English Curriculum

Writing Scheme of Learning

  • Reception

    Reception

    Ongoing throughout:Children must be immersed in varied vocabulary and given opportunities to apply new words into their spoken language. Children are taught vocabulary prior to reading a text or learning a new topic. Children must have time to practise fine motor skills and correct letter formation.

     Autumn 1

     Fragments & Sentences

    • Convert fragments into sentences orally
    • Teacher model written sentence including punctuation (full stops)

    Autumn 2 

     Fragments & Sentences

    • Identify what part of a fragment is missing ‘the part that names’, ‘the what is happening.’
    • Convert fragments into sentences orally
    • Teacher model written sentence including punctuation (full stops)

    Sentence types

    • Articulate thoughts
    • Say statements for an image
    • Teacher model written sentence including punctuation (full stops).

    Spring 1 

    Fragments & Sentences

    • Given a list of fragments & sentences identify fragments and sentences

    Sentence types

    • Identify sentence types (statements)
    • Say statements for an image
    • Teacher model written sentence including punctuation (full stops)

    Sentence expansion

    • Answer questions that use the qu word ‘where’ (Identify settings from stories and draw upon first-hand experiences).
    • Expand kernel sentences by answering where.

    Spring 2 

    Sentence types

    • Identify sentence types (statements)
    • Say or write statements for an image

    Sentence expansion

    • Teacher to model sequencing words in their own stories and sentences, e.g. before, then, after that
    • Answer questions that use the qu word ‘when’
    • Children to describe past events using some sequencing words
    • Expand kernel sentences by answering when.

    Basic Conjunctions

    • Given a sentence stem, complete sentences using and.

    Summer 1 

    Sentence types

    • Say or write questions for an image
    • Teacher to model correct punctuation to sentences (full stops and question marks).

    Sentence expansion

    • Answer questions that use the qu word ‘why’
    •  Ask questions using ‘wh’, ‘how’ and use questions to check understanding.
    • Expand kernel sentences by answering why

    Basic Conjunctions

    • Given a sentence stem, complete sentences using because.

    Summer 2 

    Children should: Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

    Write simple phrases and sentences that can be read by others.

    Basic Conjunctions

    • Teacher to model using a range of connectives.
    • Connect one idea of action to another using a range of connectives
  • Year 1

     Year 1

     Ongoing throughout: Teacher to model correct use of regular and irregular verb tense. Children apply correct verb tense in spoken language and in written work.

    Autumn 1

    Verb tense

    • Correct use of present tense including suffix -ing.
    •  Correct use of past tense including suffix -ed

    Fragment & Sentences

    • Identify the part that names (subject) and the part that tells us more (predicate)
    • Given a list of fragments, convert fragments into sentences (children to provide beginning capitalisation and end punctuation)

    Scrambled sentences

    • Unscramble simple scrambled sentences, adding proper punctuation & capitalisation

    Basic Conjunctions

    • Given a sentence stem, complete using ‘and’
    • Write sentences that include the conjunction ‘and’

    Autumn 2 

    Sentence Types

    •  Add the correct punctuation to statements
    • Develop & write statements for a picture, text or topic
    • Identify and understand and respond to all questions words (what, who, where, when, why, how)
    • Add the correct punctuation to questions
    • Develop & write questions for a picture, text or topic
    • Develop a question for a given answer

    Basic conjunctions

    • Given a sentence stem, complete using ‘because’
    • Write sentences that include the conjunction ‘because’

    Spring 1 

     Basic conjunctions

    • Given a sentence stem, orally complete sentences using ‘so’
      • Given a sentence stem, complete using ‘so’
      • Write sentences that include the conjunction ‘so’
    • Compare the use of ‘because’ and ‘so’ by expanding the same kernel sentences

    Sentence expansion

    • Expand kernel sentences by answering why

    Sentence expansion

    • Teach prepositional language for location (above, in, on, under, next to etc)
      • Expand kernel sentences by answering where

