rowlatts mead writing progression document 2019/2020 · simple caption. n/a ... jack and the...
TRANSCRIPT
Rowlatts Mead Writing Progression document 2019/2020 Year and
Term Books/Texts
Used Genre/Purpose Audience Form/Outcome Grammar embedded
FS1 Autumn 1
Spot goes to school
Narrative FS Children Overlearn the story (Orally)
N/A
Retell the story
FS Children Talk about favourite characters. (Adults to record)
N/A
Owl babies Narrative
FS Children Overlearn the story (Orally)
N/A
Orally retell the story FS Children Talk about key characters and what happened?
N/A
The large family Narrative FS Children Overlearn the story (Orally)
N/A
Orally retell the story FS Children Draw a picture of their family (adult to annotate)
N/A
FS1 Meg and Mog Narrative FS Children Overlearn the story with N/A
Rowlatts Mead Writing Progression document 2019/2020 Autumn 2 some actions
Orally retell the story. FS Children Sequence the story with
pictures. N/A
The Scarecrows wedding
Narrative FS Children Overlearn the story and Sequence the story and label pictures with initial sounds.
N/A
The Birthday Crown
Narrative To a loved one Create a Birthday card and make marks
N/A
Peace at Last Narrative
FS Children Overlearn the story orally. N/A
Narrative: Innovate the story
FS Children Independently draw on a storyboard focus who, what where and when
N/A
Animals of the Nativity
Narrative
FS Children Independently draw on a storyboard focus who, what where and when
N/A
Rowlatts Mead Writing Progression document 2019/2020 Narrative
To a loved one Create a Birthday card and
make marks N/A
FS1 Spring 1
Supertato Narrative FS Children Independently draw on a storyboard focus who, what where and when and label with initial sounds
N/A
Narrative: Innovate the story
FS Children Create own superhero and super vegetable (Adult to annotate the super powers)
N/A
Superworm Narrative
FS Children Overlearn the story orally. N/A
Burglar Bill Narrative: Innovate the story
FS Children Overlearn the story orally. and sequence with children innovating the ending
N/A
Hairy Maclary: Rumpus at the Vets
Narrative FS Children Label CVC pictures, e.g. dog and cat
N/A
Ness the Nurse Narrative FS Children Create a Get well soon card and make marks / CVC words and name
N/A
Rowlatts Mead Writing Progression document 2019/2020 FS1 Spring 2
Mr Wolfs Pancakes
Narrative FS Children Instructions LA – Orally HA – label pictures e.g. pan
N/A
The Three little pigs
Narrative FS Children Orally retell the story with adult writing a script
N/A
Narrative: Innovate the Story
FS Children Children to draw a picture of the house that they think is the strongest
N/A
The three billy goats gruff
Narrative FS Children Overlearn the story and Sequence the story and label pictures with CVC words
N/A
Narrative: Innovate the Story
The farmer Shared write: Children to make a Thank you letter for the goat visit
N/A
Goldilocks and the three bears
Narrative FS Children Independently draw on a storyboard focus who, what where and when and innovate the ending. (Adult to annotate)
N/A
FS1 Summer 1
Jasper’s beanstalk
Non-fiction
FS Children Link to topic Label a beanstalk using CVC
N/A
Rowlatts Mead Writing Progression document 2019/2020 words /initial sounds
Narrative: Innovate the story
FS Children Change who was at the top of the beanstalk
N/A
The crunching munching caterpillar
Non fiction
FS Children Label the life cycle of the butterfly
N/A
To retell FS Children Retell the story using pictures form the story
N/A
Look out Ladybird
Narrative / Non-fiction
FS Children Children to write a list of what the ladybird saw.
N/A
FS1 Summer 2
What the ladybird heard
Narrative FS Children If you were the ladybird what would you have done? Children draw a picture to demonstrate and label where possible
N/A
Narrative FS Children Label the different farm animals.
N/A
Rowlatts Mead Writing Progression document 2019/2020 Farmer duck To inform FS Children Where do animals live? N/A
To retell FS Children Sequence pictures and write a simple caption.
