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Rusthall St Paul’s CE Primary School

INSPIRE BELIEVE ACHIEVE

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Writing

At Rusthall St Paul’s, we want our pupils to become effective communicators of the written word.  In writing, we aim to ensure that pupils are competent, confident and independent in their use of language. To achieve this, we make links to other areas of learning, e.g. phonics, reading, spelling, grammar, drama, vocabulary and handwriting.  We intend for our pupils to form, articulate and communicate ideas, and then organise them coherently for the reader.  Through showing an awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar, we want our pupils at Rusthall St Paul's to apply these skills to become lifelong writers.  We want to produce excited and engaged pupils who write with confidence and accuracy, for a variety of purposes and audiences, whilst developing their own individual flair.  We have developed a curriculum that gives pupils real reasons to write, whether to retell, re-imagine, explain, persuade, inform or instruct.  As with reading, writing is not an isolated and stand-alone area of learning.  Skills learnt within writing, are applied to all areas of the curriculum at Rusthall St Paul’s.  We want our pupils to be enabled to become writers in all future areas of their lives.

To do this we use phonics to support spelling, Jane Considine's The Spelling Book (Y2-Y6), Kent progressive grammar planning across KS2, worked examples (WAGOLLs), school developed KPIs, whole school cursive handwriting approach, progression in teaching skills through English texts

Writing to Entertain

 

Autumn

Spring

Summer

Year 1

Character description 

Story - retelling 

Poetry

 

 

 

Character description 

Story - retelling 

Letter 

Story – creating a new version 

Poetry – patterns and rhyme

Character description  

Story - retelling

Story – new version 

Poetry

  

Year 2

Story – retelling

Poetry

Story – retelling 

Story – invention

Story – invention

Setting description 

Poetry

Year 3

-Character description 

-narrative (adaptation) 

-narrative (myth) 

-narrative (writing in role)

-poetry

-poetry (list poetry/scrapyard poem) 

-description (tea description) 

-Character description

-narrative (invention)

Poetry 

Year 4

-description

-narrative (historical fiction) 

Poetry

 

-character description 

-narrative (different culture) 

-narrative (adventure)

Poetry

-character description 

-narrative (retelling) 

-poetry (haikus, free verse) 

 

Year 5

-poetry 

-description (fantasy setting) 

-writing in role (diary entry) 

-narrative (fantasy fiction) 

-play script 

-narrative (adventure)

-poetry

-narrative (scary fiction) 

-poetry (free verse linked)

-poetry

-narrative (mystery fiction)

-first person accounts 

-character description

-poetry  

-play scripts 

-narrative (reinvent story)

Year 6

-scary fiction

-character study

-adventure fiction

-mystery fiction

-poetry

-play script 

-scary fiction

-poetry-free verse

 

 

 

 -narrative 

-play script,

-diary entry in role

- colloquial dialogue

- character descriptions,

-balanced argument 

-poetry (Joseph Coelho) 

Writing to Inform

 

Autumn

Spring

Summer

Year 1

Recount- diary entry 

Letter – Thank you card 

Non-Chronological Report 

Recount – Diary entry 

Instructions 

Report – Fact Files 

Year 2

Recount – diary entry from a new perspective 

Non-Chronological Report 

Recount – retelling the story 

Explanation Text (how vehicle works) 

Report – All about Kenya 

 Report – Endangered animals 

Instructions – How to trap a dragon 

Letter 

Explanation Text – life cycles 

Year 3

-information report about rats 

-recount (diary entry)

-newspaper report (arrival of the Iron Man) 

-explanation (How is tea made?) 

-recount (diary entry) 

-biography  

-explanation (How are mummies made?) 

-non-chronological report 

Year 4

-explanation (Is Vesuvius  safe or not) 

-recount

-newspaper (eruption of Vesuvius) 

-explanation (natural disasters) 

-biography (Michael Rosen) 

-letter 

-poster(travel agent poster)

-letter (Gulliver’s pleas for freedom) 

-advert

-explanation (report about country/civilisation like Weslandia) 

-advert (visiting Weslandia)

-letter (letter from Odd to mother) 

 

Year 5

-non-chronological report

-letter

-explanation

-newspaper (day Odysseus challenged the suitors) 

-biography

 

 

 

 

 

 

Year 6

-non-chronological report (frogs in the rainforest)

-explanation (What is a rainforest?) 

-recount (diary entry)

-instructions (invention) 

 -biography

-diary entry

-newspaper report

 

 

-instructions

-recount (diary entry)

-report (analytical essay)

-explanation (How is chocolate made?) 

 

Writing to Persuade and Discuss

 

Autumn

Spring

Summer

Year 3

Writing to persuade: 

-poster (advertising own adaptation of story) 

-letter (letter to mayor) 

-advert (for a rat catcher) 

Writing to persuade: 

-letter (with advice about the Iron Man)

-letters (thanks to the monkeys) 

-advert/poster (own brand of tea) 

 

Year 4

 

Writing to persuade: 

-letter 

-poster(travel agent poster)

-letter (Gulliver’s pleas for freedom) 

-advert

Writing to persuade: 

-poster (leaflet of book review) 

-poster (Top Ten of gods) 

-explanation (How are rainbows made?) 

-biography

-newspaper

Year 5

 

 

Writing to discuss: 

-debate/balanced

-book review 

Writing to persuade: 

-speech

-letter (informal – letter to Iris and formal) 

-advert (for island) 

Year 6

 

Writing to discuss: 

-debate (opinion piece)

-balanced argument

-book review 

 

Writing to persuade: 

-letter

Writing to persuade: 

-formal letter