    Spring 2 

    Sentence types

    • Identify commands
    • Orally rehearse commands for an image
    • Add the correct punctuation to commands (look at use of full stop and exclamation mark)
      • Develop & write commands for a picture, text or topic

    Subordinating conjunctions

    •  Teach prepositional language for time (at the weekend, in the holidays, on Saturday)
    • Given a sentence stem, orally complete sentences using ‘before’ and ‘after’
      • Given a sentence stem, complete using ‘before’ and ‘after’
      • Write sentences that include the conjunctions ‘before’ and ‘after’
    Summer 1

     Sentence expansion

    • Expand kernel sentences by answering when
    • Expand kernel sentences by answering when, where and why
      • Expand kernel sentences, as above, with the inclusion of adjectives to make nouns more precise

    Basic conjunctions

    • Given a sentence stem, orally complete sentences using ‘but’
      • Given a sentence stem, complete using ‘but’
      • Write sentences that include the conjunction ‘but’
    • Given a sentence stem, complete sentence using because, but, so
    • Independently write sentences using the conjunctions because, but, so

    Summer 2 

    Sentence expansion

    • Expand kernel sentences by using at least two question words (when, where and why)

    Pacing guide elements to be reviewed throughout the year.

  • Year 2

    Year 2  

    Autumn 1

    Information text (non-chronological report)

    Sentence expansion

    • Expand kernel sentences with appropriate Q words: starting with ‘when’, ‘where’ and ‘why’ (use up to 2 question words for each sentence)

    Single Paragraph Outline activities

    • Given a list of sentences, notes or ideas, identify relevant supporting details
    • Complete an SPO as a class with a given topic sentence and concluding sentence
    • Model how to write a first draft using the SPO notes to convert to full sentences
    • Children write first draft using SPO notes
    • Revise a given unelaborated paragraph with explicit directions with peer

    Autumn  2

    Information text (non-chronological report)

    Run on sentences

    • Explicitly teach pronouns and their use
    • Replacing subject with appropriate pronoun
    • Correct run on sentences using a full stop.

    Correct run on sentences using a conjunction.

    Single Paragraph Outline activities

    • Generate a class list of sentences, notes or ideas and independently identify relevant supporting details for their SPO
    • Given TS, write details on SPO in key words and phrases (can use time sequence as cues on narrative SPOs)
    • Children write first draft using SPO notes
    • Improve a given unelaborated paragraph with children’s suggestions.
    • Improve their first draft with explicit directions with peer

    Spring 1 

    Recount/Diary

    Sentence expansion

    • Revise expanding kernel sentences using why, when and where
    • Expand kernel sentences with who, what, how, why, when and where

    (use up to 2 question words for each sentence)

    Sentence combining

    • Combine 2-3 short, declarative sentences

    Single Paragraph Outline activities

    • Independently generate a list of sentences, notes or ideas and independently identify relevant supporting details for their SPO
    • Given TS, write details on SPO in key words and phrases (can use time sequence as cues on narrative SPOs)
    • Children write first draft using SPO notes
    • Improve their first draft with explicit directions with peer.
    • For children who are ready: improve their first draft with peer suggestions using sentence expansion strategies.

    Revisions

    Vary vocabulary in a sentence - improve adjectives, more detailed noun phrases or use alternative nouns/pronouns.

    Spring 2 

    Story Writing Sentence types
    Identify an exclamation about a picture, topic, or text using appropriate punctuation to complete

    Subordinating conjunctions

    • Revisit writing a sentence stem, using ‘before’ and ‘after’
    • Given a sentence stem, orally complete sentence using ‘when’ & ‘if’. Complete a sentence stem, using ‘when’ and ‘if’
      • Write sentences with conjunctions ‘when’ and ‘if’

    Sentence combining
    Complete sentences beginning with subordinating conjunctions (after, before when, and if)

    Single Paragraph Outline activities

    •  Independently generate a list of notes or ideas and identify relevant supporting details.
    • Given TS, write details on SPO in key words and phrases (can use time sequence as cues on narrative SPOs). Select and sequence a given list of supporting detail sentences.
    • Children write first draft using SPO notes
    • Improve their first draft with explicit directions with peer.
    • For children who are ready: improve their first draft with peer suggestions using sentence expansion strategies..

