Writing

Curriculum subject leader: Mrs Emma Fawcett

 

The Writing Curriculum- 2020 and beyond

Writers at Maple Cross explore, analyse and use a variety of enriching and diverse experiences, which allow them to experiment with their developing vocabulary. Talk is central to our writers allowing them to think differently, to be creative, to rehearse ideas and to make sense of new concepts. Writers at Maple Cross are aware of the need for accuracy and creativity in their writing.

Overview

Please click here to see an overview of the writing curriculum across year groups.

Grammar

Click here for a full glossary of all grammar terms children need to know, recognise and apply within their writing. Click here for information on grammar emphasis techniques and here for Author Techniques.
Spelling
Please see separate spelling section.
Authorial Techniques
Please see reading section for authorial techniques pupils explore within their reading and start to apply in their writing.
Expectations – Key Stage 1 TAFs (Teacher Assessment Framework)
By the end of Key Stage 1 (Year 2) pupils are expected to meet the following standards. Some pupils will be working towards this and some will have moved beyond.

Working towards the expected standard

  • Write sentences that are sequenced to form a short narrative (real or fictional)
  • Demarcate some sentences with capital letters and full stops
  • Segment spoken words into phonemes and represent these by graphemes, spelling some words correctly and making phonically-plausible attempts at others
  • Spell some common exception words*
  • Form lower-case letters in the correct direction, starting and finishing in the right place
  • Form lower-case letters of the correct size relative to one another in some of their writing
  • Use spacing between words.

Working at the expected standard

  • Write simple, coherent narratives about personal experiences and those of others (real or fictional)
  • Write about real events, recording these simply and clearly
  • Demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required
  • Use present and past tense mostly correctly and consistently
  • Use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses
  • Segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others
  • Spell many common exception words*
  • Form 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.

Working at greater depth

  • Write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing
  • Make simple additions, revisions and proof-reading corrections to their own writing
  • Use the punctuation taught at key stage 1 mostly correctly^
  • Spell most common exception words*
  • Add suffixes to spell most words correctly in their writing (e.g. –ment, –ness, –ful,–less, –ly)*
  • Use the diagonal and horizontal strokes needed to join some letters.
Expectations – Key Stage 2 TAFs (Teacher Assessment Framework)
By the end of Key Stage 2 (Year 6) pupils are expected to meet the following standards. Some pupils will be working towards this and some will have moved beyond.
Working towards the expected standard
The pupil can:
  • Write for a range of purposes
  • Use paragraphs to organise ideas
  • In narratives, describe settings and characters
  • In non-narrative writing, use simple devices to structure the writing and support the reader (e.g. headings, sub-headings, bullet points)
  • Use capital letters, full stops, question marks, commas for lists and apostrophes for contraction mostly correctly
  • Spell correctly most words from the year 3 / year 4 spelling list, and some words from the year 5 / year 6 spelling list
  • Write legibly.

Working at the expected standard

The pupil can:
  • Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)
  • In narratives, describe settings, characters and atmosphere
  • Integrate dialogue in narratives to convey character and advance the action
  • Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility)
  • Use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs
  • Use verb tenses consistently and correctly throughout their writing
  • Use the range of punctuation taught at key stage 2 mostly correctly^ (e.g. inverted commas and other punctuation to indicate direct speech)
  • Spell correctly most words from the year 5 / year 6 spelling list,* and use a dictionary to check the spelling of uncommon or more ambitious vocabulary
  • Maintain legibility in joined handwriting when writing at speed.2

Working at greater depth

The pupil can:
  • Write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure)
  • Distinguish between the language of speech and writing3 and choose the appropriate register
  • Exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this
  • Use the range of punctuation taught at key stage 2 correctly (e.g. semi-colons, dashes, colons, hyphens) and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity.