family Prefix clause Subordinate clause Consonant Consonant letter Vowel Vowel letter Inverted commas

Statutory handwriting

Pupils should be taught to:

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

Increase the legibility, consistency and quality of their handwriting, for example by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders do not touch.

End of Year 3 expectations

Handwriting To use a pen to form joined, neat handwriting. Spelling To correctly spell all words on the Y3 word list.

To use the patterns on the Y3 spelling list to spell more accurately.

Punctuation To accurately use full stops and capital letters to punctuate all sentences. To always use capital letters for proper nouns. To always use commas in a list. To accurately use question marks and exclamation marks. To begin to use inverted commas to punctuate direct speech.


Headteacher:


Menahel:


Founding Principal:


Content To use descriptive words and phrases to add interest. To write a chronological story. To choose vocabulary for effect To develop character and setting through description of detail and feelings.

Grammar To use grammatically correct sentence structure. To use adverbs to modify verbs. To use adjectives to add to description. To use conjunctions to make links between ideas or events


Termly recreated drama incidents to write about.


Headteacher:


Menahel:


Founding Principal:



Topics Cycle 1

Active Planet

Cycle 1

Meeting Mr Shakespeare

Cycle 1

Lively London

Cycle 2


Cycle 2

Imagination

Cycle 2

Active Life

Reports

Authors and Letters

Language play

Stories with familiar settings/ Adventure)

Recounts

Shape poetry and

calligrams

stories

Mystery Stories Traditional stories

Instructions (3 weeks)

Information Texts (3

SPaG Word The grammatical difference between plural and –s. Standard English form doe verb inflections instead of local spoken forms (for example we were instead of we was, or I did instead of I done). Sentence Noun phrases expanded by the additions of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict math teacher with curly hair. Fronted adverbials (for example, later that day, I heard the bad news.) Text Use of paragraphs to organise ideas around a theme. Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition


Headteacher:


Menahel:


Founding Principal:


Punctuation Use of inverted commas and other punctuation to indicate direct speech (for example, a comma after the reporting clause: end punctuation within inverted commas. Apostrophes to mark plural possession. Use of commas after fronted adverbials Terminology Determiner Pronoun Possessive pronoun Adverbial

Handwriting expectations


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

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 do not touch.

End of Year 4 Expectations

Handwriting To be able to write with joined neat handwriting at increased speed.

Spelling To correctly spell all words on the Y4 word list. To use the patterns on the Y4 spelling list to spell more accurately.

Punctuation To correctly punctuate all straightforward sentences. To punctuate speech. To use commas other than in a list – commas after fronted adverbials, commas for pauses, commas for subordinate clause.


Headteacher:


Menahel:


Founding Principal:


Content To use a variety of sentence opening to organise and avoid repetition. To use a variety of conjunctions to clarify relationship between ideas. To attempt to sequence ideas and materially logically. To use imaginative details to entertain amuse or create tension.

Grammar To use pronouns and adverbials to make links between sentences. To elaborate on basic information and events using adjectives.

Outside classroom writing

opportunities

Termly recreated drama incidents to write about. Stories from other cultures Instructions


Headteacher:


Menahel:


Founding Principal:



Topics Cycle 1

Active Planet

Cycle 1 Meeting Mr Shakespeare

Cycle 1

Lively London

Cycle 2


Cycle 2

Imagination

Cycle 2

Active Life

Arguments

Reports

Poetry

Fiction genres

Plays

Fiction Genres

Biographies & Autobiographies

Recounts

Fiction Genres

Journalistic Writing

Formal/Impersonal writing

Authors and Texts

The Power of Imagery Stories with flashbacks

Poetry

Explanation Texts

SPaG Word

Converting nouns or adjectives into verbs using suffixes (for example –ate, -ise, -ify).

Verb prefixes (for example, dis-, de-, mis-, over- and re- Sentence

Relative clauses beginning with who, which, were, when, that or an omitted relative pronoun.

Indicating degrees of possibility using adverbs (for example, perhaps, surely) or modal verbs (for example might, should, will, must). Text

Devices to build cohesion within a paragraph (for example, then, after that, this, firstly).

