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, No Nonsense Spelling programme (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
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Autumn |
Spring |
Summer |
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Year 1 |
Character description Story - retelling Poetry
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Character description Story - retelling Letter Story – creating a new version Poetry – patterns and rhyme |
Character description Story - retelling Story – new version Poetry
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Year 2 |
Story – retelling Poetry |
Story – retelling Story – invention |
Story – invention Setting description Poetry |
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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 |
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Year 4 |
-description -narrative (historical fiction) Poetry
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-character description -narrative (different culture) -narrative (adventure) Poetry |
-character description -narrative (retelling) -poetry (haikus, free verse)
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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) |
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Year 6 |
-scary fiction -character study -adventure fiction -mystery fiction -poetry |
-play script -scary fiction -poetry-free verse
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-narrative -play script, -diary entry in role - colloquial dialogue - character descriptions, -balanced argument -poetry (Joseph Coelho) |
Writing to Inform
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Autumn |
Spring |
Summer |
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Year 1 |
Recount- diary entry Letter – Thank you card |
Non-Chronological Report |
Recount – Diary entry Instructions Report – Fact Files |
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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 |
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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 |
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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)
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Year 5 |
-non-chronological report -letter -explanation -newspaper (day Odysseus challenged the suitors) |
-biography
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Year 6 |
-non-chronological report (frogs in the rainforest) -explanation (What is a rainforest?) -recount (diary entry) -instructions (invention) |
-biography -diary entry -newspaper report
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-instructions -recount (diary entry) -report (analytical essay) -explanation (How is chocolate made?)
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Writing to Persuade and Discuss
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Autumn |
Spring |
Summer |
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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) |
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Year 4 |
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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 |
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Year 5 |
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Writing to discuss: -debate/balanced -book review |
Writing to persuade: -speech -letter (informal – letter to Iris and formal) -advert (for island) |
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Year 6 |
Writing to discuss: -debate (opinion piece) -balanced argument -book review
Writing to persuade: -letter |
Writing to persuade: -formal letter |