N/A
The Train Ride Narrative FS Children Children to write a caption about their favourite part of the journey
N/A
EYFS Autumn 1
The Large Family
Narrative/to retell
FS Children Overlearn the story and (Orally) Draw and label a picture of yourself Draw and label your family
N/A
Owl babies Narrative- to retell the story
FS Children Innovated the characters Label with initial sounds/CVC words
N/A
Peace at last. Narrative- to retell the story
FS Children Innovated the characters Label with initial sounds/CVC words
N/A
We’re going on a Narrative- to retell Overlearn the story N/A
Rowlatts Mead Writing Progression document 2019/2020 bear hunt
To retell the story Sequence the story using pictures and labels
EYFS Autumn 2
The Birthday Crown
Narrative A loved one/The Queen
Birthday Cards Capital letters for their name.
Winnie the Witch Non-Fiction Winnie Label their potion ingredients in their own cauldron. Initial sounds/emergent writing/ cvc words
N/A
The Scarecrow’s Wedding
Non-Fiction Wedding Guests An invitation to the Scarecrow’s Wedding. A list of items needed for the wedding.
Capital letters for names.
The Gingerbread man
Narrative- to retell
FS Children Overlearn the story (Orally) N/A
Non-Fiction Someone making the gingerbread man.
A list of ingredients after a trip to the Co-op to purchase ingredients.
N/A
Rowlatts Mead Writing Progression document 2019/2020 To retell the story
To create a character Retelling the story using
puppets Innovate the characters
N/A
Animals of the Nativity.
Narrative Santa Loved one
A Christmas Card A letter to Santa.
Capital letters for names. Full stops for MA
EYFS Spring 1
Super Tato Narrative
FS Children Acted out the story Speech bubble for their own super vegetable.
Full stops for MA Application of HFW
Super Worm Narrative FS Children Caption/sentence about a superhero.
Full stops for MA Application of HFW
Speaking and Listening Assembly Performing in assembly. N/A
Non-fiction texts (Rea life heroes e.g. police, nurses etc)
Non-fiction
Their mum. Creating our own super hero Mother’s day cards Labelling pictures of the real life heroes.
Capital letters for names. Full stops for MA. Application of HFW
EYFS Spring 2
The runaway pancake
Non-fiction For other FS children to follow.
Sequencing instructions. Pictures and then labelling where possible.
Application of HFW
3 little pigs Narrative FS Children Overlearn the story. Write their own story/caption
Full stops and capital letters for the beginning
Rowlatts Mead Writing Progression document 2019/2020 or sentence depening on ability.
of sentences. Application of HFW
The three billy goats gruff.
Non-Fiction The Farmer Thank you letter to the farmer who brought the goats into school.
Full stops and capital letters for names Application of HFW
Goldilocks and the 3 bears
Narrative
Three Bears An apology letter to the three bears.
Full stops and capital letters for names Application of HFW
EYFS Summer 1
Jack and the Beanstalk
Narrative
Label the characters from Jack and the Beanstalk. MA to include extra information.
Full stops and capital letters for names Application of HFW
Very Hungry Caterpillar
Non fiction FS Children Label the life cycle of a butterfly
Full stops and capital letters for names Application of HFW
Rowlatts Mead Writing Progression document 2019/2020 FS Children Writing rules for looking
after the butterflies Full stops and capital letters for names Application of HFW
Narrative FS Children MA retell the story. LA write simple sentences.
Full stops and capital letters in sentences. Application of HFW
Aaaaaargh Spider!
Non-Fiction FS Children Label Minibeasts. Full stops and capital letters for names Application of HFW
EYFS Summer 2
Pig in a pond/Farmer Duck
To recount FS Children A recount of their visit to the farm.
Full stops and capital letters in sentences. Application of HFW
To inform FS Children An information booklet about the farm/ farm animals.
Full stops and capital letters in sentences. Application of HFW
Speaking and Listening Whole School Assembly
An assembly about their trip to the farm.
N/A
Whatever next To entertain FS Children Choose somewhere they would like to go on holiday to and write about it.
Full stops and capital letters in sentences. Application of HFW
Rowlatts Mead Writing Progression document 2019/2020 Year 1 Autumn 1 6 weeks
Non-fiction- what makes us unique? 2 weeks
To explain Children who want to come to our school.
Display on what they like about Rowlatts Mead Primary Academy- Published opportunity with a display.
Simple sentences, finger spaces, capital letters and full stops. Adjectives.
Various Traditional Tales 4 weeks
Narrative- to retell 2 weeks
Year 1 Children Over learn a traditional tale and rewrite the story.
Simple sentences, finger spaces, capital letters and full stops, Adjectives. Introduce verbs
To describe 1 week
Year 1 Children Character description.
Simple sentences, finger spaces, capital letters and full stops, Adjectives.
To instruct 1 week
A child who wants to make porridge.
Write a set of instructions for making porridge.
Time conjunctions Organisation features ‘bossy’ verbs
Year 1 Autumn 2 9 weeks
The owl who was afraid of the dark.
Non Chronological report
A child interested in animals.
Non chronological report of nocturnal animals.
Simple sentences, using ‘and’, finger spaces. Organisation features:
Rowlatts Mead Writing Progression document 2019/2020 7 Weeks. headings, subheadings
and pictures.
To describe Year 1 Children Describe the characters. Write about how they feel in the dark.
Simple sentences, finger spaces, capital letters and full stops, Adjectives.
Year 1 Spring 1 6 weeks
Harry and the bucketful of dinosaurs
Narrative LA: Innovate story HA: Own Story
Year 1 Children Overlearn the story Story re write with own character.
Simple sentences, finger spaces, capital letters and full stops, Adjectives. Use different conjunctions and, so, but, because. BOYS Sentence Present and past tense
Dinosaur poetry For performance. Poetry – riddles, acrostic, rhyming couplets.
Year 1 Spring 2 6 weeks
Non Fiction- How to build a house.
To instruct A builder Write a set of instructions on how to build a house.
Organisational features
Rowlatts Mead Writing Progression document 2019/2020 To describe Year 1 Children Design and describe a house.
HA- compare and contrast houses around the world.
Adjectives Developing a varied vocabulary.
The Easter story
To recount
Other children to tell them the Easter Story.
Story sequencing and rewrite.
All taught grammar applied.
Year 1 Summer 1 5 weeks
The tiger who came to tea
To retell/recount an event.
Themselves as Sophie.
Write a diary entry from the perspective of Sophie.
All taught grammar applied ? !
Year 1 Summer 2 6 weeks
African Animals.
Poetry Performance The other year 1 class.
Write their own animal poem. Perform their poems for the other class.
All taught grammar applied
Year 2 Autumn 1 6 weeks
Meerkat Mail 2 weeks
To retell/recount A friend that you are sending the postcard to.
A postcard from his journey.
Apostrophes for contractions Adjectives Vocabulary development
Rowlatts Mead Writing Progression document 2019/2020 Lila and the Secret of Rain
4 weeks
Narrative – to recount 4 weeks
Children their age who are familiar with the story. Read the stories to FS.
Retell the story of Lila and the secret of rain. HA: innovate an element.
Coordinating and subordinating clauses. Punctuation
To instruct- Topic based
Someone who wants to make African biscuits.
Instructions for making African food.
Imperative Verbs Time conjunctions Verbs/ Adverbs
To inform- Topic based
Children interested in animals.
Create their own animal on SwitchZoo and write a fact file on it.
Organisational features Time conjunctions Verbs/adverbs
Year 2 Autumn 2 9 Weeks
The secret Diary of Jane Pinny
4 weeks
To retell/recount Themselves as one of the characters.
Write a diary entry from the perspective of a character.
Pronouns Past and present tense
The Victorians 3 weeks
To inform Children interested in the Victorians.
Non- chronological report on the Victorians using information they have gathered on their trip to Sudbury Hall.
Organisational features. Factual and formal writing. Past tense. Conjunctions. Sentence openers.
Rowlatts Mead Writing Progression document 2019/2020 Sudbury Hall Trip
To recount- topic Children interested in visiting Sudbury Hall
A recount of their trip to Sudbury Hall.
Quotes.
Range of texts linked to festivals
2 weeks
Focus on reading. N/A Reading and Grammar focus. N/A
Year 2 Spring 1 6 weeks
Little Red Riding Hood 6 weeks
To describe 3 weeks
Children their age.
A character description on a character of their choice from LRRH.
Adjectives 2A and 4A sentences. Some. Others. Last word, first word. Apostrophes for possession. Their/there.
