The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping childrenwith a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. (National Curriculum)
Curriculum Overview
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
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| Stimulus Text |  |
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| Genre | Discovery: Narrative tale | Narrative: Traditional Tale | Narrative: Portal Story | Narrative: Detective Story | Narrative: Hunting Story | Narrative: A Return Story |
| Learning Intention | Recount: Messages | Instructions: How to catch a witch | Information text | Letters: Recount | Instructions: Recipe | Recount: Postcard |
| Humanities | Transition | Locality | Living Memory (Linked to Reading Curriculum) | Environment | Travel and Transport | Weather & Fieldwork |
| Cross Curricular Writing |
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
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| Genre | Narrative: Return | Narrative: Settings | Narrative: Twist | Narrative: Circular | Narrative: A mistake | Narrative: Finding |
| Learning Intention | Information: Jungle Animals | Recount: Diary | Persuasion: Letters | Recount: Letter | Information: How to be a Regal Leader | Instructions: How to Build a Habitat |
| Humanities | Land Ahoy! | Street Detectives | Great Fire of London | Flow | Chiswick History | Chiswick Geography |
| Cross Curricular Writing | Black History Month | Haiku Poetry: Bonfire Night | Recount: The Enormous Turnip | Poetry: Spring / River | Instruction: How to make a disgusting sandwich | Complaint: About a disgusting sandwich |
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
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| Genre | Narrative: Return | Narrative: Approach Threat | Narrative: Fable | Narrative: Character | Narrative: Lost Narrative | Narrative: Settings |
| Learning Intention | Information: Explanation (How to Capture the Iron Man) | Information: Report | Information: Information leaflet | Information: Letters (recount) | Information: Instructions (How to be a mischievous child) | Information: Newspaper report |
| Humanities | Prehistoric Britain | Where People Live | Shang Dynasty | Volcanoes and Earthquakes | Ancient Greece | Weather in the UK |
| Cross Curricular Writing | Information Text (expository / description) PEARSON: What were the major differences between the different eras of the Stone Age? |
Information Text (expository / description) PEARSON: ‘There are more advantages to living in a city than disadvantages.’ Do you agree? |
Information Text (expository / description) PEARSON: What do we know about the Shang Dynasty? |
Information Text (explanation / cause & effect) PEARSON: Imagine you are in charge of a town. How would you plan for a volcanic eruption? |
Information Text (expository / description) PEARSON: Describe two ideas from Ancient Greece that have lasted to the modern day. What are the differences between then and now? | Information Text (explanation / cause & effect) PEARSON: Why does it rain? |
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
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| Genre | Narrative: Refugee | Narrative: Outsider | Narrative: Twist | Narrative: Settings | Narrative: Myth | Narrative: Invention |
| Learning Intention | Information: Newspaper report (recount) | Information: Report (polar bears) | Letter: How to defeat a Viking monster | Information: Persuasion | Information: Diary (recount) | Recount: Biography (Jacques Cousteau) |
| Humanities | Roman Britain | Rivers | Anglo-Saxons and Scots | Migration | Vikings | Natural Resources – Northern Chile |
| Cross Curricular Writing | Information Text (Discussion/balanced argument) PEARSON: How far do you agree with the following statement? ‘Life for most Britons didn’t change much when the Romans came to Britain.’ |
Information Text |
Information Text (Explanation / description) PEARSON: How did the Anglo-Saxons change life in Britain? |
Information Text (Discussion/balanced argument) PEARSON: ‘‘Migration has more disadvantages than advantages.’ Do you agree? |
Information Text (Explanation / Description) PEARSON: ‘The Vikings were not just bloodthirsty warriors.’ What evidence do we have to support this view? |
Information Text |
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
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| Genre | Information: Biography | Narrative: Exploration | Narrative: Cliff Hanger | Narrative: Character | Narrative: Dilemma | Narrative: Survival |
| Learning Intention | Recount: Diary | Recount: Formal Report | Instruction Manual | Recount: Newspaper Report | Discussion: Balanced Argument | Information: Survival Guide |
| Humanities | The Benin Kingdom | Slums | Medieval Monarchs | Biomes | Changing Britain | Energy and Sustainability |
| Cross Curricular Writing | Information text: (Discussion / Persuasion) PEARSON: What are the achievements of the Benin Kingdom? | Information text: (Discussion / Persuasion) PEARSON: How far do you agree with the following statement? ‘Governments around the world should clear slums away.’ | Information text: (Persuasive Argument) PEARSON: Who was the greatest mediaeval monarch? | Information text: (Discussion) PEARSON: How much do you agree with the following statement? ‘It is already too late to protect biomes from climate change.’ | Information text: (Explanation / Discussion) PEARSON: What did the British civil rights protests in the twentieth century have in common? | Information text: (Discussion / Persuasion) PEARSON: ‘Humans cannot live sustainably.’ How much do you agree with this statement? |
| Year | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
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| Genre | Narrative: Freedom | Narrative: Flashback | Narrative: Dual | Narrative: Discovery | Recount: Diary | Narrative: Endurance |
| Learning Intention | Information: Letter to an MP about an issue | Recount: Newspaper report | Persuasion: Letter | Explanation: Adaptation | Recount: Bravery award speech | Recount: Magazine article (to recount) |
| Humanities | Industrial Revolution | Local Fieldwork | Civil Rights | Population | 20th Century Conflict | Globalisation |
| Cross Curricular Writing | Discussion / Balanced Argument: What advantages and disadvantages did the Industrial Revolution have for working-class people? | Explanation / Description: What does your fieldwork show? | Explanation / Description: What does your fieldwork show? | Discussion / Balanced Argument: ‘Population increase is one of the greatest risks to the planet.’ Do you agree? | Discussion: Could the Second World War have been avoided? | Discussion / Argument: ‘Globalisation has made the world a better place.’ How much do you agree? |
Intent
The over-arching intent of our Writing Curriculum is to enable all children to develop confidence, competence and a love for writing in a range of different contexts and for a variety of reasons.
So that they:
- Develop a love for writing
- Are able to flourish their imaginations
- Are able to express their thoughts and ideas clearly and creatively
- Confidently re-read, edit and improve their writing
- Confidently use the essential skills of grammar, punctuation and spelling
- Take pride in their work
Implementation
To develop confident, enthusiastic writers who can express themselves in a variety of different styles and across a variety of contexts, our teaching of writing is often cross circular and linked to our Humanities subject. This provides our children with regular opportunities to write for a range of purposes and audiences. Writing tasks are specific and meaningful, and often meet a purpose to engage children and to illustrate how their writing skills can be applied to real life contexts. Children learn spellings at home each week and these are tested in school.
Impact
When reviewing impact, we consider all aspects of the children’s learning in Writing. This includes:
- Children write well-structured pieces of texts across a range of genres.
- Children enjoy writing.
- Children are editors.
- Children’s writing is grammatically sound.
- Children understand the features of different genres and develop specific and technical vocabulary – both fiction and non-fiction.
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