    Summer 1 

    Story Writing

    Single Paragraph Outline activities

    • Generate a list of notes or ideas and identify relevant supporting details.
    • Given TS, write details on SPO in key words and phrases (can use time sequence as cues on narrative SPOs). Select and sequence a given list of supporting detail sentences.
    • Write the first draft using notes
    • Improve their first draft with explicit directions with peer.
    • For children who are ready: improve their first draft with peer suggestions using sentence expansion strategies.

    Summer 2 

    Letter Practice sentence, note-taking, SPO and revision activities recursively.
  • Year 3

     Year 3

    Autumn 1

    Information text (non-chronological report)

    Review/ reteach
    • Fragments and sentence
    • Scrambled sentences
    • Sentence types (statements, questions, commands, exclamations)
    • Basic conjunctions (because, but, so)
    • Subordinating conjunctions (before, after, when, if)
    • Sentence combining

    Unelaborated paragraph
    Revise a given unelaborated paragraph with explicit directions or children suggest directions.

    Revisions
    Vary vocabulary in a sentence - improve adjectives, more detailed noun phrases or use alternative nouns/pronouns.

    Single Paragraph Outline activities/writing process

    • Generate a list of notes or ideas and identify relevant supporting details as a class.
    • Identify notes or ideas that are similar which can be written as one detail on the SPO.
      • Given TS, write details on SPO in key words and phrases (can use time sequence as cues on narrative SPOs).
      • Select and sequence from a given list of supporting detail sentences.
    • Write the first draft using notes.
    • Improve their first draft using sentence expansion strategies.
    • Vary vocabulary in a sentence - improve adjectives, more detailed noun phrases or use alternative nouns/pronouns.

    Autumn 2

     Information text (non-chronological report)

    Sentence expansion

    • Expand kernel sentences with appropriate Q words: starting with ‘when’, ‘where’ and ‘why’ (use up to 2 question words for each sentence)
    • Expand kernel sentences with who, what, how, why, when and where (use up to 2 question words for each sentence)

    SPO
    Activities/writing process

    • Given SPO with details, write topic sentence (TS), using a sentence type.
    • Given a list of sentences, identify TS & sequence supporting detail sentences.
    • Given 1 or 2 TSs, select supporting details (in note form)

    Single Paragraph Outline activities/writing process

    • Write own topic sentence.
      • Generate a list of notes or ideas and identify relevant supporting details as a class.
    • Identify notes or ideas that are similar which can be written as one detail on the SPO.
      • Given TS, write details on SPO in key words and phrases (can use time sequence as cues on narrative SPOs).
      • Select and sequence from a given list of supporting detail sentences.
    • Write the first draft using notes.
    • Improve their first draft using sentence expansion strategies.
    • Vary vocabulary in a sentence - improve adjectives, more detailed noun phrases or use alternative nouns/pronouns.

    Spring 1

     Recount/Diary SPO
    Activities
    Given SPO with details, write TS using 2 ways (sentence type, subordinating conjunctions when, if, before after because but Y1/2)

    Revision

    • Improve TS using 2 ways (sent. Type, sub. conj.)

    SPO
    Activities

    • Given SPO with topic sentence, write concluding sentence in 2 ways or write a concluding transition.

    Revision

    • Improve TS / CS using 2 ways (sent. Type, sub. conj.)

