English Writing

Purpose of study 

To provide a high-quality education that will teach pupils to write and communicate fluently. We recognise that literature plays a key role in the development of children culturally, emotionally, intellectually, socially and spiritually. All the skills of language are essential to participating fully as a member of society. We will develop pupils’ writing in all subjects to support their acquisition of knowledge.

The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

• transcription (spelling and handwriting)
• composition (articulating ideas and structuring them in speech and writing).

Our teaching will develop pupils’ competence in these two dimensions. This will require pupils being taught to plan, revise and evaluate their writing; these aspects are planned into our units of work.  Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting. The writing the pupils do will include narratives, explanations, descriptions, comparisons, summaries and evaluations.

Aims

At Norton St Nicholas it is our aim that all pupils:

• acquire a wide vocabulary; this is key to learning and progress across the whole curriculum. Through using high quality texts within English lessons, teachers will actively build up and make links between pupils’ current store of words. This will expand the vocabulary choices available to them when they write.
• develop a secure understanding of the correct use of grammar and punctuation; referring to the specific features that should be covered in each year group
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• develop the stamina and skills to write at length, with accurate spelling and punctuation
• use discussion and drama in order to learn; they should be able to elaborate and explain clearly their understanding and ideas before writing them down.
• appreciate our rich and varied literary heritage
• are competent in the arts of speaking and listening; spoken language underpins the development of writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for writing

What we teach

Early Years

Year 1

The key skills taught in year 1 are:

These are taught through purposeful writing opportunities based on these high quality texts:

• Plenty of Love to Go Round inspires label writing for an exhibition display.
• Farmer Duck and Stanley's Duck inspire innovated own versions of a story.
• Here Comes Mr Postman inspires letter writing so children can post letters.
• Mr Big inspires letter writing to share with children in year 2.
• Gruffalo Crumble inspires recipe writing for another person to follow.
• Various traditional tales inspire the re-telling of a traditional story to share with children in nursery.
• Bats inspires a non-chronological report to share with parents.
• One Silver Speck and Purple is inspire free verse poetry to perform for the class.

Year 2

The key skills taught in year 2 are:

These are taught through purposeful writing opportunities based on these high quality texts:

• Frog and the Stranger inspires alternative stories to create a class book.
• Tiger in a Tropical Storm and Augustus and His Smile inspire stories about tigers to share with year 1.
• Find out! Sharks inspires written reports about sharks to teach parents about sharks.
• A List for Happiness inspires list poems to perform for the class.
• Rapunzel inspires the re-telling of a traditional story through diary entries to add to the class book corner.
• Monsters: An Owner's Guide inspires an information text about monsters to share with peers.
• Great Fire of London History topic inspires report writing to share with a family member.
• How to Catch a Star inspires adventure story writing to share with children in Reception.
• How to Make Friends with a Ghost inspires fiction-based instructions to help others know how to make friends.
• Blue Balloons and Rabbit Ears inspires free verse poetry to perform to the class.

Year 3

The key skills taught in year 3 are:

These are taught through purposeful writing opportunities based on these high quality texts:

• The Paper Bag Princess inspires story writing from a different point of view.
• The Three Little Pigs inspires news reports about an unfolding event.
• Atlas of Adventures inspires an information leaflet to display.
• The Finger Eater inspires an alternative chapter for a story in the style of the model text to share with year 4.
• Up Close Pirates inspires a non-chronological report about pirates.
• Mini Rabbit Not Lost inspires writing about the return journey home for a character.
• The Iron Man inspires an innovative ending to the story.
• Dr Xargle's Book of Earth Hounds inspires a report about aliens to share with parents.
• Daddy I Fell in the Pond, The Bug Chant and I Like this Poem inspire free verse poetry to perform to year 2.

Year 4

The key skills taught in year 4 are:

These are taught through purposeful writing opportunities based on these high quality texts:

• Leon and the Place Between inspires a story about a magical world to share with year 3.
• Iron Man inspires a story ending linked to sculptures made in art.
• The Day I Swapped my Dad for a Goldfish inspires a persuasive speech.
• The Myths Collection and  The Romans: Gods, Emperors and Dormice inspire an invented Roman myth.
• Overhead on a Saltmarsh and A small dragon inspire free verse poetry to perform for the class.
• Julia Donaldson inspires contemporary fairy tales performed in the amphitheatre.
• Until I met Dudley and Charlie Small Gorilla City inspire an explanation of how something works.
• Zoo and Rainbow Bear inspire a balanced argument.

Year 5

The key skills taught in year 5 are:

These are taught through purposeful writing opportunities based on these high quality texts:

• Cloud Tea Monkeys inspires a descriptive scene to be displayed at school.
• Stone Girl, Bone Girl inspires a biographical account of Neil Armstrong, linked to year 5 art work.
• Boy in the Tower inspires a story with suspense to share with year 4.
• Biscuit project in DT inspires detailed instructions.
• How to be a World Explorer inspires an explorers guide linked to the geography curriculum.
• Macbeth inspires a contemporary version of the story.
• Shackleton's Journey inspires a non-chronological report to share with parents.
• Iguana vs Snakes (Planet Earth 2) inspires landscape poems.

Year 6

The key skills taught in year 6 are:

These are taught through purposeful writing opportunities based on these high quality texts:

• Stormbreaker inspires narratives with action and suspense to display at school.
• Wisp inspires a story where a wisp is a metaphor for hope.
• Planetarium inspires a non-chronological text about the planet Pandora for a class book.
• War poetry inspires free verse poetry linked to Remembrance Day.
• Night of the Gargoyles inspires an extract from a story to be shared with year 4.
• Children of the King and The Lion and the Unicorn inspire persuasive speeches to present to year 5.
• Arthur Spiderwick's Field Guide to the Fantastical World Around You inspired a field guide about a fantastical creature for a class book.
• Uncle Mongague's Tales of Terror inspires a story with fantastical elements.
• Graffiti art topic inspires a balanced arguments and persuasive letters about graffiti.
• In Search of Safety: Children and the Refugee Crisis in Europe and The Journey inspire a written discussion about a dilemma.