Headteacher: Mr J Sager MA B.Ed NPQH Menahel: Rabbi G Abeless שלט'' אEst. 1954 Founding Principal: Rabbi E Halpern זצ״לLong 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
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Long Term Curriculum Map for Writing - Pardes House Primary
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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
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
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’.
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.
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.
Outside classroom writing opportunities
Termly recreated drama incidents to write about. Opportunities with large chalk to write in the playground ( designated area only)
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.
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.
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
Year 4 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
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
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
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 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.
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
Year 5 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
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).
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).
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