    SPO activities/writing process

    • Write own topic sentence, select and sequence supporting details in note form
    • Generate a list of notes or ideas and identify relevant supporting details as a class.
    • Identify notes or ideas that are similar which can be written as one detail on the SPO.
      • Given TS, write details on SPO in key words and phrases (can use time sequence as cues on narrative SPOs).
      • Select and sequence from a given list of supporting detail sentences.
    • Write the first draft using notes.
    • Improve their first draft using sentence expansion strategies.
    • Vary vocabulary in a sentence - improve adjectives, more detailed noun phrases or use alternative nouns/pronouns.

    Spring 2

     Story Writing Guidance to follow

    Summer 1

     Persuasive Arguments Transitions
    Given a lead-in sentence & next sentence that begins with blank, fill in blank with a transition

    Given paragraph, fill in blanks with transitions

    Subordinating conjunctions

    • Revisit completing a sentence stem, using ‘although, even though, whenever and since’
    • Given a sentence stem, orally complete sentence using ‘although, even though, whenever and since’ (including with the subordinating conjunction at the beginning and partway through sentences)

    Complete a sentence stem, using ‘although, even though, whenever and since’ (including with the subordinating conjunction at the beginning and partway through sentences)

    • Write sentences with conjunctions ‘although, even though, whenever and since’
    • Note taking
    • Convert sentences into abbreviations/ key words/ phrases/ symbols

    SPO
    Activities/writing process

    • Given SPO with details, write TS using 2 ways (sentence type, subordinating conjunctions ‘although, even though, whenever and since.
    • Generate ideas and convert into SPO notes using abbreviations and symbols.
    • Complete SPO and paragraph including expansions and revisions using same process detailed in Spring 1. In addition, children should include transitions learned where possible.

    Summer 2

     Letter  Sentence combining
    • Combine 2-4 short, declarative sentences
  • Year 4

     Year 4

    Autumn 1

     Information text (non-chronological report)

     Review/ reteach

    • Basic conjunctions (because, but, so)
    • Subordinating conjunctions (before, after, when, if) and (although, even though, whenever and since) ’including with the subordinating conjunction at the beginning and partway through sentences.
    • Sentence combining
      • 2-4 short, declarative sentences.
    • Transitions

    Sentence expansion

    • Expand kernel sentences with appropriate Q words: starting with ‘when’, ‘where’ and ‘why’ (use up to 3 question words for each sentence)
      • Expand kernel sentences with who, what, how, why, when and where (use up to 3 question words for each sentence)

    SPO
    Activities/writing process

    • Given SPO with details, write TS using 2 ways (sentence type, subordinating conjunctions ‘although, even though, whenever and since.
    • Generate ideas and convert into SPO notes using abbreviations and symbols.
    • Complete SPO and paragraph including expansions and revisions using the same process detailed in Year 3 Spring 1. In addition, children should include transitions learned where possible.

    Autumn 2

     Information text (non-chronological report)

    Sentence Activities
    Appositives

    • Identify appositives in sentences
    • Match appositives to nouns/noun phrases
    • Fill in appositives in sentences with or without blank

    SPO activity: Note taking

    • Convert sentences into abbreviations/ key words/ phrases/ symbols

    Transitions

    • Given a lead-in sentence & next sentence that begins with blank, fill in blank with a transition.

    SPO
    Activities/writing process

    • Given SPO with details, write TS using 2 ways (sentence type, subordinating conjunctions ‘although, even though, whenever and since.
    • Generate ideas and convert into SPO notes using abbreviations and symbols.
    • Complete SPO and paragraph including expansions, appositives, and revisions using the same process detailed in Year 3 Spring 1.

    In addition, children should include transitions learned where possible.

    Spring 1

     Recount/Diary

    Revision Activities

    • Improve TS (and CS) using 3 ways (sentence type, sub conjunction, appositive)

    Revision Activities
    Unelaborated Paragraph

    • Revise an unelaborated paragraph with explicit directions, or pupil suggested directions

    SPO
    Activities/writing process

    • Given prompt write own topic sentence.
    • Generate own ideas and convert into supporting details using abbreviations and symbols.
    • Write own concluding sentences where necessary.
    • Complete SPO and paragraph including expansions, appositives, and revisions using the same process detailed in Year 3 Spring 1. In addition, children should include transitions learned where possible.