Linking ideas across paragraphs using adverbials of time (for example, later), place (for example later), and number (for example, secondly) or tense choices (for example, he had seen her before).


Headteacher:


Menahel:


Founding Principal:


Punctuation

Brackets, dashes or commas to indicate parenthesis.

Use of commas to clarify meaning or avoid ambiguity. Terminology

Modal verbs

Relative pronoun

Relative clause

Parenthesis

Bracket

Dash

Cohesion

Ambiguity


Termly recreated drama incidents to write about.


Headteacher:


Menahel:


Founding Principal:



Topics Cycle 1

Active Planet

Cycle 1 Meeting Mr Shakespeare

Cycle 1

Lively London

Cycle 2


Cycle 2

Imagination

Cycle 2

Active Life

Explanation text

Persuasive writing

Film Narrative

Poetic styles

Older Literature

Plays

Dramatic conventions

Recounts

Distinguish between biography and autobiography, recognising the effect

Persuasion

Choral performance



Traditional stories, fables, myths, legends Stories from other cultures



Classic/Narrative Poems

Novels and stories by significant children’s authors

Instructions

Handwriting Statutory


Write legibly, fluently and with increasing speed by:

Choosing with shape of letter to use when given choices and deciding, as part of their personal style, where or not to join specific letters.

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


Headteacher:


Menahel:


Founding Principal:


End of year 6 expectations

Handwriting To use joined, neat and legible handwriting throughout longer pieces and for different purposes.

Spelling To correctly spell all words on the Y6 spelling word

list. To use the patterns on the Y6 spelling list to spell more accurately.

Punctuation To punctuate both simple and complex sentences with accuracy. To punctuate speech correctly, including beginning a new line for each new speaker. To use punctuation to clarify meaning.

Content To order ideas and material logically, building to a climax where appropriate. To link paragraphs effectively appropriately for the genre. To shape a story through shifts in time and place. To set the tone and create mood in writing. To use vocabulary to match the topic and choose words precisely.

SPaG Word The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (for example, find out – discover, ask for – request, go in – enter). How words are related by meaning as synonyms and antonyms. Sentence

Use of the passive to affect the presentation of information in a sentence (for example, I broke the window in the greenhouse versus the window in the greenhouse was broken by me).


Headteacher:


Menahel:


Founding Principal:


The difference between structures typical of informal speech and structures appropriate for formal speech and writing (for example, the use of question tags: he’s your friend, isn’t he? or the use of subjunctive forms such as 'if I were' or 'were they to come' in some very formal writing and speech.

Text

Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase grammatical connections (for example, the use adverbials such as on the other hand, in contrast or as a consequence) and ellipsis.

Layout devices (for example, headings, subheadings, columns, bullets or tables to structure text. Punctuation

Use of the semi colon, colon and dash to mark the boundary between independent clauses (for example, it’s raining: I’m fed up.)

Use of the colon to introduce a list and use of semi-colons within lists.

Punctuation of bullet points to list information,

How hyphens can be used to avoid ambiguity. Terminology

Subject

Object

Active

Passive

Synonym

Antonym

Ellipsis

Hyphen

Colon

Semi-colon

Bullet points

Outside classroom writing

opportunities

Termly recreated drama incidents to write about. Writing for pleasure activities


Headteacher:


Menahel:


Founding Principal:


Essential characteristics of a great writer

Excellent phonic knowledge and skills.

Knowledge of an extensive and rich vocabulary.

The motivation to read for both study and pleasure.

Extensive knowledge through having read a rich and varied range of texts.

The ability to write fluently and with interesting detail on a number of topics throughout the curriculum.

A vivid imagination which makes readers engage with and enjoy their writing.

A highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description.

Well-organised and structured writing, which includes a variety of sentence structures.

Excellent transcription skills that ensure their writing is well presented and punctuated, spelled correctly and neat.

A love of writing and an appreciation of its educational, cultural and entertainment values.

An exceptional talent for listening attentively so as to understand what is being said.

A rich and varied vocabulary that gives clarity and interest to conversations.

An excellent grasp of the rules used in English conversation, such as tenses and the grammatical structure of sentences.

A highly developed ability to tell stories that capture the interest and imagination of the audience.


Documents

Long Term Curriculum Map for Writing - Pardes House Primary