To entertain- narrative 3 weeks
Children their age.
Innovate the story e.g. change character/setting/ending etc.
Exclamation sentences Inverted Commas
Year 2 Spring 2 6 weeks
Great Fire of London texts 6 weeks
Poetry Unit 2 weeks
To perform in assembly.
Create their own poems inspired by the Great Fire of London – acrostic poetry.
N/A
Rowlatts Mead Writing Progression document 2019/2020
To report 4 weeks
Citizens living in London during the GFOL.
Write a newspaper report after The Great Fire of London.
Past and present tense Conjunctions Co-ordinating and subordinating. Direct speech
Year 2 Summer 1 4 weeks
SATs Month Reading, grammar and short write focus.
N/A Reading, grammar and short write focus.
N/A
Year 2 Summer 1 Alongside reading focus 5 weeks
Jack and the Beanstalk
Narrative Children their age.
Innovating character and setting to create own 5 part narrative.
Application of all taught skills.
Year 2 Summer 2 6 Weeks
Under the sea:
To report 4 weeks
Children interested in sea creatures.
A non-chronological report on a sea creature.
Organisational features Application of all taught grammar skills.
A poem 2 weeks
To perform. Sea poetry
Descriptive language, adjectives, similes
Rowlatts Mead Writing Progression document 2019/2020 Year 3 Autumn 1 6 Weeks
A Turtle’s Tale Visual Literacy 2 Weeks
To entertain; play Script
Year 2 Children. Writing a play for the Year 2 children to perform.
Creating a short play script based on ‘A Turtle’s Tale’.
Basic punctuation Adjectives Verb work Stage Directions
Stone Age Boy 5 Weeks
Setting Description 1 Weeks
Year 3 children. Write a setting description based on a page from the class novel.
Adjectives Conjunctions Prepositions Similes 2A and 4ASentences BOYS
Narrative 3 Weeks
Present and read to a year 1 child. Write on aged paper ready for a display.
Alternative ending to the book.
Noun phrases Causal conjunctions Direct Speech-inverted commas. 2A and 4A sentences.
Rowlatts Mead Writing Progression document 2019/2020 Year 3 Autumn 2 9 Weeks
Romulus and Remus The Romans God’s Emperors and Dormice.
7 weeks
To describe 2 weeks
Present to children and families in assembly.
Character Profiles to be presented in assembly – description/ roles/ character traits
Subordinate clauses Vocabulary work.
To describe 2 weeks
Present to children and families in assembly.
Create own mythical God/Godess
Expanded noun phrases Developing a rich, varied vocabulary HA- fronted adverbials
Narrative 3 Weeks
For a display in class.
Comic Strip Create their own story books using format given.
Direct Speech- inverted commas 3ed sentence.
Year 3 Spring 1 6 weeks
Range of information text examples.
3 weeks
Non chronological report. 3 weeks
Other children in the school to sell Accelerated Reader to them- a level of formality.
Create a non-chronological report on Accelerated Reader.
Organisational features Time conjunctions HA- fronted adverbials
Rowlatts Mead Writing Progression document 2019/2020 Dragon’s Den
3 weeks
To Persuade
The Dragons Create a persuasive poster for their product.
Vocabulary work Rhetorical questions Exclamation marks.
To advertise
The Dragons Create a script for the advert.
Appropriate features e.g. First person Apostrophes for contractions
Year 3 Spring 2 6 weeks
Volcanoes Escape from Vesuvius
4 weeks
Diary entry 2 Weeks
The character whose perspective you are writing from.
Wrote a diary entry from the perspective of the character.
Tense- past, present, future (then perfect). Informal features- contractions, explanation marks.
Letter 2 weeks
Informal Letter to a friend.
Write a letter discussing the experience of living through the eruption- building tension.
Tense- past, present, future (then perfect). Vocabulary development- similes and metaphors
Easter Story 2 weeks
To recount Easter Assembly Recount of The Easter Story.
Time conjunctions Determiners
Rowlatts Mead Writing Progression document 2019/2020 Year 3 Summer 1 5 weeks
Harry Potter
Letter 1 week
Writing to Professor McGonagall- formal letter.
Write a response to accept the invitation to Hogwarts
Remaining in a formal voice. Fronted Adverbials.
