Writing

CURRICULUM AREA: ENGLISH

Purpose of Study:

English has an essential place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and others can communicate with them. Through reading and discussion, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development.

Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

At Calmore Infants we aim to develop children’s spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. We teach the knowledge, understanding and skills they require for reading, speaking and writing in the Early Years Foundation Stage and Key Stage 1. Our curriculum is purposeful for all pupils and enables them to apply their learning in different ways and to varying depths so that they become independent learners.

Continuous assessment for learning will determine the security of children’s understanding and their readiness to move on. Children with secure understanding will be challenged to apply their understanding creatively, connecting learning together from a range of objectives and in alternative and unique contexts. Those who are not confident with domain content will be supported to consolidate their understanding through targeted teaching before moving on.

We aim for children to leave Calmore as confident speakers with a secure understanding of the English curriculum content, a love of literature, a willingness to read and write and the desire to challenge themselves and improve.

National Curriculum Provision

Aims: The national curriculum for English aims to ensure that all pupils:

  • The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
  • Read easily, fluently and with good understanding
  • Develop the habit of reading widely and often , for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • Appreciate our rich and varied literacy heritage
  • Write clearly, accurately and coherently adapting their language and style in and for, a range of contexts, purposes and audiences
  • Use discussion in order to learn; they should be able to elaborate and explain their understanding and ideas
  • Are competent in skills of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Subject Content KS1

Spoken Language

  • listen and respond appropriately to adults and their peers
  • Ask relevant questions to extend  their understanding and knowledge
  • Use relevant strategies to build their vocabulary
  • Articulate and justify answer, arguments and opinions
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • Speak audibly and fluently with an increasing command of Standard English
  • Participate in discussions, presentations, performances, role play, improvisations and debates
  • Gain and monitor the interest of the listener(s)
  • Consider and evaluate different viewpoints, attending to and building on, the contributions of others
  • select and use appropriate registers for effective communication

Programmes of Study Year 1. Pupils will be taught about:

Writing – transcription

spell:

  • words containing each of the 40+ phonemes already taught
  • common exception words
  • the days of the week
  • name the letters of the alphabet:
  • naming the letters of the alphabet in order
  • using letter names to distinguish between alternative spellings of the same sound
  • add prefixes and suffixes:
  • using the spelling rule for adding s or es as the plural marker for nouns and the third person singular marker for verbs
  • using the prefix un–
  • using ing, ed, er and est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
  • apply simple spelling rules and guidance, as listed in English Appendix 1
  • write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Handwriting

  • 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’ (i.e. letters that are formed in similar ways) and to practise these.

Writing – composition

write sentences by:

  • saying out loud what they are going to write about
  • composing a sentence orally before writing it
  • sequencing sentences to form short narratives
  • re-reading what they have written to check that it makes sense
  • discuss what they have written with the teacher or other pupils
  • read aloud their writing clearly enough to be heard by their peers and the teacher.

Writing – vocabulary, grammar and punctuation

  • develop their understanding of the concepts set out in English Appendix 2 by:
  • leaving spaces between words
  • joining words and joining clauses using and
  • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
  • using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
  • learning the grammar for year 1 in English Appendix 2

use the grammatical terminology in English Appendix 2 in discussing their writing

Programmes of Study Year 2. Pupils will be taught about:

Writing – transcription

Spelling (see English Appendix 1)

Pupils should be taught 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
  • learning to spell common exception words
  • learning to spell more words with contracted forms
  • learning the possessive apostrophe (singular) [for example, the girl’s book]
  • distinguishing between homophones and near-homophones
  • add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
  • apply spelling rules and guidance, as listed in English Appendix 1
  • write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Handwriting

  • form lower-case letters of the correct size relative to one another
  • 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
  • write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
  • use spacing between words that reflects the size of the letters.

Writing – composition

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
  • writing for different purposes
  • 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
  • encapsulating what they want to say, sentence by sentence

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

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

Writing – vocabulary, grammar and punctuation

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)
  • learn how to use:
  • sentences with different forms: statement, question, exclamation, command
  • expanded noun phrases to describe and specify [for example, the blue butterfly]
  • the present and past tenses correctly and consistently including the progressive form
  • subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • the grammar for year 2 in English Appendix 2
  • some features of written Standard English

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

MARK MAKING  PROGRESSION

EMERGENT WRITING PROGRESSION

Click on the links below to see our writing overviews.

Writing Overview – Year 1 2019 and 2020

Writing Overview – Year 2 2019 and 2020