Rowlatts Mead Writing Progression document 2019/2020 · simple caption. N/A ... Jack and the Beanstalk Narrative Label the characters from Jack and the Beanstalk. MA to include extra

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


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


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.


EYFS Summer 1

Jack and the Beanstalk

Narrative

Label the characters from Jack and the Beanstalk. MA to include extra information.


Very Hungry Caterpillar

Non fiction FS Children Label the life cycle of a butterfly


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.


To inform FS Children An information booklet about the farm/ farm animals.


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.


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.


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 ? !


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


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


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


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


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.


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


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.


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.


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.


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


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.


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.


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


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


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.


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


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


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.

Documents

Rowlatts Mead Writing Progression document 2019/2020 · simple caption. N/A ... Jack and the Beanstalk Narrative Label the characters from Jack and the Beanstalk. MA to include extra