Character description 1 week
Other children to engage them with the book.
Choose a character to write a character description of.
Similes, vocabulary development, show me don’t tell, pronouns 2A and 4A Sentences
Rap Poetry ½ Week
The Children of Hogwarts.
Create a Sorting Hat Rap. Use the Green Screen to present this.
Vocabulary Rhyming words.
Newspaper Report 2 1/2 weeks
Local Wizarding World- The Daily Prophet. For a Display.
Write the orientation and the first eye witness quote of a newspaper report on the troll in the dungeon.
Direct speech Paragraphs Captions/features of report
Rowlatts Mead Writing Progression document 2019/2020 Year 3
Summer 2 6 Weeks
Reading focus, then leading to: Narrative
3 weeks
Children who have read Harry Potter.
Alternate ending to Harry potter.
Independent application of all taught skills.
Year 4 Autumn 1
6 weeks
Neon Leon 2 weeks
To persuade To a friend- informal
Writing a letter to persuade one of the characters to befriend him. – moral dilemma.
Pronouns and nouns Informal features – contractions, exaggerations, informal punctuation.
The Tin Forest 4 weeks
Short story with a moral- 4 weeks
For children their age.
Creation of own picture book with a message e.g. don’t give up on your dreams.
Paragraphs Fronted adverbials
To persuade (Topic)
People who need to learn about looking after the environment – formal.
Green Peace persuasive piece on the damage to the environment
Maintaining formality.
Rowlatts Mead Writing Progression document 2019/2020 Year 4 Autumn 2 9 weeks
Oliver Twist/ texts about London 7 weeks
To describe. 1 week
Children their age who are reading the book.
Character description of Oliver Twist.
Rich and varied vocabulary. Expanded noun phrases
To recount. 1 week
Yourself- informal.
Diary entry in the role of Oliver
Possessive pronouns apostrophes
A story of change 4 weeks
Children aged 8-10.
Write a story of change inspired by Oliver Twist. (outcome piece)
Inverted Commas Fronted adverbials Varied sentence types e.g. compound, complex
Poetry Topic Afternoon
Children in the other year 4 class- perform them to each other.
Acrostic poem linked to The River Thames
Figurative language Adjectives Creating a picture in the reader’s mind.
To Describe. 1 week
Children their age who are reading the book.
Setting Description of The Workhouse
Recap all previous taught grammar
A variety of play scripts
Play script Year 4 classes. Class
Write a play script linked to Christmas (a festival)
Accurate Punctuation Use of Standard English
Rowlatts Mead Writing Progression document 2019/2020 2 weeks performance.
Year 4 Spring 1 6 weeks
A variety of information texts
3 weeks
To inform
Consumer of the product.
Write an information text about Dragons’ Den product
Organisational features
Atlas book (writing project)
To persuade/To describe. 3 weeks
Children- less formal.
Write a descriptive poster text which persuades people to visit Ancient Egypt
Expanded noun phrases. Rhetorical questions. Exaggeration. Contractions.
Year 4 Spring 2 7 weeks
Atlas book (writing project)
To review. 2 weeks
Holiday makers. A trip adviser review on their recent trip to Egypt.
Fronted adverbials. Tense – perfect, simple and progressive.
To instruct: (Topic) Egyptians who are about to mummify members people.
Write a set of instructions for the process of mummification
Fronted adverbials for time.
Egyptian Cinderella 2 weeks
Narrative 3 weeks
A child their age. Someone familiar with the story style.
Writing an alternative ending for the story. Write in the style of the Author.
Inverted commas- dialogue to convey character and advance the action. Application of all taught grammar.
Rowlatts Mead Writing Progression document 2019/2020 Daffadowndilly Poetry alongside Easter
Assembly. 2 weeks
Whole school assembly.
To write their own poem in the style of A.A.Milne
Vocab and description, Figurative language. Similes and metaphors.
Year 4 Summer 1 5 weeks
Charlie and the Chocolate factory
To recount 2 week
Yourself- informal
Diary entry to express Charlie’s thoughts and feelings on the other children finding a golden ticket,
Thoughts and feelings. 3ed sentences.
To describe 3 weeks
Children aged 8-12 who are familiar with CATCF.
A setting description of the chocolate factory. Outcome piece for display- create own backing paper etc.
Literary language 2A and 4A sentences. Noun,who,which,where
Year 4 Summer 2 6 weeks
Charlie and the Chocolate factory
Newspaper report 3 weeks
Citizens of the world- formal.
Newspaper report about the 5 children who have won the tickets.
Quotes and direct speech. Paragraphing.
Poem: Topic Children Chocolate river poem
Figurative language
Rowlatts Mead Writing Progression document 2019/2020 Narrative 3 weeks
Children aged 8-12.
Create an alternative chapter for CATCF inventing a new character and a new room.
Recap on sentence types Application of all taught skills
Year 5 Autumn 1 6 week
Lost Happy Endings by Carol Ann Duffy 6 weeks
To describe 2 weeks
Children their age- a reader of TLHE.
Description of ‘The Lost Happy Endings’ which follows the author’s style.
Vocabulary to enhance meaning Figurative language
Poetry- figurative language 1 week
For the Year 4 children- to be presented to them.
A figurative poem about the Happy Endings.
Figurative and literary language. Similes, metaphors and personification.
To develop tension in a story. 3 weeks
Children their age- a reader of TLHE.
An independent overcoming the monster story that builds tension. Outcome piece.
Speech marks Expanded noun phrases Adverbial phrases Paragraphing Tense- past simple, perfect and progressive.
Year 5 Autumn 2 9 weeks
Odd and The Frost Giants 8 weeks
To recount 2 week
The main character- informal as
Diary entry from the perspective of Odd recounting an event from the
Informal features e.g. contractions, dashes for extra information.
Rowlatts Mead Writing Progression document 2019/2020
talking to yourself.
book. Fronted adverbials. First person.
Newspaper report- Recount 3 weeks
Citizens of Viking England- formal.
A Newspaper report, reporting on Odd meeting the Frost Giant.
Relative clauses Direct speech- inverted commas.
To report 3 weeks
Children at RHPA- fairly informal.
A non-chronological report for children on The Frost Giant.
Apostrophes for possession Precise nouns Synonyms Rhetorical questions.
Year 5 Spring 1
6 weeks
Various types of persuasive texts- Dragons Den unit
3 weeks
To persuade 1 week
The Dragons- formal
A persuasive letter for their product using formal language.
Formal and informal Contractions/apostrophe work Precise verbs and nouns The More, the more If,if,if,then De;de
To inform 2 weeks
Consumers- slightly less formal.
Information text on their product.
Precise verbs and nouns Simple, compound and complex sentences. Subordinating clauses
Rowlatts Mead Writing Progression document 2019/2020
The Promise 3 weeks
Narrative 3 weeks
Children their age- people who has read The promise.
Write an alternative ending to The Promise in the style of Nicola Davies.
Inverted commas Varied sentence types (recap from last text type). Paragraphing Literary language. Expanded noun phrases
Year 5 Spring 2
6 weeks
Garbage Guts
To Complain/persuade Mankind- formal
A persuasive complaint letter from the albatross to the humans explaining how they are damaging the environment.
Subordinate clauses. Perfect, simple and progressive tenses. Adverbial phrases.
Narrative Other children – to inform them of plastic pollution and sustainability.
A poem in the style of Heidi Auman.
Rhyme Literary and figurative language. Precise noun and verb choice. Show me don’t tell me.
Rowlatts Mead Writing Progression document 2019/2020 Narrative Children in years
5/6. In the style of Heidi Auman.
Write their own section of the book- meeting a different sea creature that is suffering.
Inverted commas. Speech to advance the action and convey character.
Year 5 Summer 1 and 2 11 weeks
Earth and Space 8 weeks
To Inform 3 weeks
For children their age- informal.
An information text on a planet that they have created.
Parenthesis – dashes, semi-colons, brackets and colons. Rhetorical questions. Exaggeration.
To Explain 3 weeks
Children- fairly formal.
An explanation text on ‘Why do we have day and night?
Recap relative clauses Causal conjunctions
To Persuade 3 weeks
Children to advertise the Space Centre- informal.
A persuasive leaflet advertising The Space Centre- using their trip as a stimulus.
