Infinity Academies Trust
Writing
Approaches to Writing
Children have the opportunity to experience a wide range of texts, and to support their work with a variety of resources, such as dictionaries, thesauruses, Magpie words and individual word banks. We use the ST Nicholas IPEEL method which involves reading high quality texts, breaking a text apart, looking at how it was made and then using it as a basis for rebuilding our own. Wherever possible we encourage children to use and apply their learning in other areas of the Curriculum through developing close, well-planned cross-curricular links.
Writing aims:
- Study language usage and use models of good writing to develop their own skills
- Value their own work and that of others, discuss their writing with peers and adults
- Write for a variety of audiences and purposes, using a range of genres and standard formats in fiction, poetry and non-fiction texts
- Know how written Standard English varies in degrees of formality
- Read more challenging literature, broadening their reading horizons
- Know and use grammatical features in their composition of writing in conjunction with the National Curriculum.
- Know a range of language features and use these within their creative writing
- Be exposed to multimedia such as images and videos as a starting point for writing and to ‘hook’ and engage from the start of each unit.
- Build children’s writing stamina
- Write and embed learnt spellings in writing accurately.
Development of writing:
- Emergent writing – In Early Years, we promote developmental or emergent writing. Children are given opportunities to experiment and to write spontaneously. The children see adults writing and then experiment with writing for themselves through mark making and personal writing symbols. These opportunities should be meaningful and linked to the child’s ‘play’, e.g.s writing shopping lists, menus in a café, letters in post office.
- Shared writing – teachers regularly model a variety of writing formats such as narrative, recounts, letters, diaries etc for the whole class.
- Guided writing/independent writing – pupils work in small groups to develop their own writing ideas with the support of adults using a variety of writing frames. All pupils in KS1 and 2 have the opportunity to write independently across the curriculum. Written work covers a wide range of genres and is marked in line with the school’s marking policy.
Handwriting:
We recognise that handwriting plays an important part in developing children’s spelling. Our EYFS and KS1 children learn basic letter formation aiming for all letters to be correctly orientated and formed. During Year 2, when children have mastered this, cursive letter formation is introduced, modelled and taught. In KS2 continuous cursive handwriting is taught, modelled and the expectation is that is practised by all children. By the end of Y6 we expect a neat, cursive style which has correctly orientated letters, joined correctly and is neat and legible in line with the National Curriculum standards.
St Nicholas Primary Academy Long Term Plan
At St Nicholas Primary Academy writing opportunities are planned ensuring all genres are covered across the year groups. We know that children write best when they have a purpose for their writing and have lots of ideas. We therefore do our best to plan writing lessons with our topic curriculum in mind, enabling the children to use their learning in different areas of the curriculum. Our long term map can be seen below.
EYFS
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Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 |
Week 11 |
Week 12 |
Week 13 |
Week 14 |
Week 15 |
Week 16 |
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Autumn |
Do you want to be friends? |
Half Term |
What happens when you fall asleep? |
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Lists, labels, captions, short sentences |
Lists, labels, captions, short sentences |
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Spring |
Where do squirrels hide their nuts? |
Half Term |
Why don’t snakes have legs? |
End of term |
End of term |
End of term |
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Captions, short sentences, simple sentences |
Captions, short sentences, simple sentences |
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Summer |
Will you read me a story? |
Half term |
What can you see in summer? |
End of term |
End of term |
End of term |
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Year 1
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Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 |
Week 11 |
Week 12 |
Week 13 |
Week 14 |
Week 15 |
Week 16 |
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Autumn |
Memory Box |
Half Term |
Moon Zoom! |
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Handwriting/phonics Sentences Lists/Captions |
Recount |
Narrative |
Poetry (list/shape) |
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Spring |
Bright Lights, Big City |
Half Term |
Dinosaur Planet |
End of term |
End of term |
End of term |
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Traditional Stories |
Postcards |
Poetry to perform |
Non-chron report |
Narrative |
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Summer |
Enchanted Woodland |
Half term |
Paws, Claws & Whiskers |
End of term |
End of term |
End of term |
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Narrative – fairy stories |
Instructions |
Stories with familiar settings |
Information texts |
Poetry – acrostic poems |
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Year 2
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Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 |
Week 11 |
Week 12 |
Week 13 |
Week 14 |
Week 15 |
Week 16 |
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Autumn |
Beachcombers |
Half Term |
Land Ahoy! |
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Report |
Poetry to Perform |
Recount |
Poem – simple structure |
Stories from other cultures |
Narrative with patterned language |
Letter |
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Spring |
Towers, Tunnels and Turrets |
Half Term |
Towers, Tunnels and Turrets |
End of term |
End of term |
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Instructions |
Narrative |
Poem |
Instructions |
Non-Chronological report |
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Summer |
Wriggle & Crawl |
Half term |
Scented Gardens |
End of term |
End of term |
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Information Text |
Narrative Fairy story/secret garden |
Poetry - Calligrams |
Non- Chronronological report |
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Year 3
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Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 |
Week 11 |
Week 12 |
Week 13 |
Week 14 |
Week 15 |
Week 16 |
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Autumn |
Scrumdiddlyumptious! |
Half Term |
Tribal Tales |
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Narrative- fantasy |
Playscripts |
Poetry to Perform-nonsense |
Explanation text |
Instructions |
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Spring |
Flow |
Half Term |
Heroes and Villains |
End of term |
End of term |
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Non- Chron report: newspaper |
Stories with a debate (pollution) |
Narrative-legends and fairytales |
Poems to perform - riddles |
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Summer |
Predator |
Half term |
Tremor |
End of term |
End of term |
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Year 4
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Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 |
Week 11 |
Week 12 |
Week 13 |
Week 14 |
Week 15 |
Week 16 |
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Autumn |
Blue Abyss |
Half Term |
Burps, Bottoms, Bile |
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Sci-fi narrative with dilemma |
Persuasive Leaflet |
Fantasy Narrative |
Explanations |
Poems to perform (similies, metaphors) |
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Spring |
Road Trip USA |
Half Term |
Potions |
End of term |
End of term |
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Persuasion postcards |
Non-Chron reports |
Playscripts |
Myths – spells,magic |
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Summer |
Traders and Raiders |
Half term |
Traders and Raiders |
End of term |
End of term |
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Year 5
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Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 |
Week 11 |
Week 12 |
Week 13 |
Week 14 |
Week 15 |
Week 16 |
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Autumn |
Off with your head! |
Half Term |
Biographies |
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Non-Chron reports |
Biographies |
Myths, Legends, fantasy narrative |
Persuasion Letters |
Poems to perform |
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Spring |
Frozen Kingdom |
Half Term |
Frozen Kingdom |
End of term |
End of term |
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Non-Chron report - comparison |
Explanation |
Fantasy narrative, stories from different viewpoints. |
Poetry - kennings |
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Summer |
Hola, Mexico! |
Half term |
Hola, Mexico! |
End of term |
End of term |
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Year 6
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Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 |
Week 11 |
Week 12 |
Week 13 |
Week 14 |
Week 15 |
Week 16 |
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Autumn |
A Child’s War |
Half Term |
A Child’s War |
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Persuasion-Advert |
Persuasion-Letter |
Persuasion-Diary |
Recount-Newspaper |
Non-Chron report |
Poetry WW2 |
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Spring |
Darwin’s Delight |
Half Term |
Darwin’s Delight |
End of term |
End of term |
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Classic Fiction |
Poetry - imagery & personification, performance |
Balanced argument |
Explanation Text |
Biography |
Classic Narrative |
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Summer |
Revolution |
Half term |
Revolution |
End of term |
End of term |
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