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Writing

Intent 

Our core aims for our writing curriculum are to ensure that all children: 

  • Develop and maintain a love of writing 

  • Write in a wide range of styles, making creative choices 

  • Develop their author’s voice and use writing to share ideas and topics that are important to them 

  • Develop the grammar and vocabulary that they need to convey their ideas accurately 

  • Access writing models that are high quality, engaging and thought provoking 

This links with our vision that every pupil can be the best version of themselves. It will empower our pupils to share their thoughts, feelings and interests in written form. 

Implementation 

We believe that the following are key ingredients in developing effective writing learning at Sayes Court: high quality model texts which enthuse children and expose them to new vocabulary; opportunities for pupils to write at length and develop writing stamina; opportunities to make choices about their writing and write creatively; writing for pleasure sessions; regular peer and self-editing opportunities; access to dictionaries, thesauruses and support from Handy Hints folders; modelled and shared writing where appropriate; chances to publish their work; opportunities to write in a wide variety of styles; robust assessment; and feedback and conferencing which allow pupils to make effective progress. 

What this looks like in practice:

  • In EYFS, there are a range of opportunities for pupils to explore mark making and writing in discovery time. 
  • Our EYFS writing teaching is based on Pie Corbett’s ‘Talk For Writing’, with a strong emphasis on learning story vocabulary, retelling texts and creating our own versions of shared texts 

  • In years 1 – 6, each class has a minimum of 4 English sessions per week. 

  • For each half term, a high quality model text is chosen for each class. This is the basis of the writing work for this half term. 

  • Every half term starts with lessons which explore the key vocabulary of the new text. 

  • Stepping stones are used to track pupil progress. These are kept in the front of pupils books and used to inform next steps for individual and groups as well as assessment. 

  • Each unit of work has a ‘big picture’ which is stuck into pupil’s books. These identify the type of writing and the learning objectives for each day. These are taken from our writing stepping stones, based on the National Curriculum.  

  • Learning objectives have clear and explicit links with grammar objectives as well as a focus on developing style and author’s voice. 

  • Pupils write one piece of work over a period of time e.g. 3 or 4 days. This enables them to focus on the structure and detail of the piece as well as providing opportunities for editing. 

  • Pupils respond to feedback at the beginning of each English lesson, where they have the opportunity to edit and improve their work. 

  • Teachers use modelled and shared writing in order to support learning and promote discussions around writing choices. 

  • Each class has a ‘writing for pleasure’ session weekly. This is based around an image, but the pupils can write in any style they choose. 

Schemes, programmes and resources used to support writing: 

  • Literacy Shed 

  • Pie Corbett’s Talk For Writing (EYFS) 

  • Bug Club spelling and grammar 

  • Pobble 

Impact 

The impact of our writing curriculum is: 

  • Pupils attain well in end of KS assessments, in line with national 

  • Pupils make good progress across the year groups 

  • Pupils develop writing stamina and confidence 

  • Pupils develop a love of writing 

  • Pupils have secure writing skills which they can implement in other areas of the curriculum 

  • Pupils apply taught spelling and grammar rules and develop a sense of how these parts contribute to the whole of writing effectively 

SMSC in Writing 

Collaboration is key in writing – from paired editing and assessment, to discussion of ideas, to the enjoyment of sharing your writing and reading that of a peer. The books that are chosen as our writing models often demonstrate lives that are different from those our children lead, enhancing their understanding of the wider world. We also choose books and video prompts that promote awe and wonder and inspire pupils to write.

Educational Visits 

Pupils benefit from seeing books and stories brought to life in dramatic productions from theatre companies. Although many visits are linked to the wider curriculum, teachers use these experiences as a rich basis for recount writing.  

Writing Topics by Year Group

Year group 

Nursery 

Reception  

Year 1 

Year 2 

Year 3  

Year 4  

Year 5  

Year 6  

Autumn 1 

Stick Man 

Value – Tolerance 

Learning Habit – Reflection 

Goldilocks and the Three Bears 

Value – Respect 

Learning Habit - Responsibility  

EDI – Did Goldilocks treat the bears the way she would like to be treated? 

The Three Little Pigs 

Value – Responsibility 

Learning Habit - Teamwork 

 

Anansi and the Moss Covered Rock (BBC 

Value – Rule of Law 

Learning Habit -  

EDI – Stories from another culture 

Flat Stanley 

Value – Tolerance 

Learning Habit - Resilience 

EDI – Equality – Is Stanley treated fairly after he is made flat? 

The Egg 

Value – Tolerance 

Learning Habit - Responsibility 

EDI – Why did dragon want to return to Dragon Land? Relate to humans.  