Modal verbs, sentence types, rhetorical questions Adverbials of possibility (surely,perhaps etc)
Magazine creation 2 weeks
Polish and create their own magazine for children their age using the three pieces of writing they have already created.
The Golden Age of Islam
Reading and speaking and listening focus.
A whole school assembly.
Assembly Outcome. Reading comprehension focus.
Rowlatts Mead Writing Progression document 2019/2020 2 weeks
Year 6 Autumn 1 6 weeks
The Princess’ Blankets 3 weeks
To Describe 1 week
For display. Create a book of blankets.
Create their own page for a class book based on The princess’ Blankets.
Literary language- selecting vocabulary to enhance meaning. Inverted Commas.
To Complain 2 weeks
The King- very formal voice.
A complaint letter to the King Apostrophes Formal and informal Hyphenated words Modal Verbs Vocabulary selection Imagine a world If,if,if,then
Various examples of care guides. Topic
To inform To explain (Topic)
A member of the public who has never owned a tortoise before.
Create a care guide for Esio.
Organisational features. Imperative verbs Propositions Modal verbs
WW2 3 weeks
Newspaper 2 weeks
The citizens of London during WW2.
Write a newspaper report about Black Saturday
Active and passive Formal and informal voice
Rowlatts Mead Writing Progression document 2019/2020 Relative clauses Direct speech – inverted commas. HA: Interviewed in role
Setting description 1 week
People reading a story on evacuation.
A setting description of a train station from the perspective of an evacuee. To develop a sense of movement within writing.
Expanded noun phrases Cohesive devices – pronoun work, synonyms Personification, Metaphors Alliteration Similes. Literary Language
Autumn 2 9 weeks
The Boy in the Striped Pyjamas 7 Weeks
Narrative A young adult who has read TBITSP
Alternative ending for the book.
Dialogue used to advance the action. Dialogue to build character. Build settings, characters and plot.
Wartime Poetry Where the Poppies Grew
Poetry Older children/Young adults.
Write poems based on remembrance day
Developing a rich and varied vocabulary.
Rowlatts Mead Writing Progression document 2019/2020 The Christmas Truce 1 Week The Bear and the Hare Advert
1 Week
Narrative Young Children Retell of the story of The Bear and the Hare.
Dialogue used to advance the action and convey character. Vocabulary to develop empathy and emotions.
Year 6 Spring 1 6 weeks
Various Newspaper Report examples. Visual Literacy using Titanic Video. Titanic Museum Trip.
Newspaper Report 3 weeks
Citizens at the time.
A Newspaper Report about the Titanic disaster.
Organisational features Paragraphing around a theme Varied sentence types Use of semi colons and colons for clauses. Brackets for additional information. Direct Speech- inverted commas. Formality switch.
Varied texts Discursive Museum visitors Who sank the Titanic? Formal language
Rowlatts Mead Writing Progression document 2019/2020 regarding the Titanic. Example Discursive Texts.
3 weeks interested in the Titanic Disaster- Formal voice maintained.
Discursive piece using their own research and findings.
Conjunctions for cohesion Range of punctuation
Year 6 Spring 2 6 weeks
How to Live Forever
Narrative 3 weeks
Children in years 5 and 6. Continuing the author’s voice.
Writing an alternative ending to a picture book.
Literacy language. Vocabulary to enhance meaning. Dialogue to convey character and advance the action.
Year 6 Summer 1 5 weeks.
Harry Potter Visual Literacy 1 week
Setting Description. Older children familiar with the Harry potter Books.
Setting description of the train station and the castle. To develop a sense of movement within writing.
Expanded noun phrases Cohesive devices – pronoun work, synonyms Personification, Metaphors Alliteration Similes. Literary Language
Year 6 Summer 2 6 weeks
Warning Zone Trip 1 week
Letter of complaint/persuasion
Leicester City Council
A very formal letter of complaint/persuasion to the council after the trip.
Formal language. Persuasive language. Letter features.
Rowlatts Mead Writing Progression document 2019/2020 Application of all taught skills. Varied punctuation used FOR EFFECT.
The Oracle Visual Literacy
Narrative 3 weeks
Children/young adults.
A ‘next chapter’ using the video as inspiration.
All taught grammar and sentence types applied independently. Dialogue to advance the action and convey character, Description. Following a clear story structure.