The Wizard, The Ugly and The Book of Shame 

Value – Tolerance 

Learning Habit - Responsibility 

EDI – Inclusion – Compare the way the townspeople treat Chancery at the beginning and end. What advice would you give them? 

Varmints 

Value – Respect 

Learning Habit - Reflection 

EDI – Discuss the impact of the invasion on the varmints and link to recent events e.g. Ukraine.  

Autumn 2 

Gingerbread Man 

Value – Individual Liberty 

Learning Habit - Teamwork 

What The Ladybird Heard 

Value – Tolerance 

Learning Habit - Teamwork 

Jampires 

Value – Rule of Law 

Learning Habit - Responsibility 

The Wishgranter 

Value – Respect 

Learning Habit - Resilience 

 

The Way Back Home 

Value – Individual liberty 

Learning Habit - Teamwork 

 

The Present 

Value – Tolerance 

Learning Habit - Reflection 

EDI – Diversity – main character is missing a limb 

Powerless 

Value – Respect 

Learning Habit - Resilience 

Theseus and the Minotaur 

Value – Respect 

Learning Habit - Reflection  

 

Spring 1 

Polar Bear, Polar Bear 

Learning Habit - Reflection 

Mr Gumpy’s Outing 

Value – Respect 

Learning Habit -  Teamwork 

Taking Flight  

Value – Individual liberty 

Learning Habit - Reflection 

The Day The Crayons Quit 

Value – Individual Liberty 

Learning Habit -  Teamwork 

EDI – Equality – was it okay for the crayon to quit? 

The Papaya That Spoke  

Value – Respect 

Learning Habit – Responsibility   

EDI – Stories from another culture 

The Lost Happy Endings 

Value – Rule of law 

Learning Habit - Responsibility 

 

Perseus and Medusa 

Value – Democracy 

Learning Habit - Resilience 

 

Amazon Diaries 

Value – Tolerance 

Learning Habit - Resilience 

EDI – Stories from another country 

Spring 2 

The Little Red Hen 

Value – Respect 

Learning Habit - Teamwork 

EDI – Equality – Should one person do all the work? 

Jack and the Beanstalk 

Value – Respect 

Learning Habit – Resilience 

Grandad’s Island 

Value – Respect 

Learning Habit - Reflection 

Marshmallows 

Value – Rule of Law 

Learning Habit - Reflection 

 

The Black Hat 

Value – Respect 

Learning Habit - Reflection 

 

Spyfox 

Value – Rule of Law 

Learning Habit - Resilience 

 

The Mysteries of Harris Burdick 

Learning Habit - Reflection 

 

Fantastic Beasts and Where to Find Them 

Value – Respect 

Learning Habit - Responsibility  

 

Summer 1 

The Three Billy Goats Gruff 

Value – Respect 

Learning Habit – Responsibility  

EDI – Diversity – Did the goats respect the troll and vice versa? 

The Very Hungry Caterpillar 

Value – Respect 

Learning Habit – Reflection 

EDI – Diversity – beauty of him as caterpillar and butterfly 

The Dark  

Value – Respect 

Learning Habit - Resilience  

EDI – Inclusion - How can we make people feel safe if they have fears? 

Tuesday  

Learning Habit - Teamwork 

 

Dreamgiver 

Value – Tolerance 

Learning Habit - Teamwork 

 

The True Story of the Three Little Pigs 

Value – Tolerance 

Learning Habit - Reflection 

EDI – Should we judge someone before knowing their side of the story?  

Beowulf (BBC animation) 

Value – Rule of law 

Learning Habit - Teamwork 

EDI – Is it fair to blame Grendel for the carnage at Heorot?  

Macbeth  (BBC adaptation) 

Value – Democracy 

Learning Habit - Reflection 

EDI – Equality – Is it fair that Lady Macbeth is seen as the real villain, or is this misogyny?  

Summer 2 

We’re Going On A Bear Hunt 

Learning Habit - Teamwork 

Little Red Hood 

Value –Individual liberty 

Learning Habit - Resilience 

Gruffalo 

Value – Respect 

Learning Habit - Reflection  

EDI – Can we judge someone by how they look or what they eat? 

Dragon Machine 

Value – Respect 

Learning Habit - Resilience 

 

The Crow’s Tail 

Value – Respect 

Learning Habit - Teamwork 

 

Monsterbox 

Value – Tolerance 

Learning Habit - Teamwork 

 

Alma 

Learning Habit - Reflection  

 

Macbeth  (BBC adaption) 

Value – Democracy  

Learning Habit - Reflection 

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