    Spring 2

     Story Writing Guidance to follow

    Summer 1

     Persuasive Argument Transition activities
    (linked to cause/effect)
    Given a lead-in sentence & next sentence that begins with blank, fill in blank with a transition

    Revision Activities

    • Revise an unelaborated paragraph including use of appropriate transitions.
    • Revise a paragraph with inappropriate use of transitions.

    SPO Activities/writing process

    • Given prompt write own topic sentence.
    • Generate own ideas and convert into supporting details using abbreviations and symbols.
    • Write own concluding sentences where necessary.
    • Complete SPO and paragraph including expansions, appositives, and revisions using the same process detailed in Year 3 Spring 1. In addition, children should include transitions learned where possible.

    Summer 2

     Letter  
  • Year 5

     Year 5

    Autumn 1

    Information text (non-chronological report)

    Review/ reteach

    • Basic conjunctions (because, but, so)
    • Subordinating conjunctions (before, after, when, if) and (although, even though, whenever and since) ’including with the subordinating conjunction at the beginning and partway through sentences.
    • Sentence combining
      • 2-4 short, declarative sentences.
    • Transitions
    • Appositives

    SPO Activities/writing process

    • Given prompt write own topic sentence.
    • Generate own ideas and convert into supporting details using abbreviations and symbols.
    • Write own concluding sentences where necessary.
    • Complete SPO and paragraph including expansions, appositives, and revisions using the same process detailed in Year 3 Spring 1. In addition, children should include transitions learned where possible.

    Autumn 2

    Information text (non-chronological report) Sentence Activities

    Appositives

    • Given an appositive, write a sentence using the appositive
    • Given a subject (noun or noun phrase), write a sentence using an appositive

    Transitions

    • Given a lead-in sentence, write the sentence that follows, beginning with a transition.

    MPO activities

    • Given a topic and paragraph themes, assign pre-written notes to the correct paragraph.

    MPO/writing process

    *Complete MPO as a class (teacher-led) first.

    • Given topic write topic sentence, generate paragraph themes and fill in supporting details of MPO, writing notes as abbreviations and symbols.
    • Write concluding sentence.
    • Complete MPO and paragraphs including expansions, appositives, and revisions. In addition, children should include transitions learned where possible.

    Spring 1

     Recount/Diary

    MPO/writing process

    • Given topic write topic sentence, generate paragraph themes and fill in supporting details of MPO, writing notes as abbreviations and symbols. (*support given by teacher on transitioning between one paragraph and the next)
    • Write concluding sentence.
    • Complete MPO and paragraphs including expansions, appositives, and revisions. In addition, children should include transitions learned where possible.

    Spring 2

     Story Writing Guidance to follow

    Summer 1

     Balanced Argument

    Embed argument at the sentence-level

    • Distinguish sentences between fact and opinion.
    • Write a statement, question, exclamation, & command based on an argumentative topic.
    • Complete sentence stems that have an embedded position using the conjunctions because, but and so. E.g. Zoos are good for animals because...
    • Complete sentence stems that start with subordinating conjunctions. E.g. Although some people believe that animals should not be captive...
    • Use subordinate conjunctions at the beginning of sentences.
    • Write a sentence containing an appositive about an argumentative topic.
    • Expand a kernel sentence that takes a position. (E.g. It should be eliminated. What? When? Why?)
    • After a given sentence, write a follow-up sentence beginning with a transitional word or phrase. Sentences should be based on an argumentative topic.

    Argumentative writing MPO

    • SPO scaffolding activities
    • Given details that support one side of an issue, develop a T.S that takes a position.
    • Provide two SPOs that have only the topic sentences filled in, Sort details according to topic sentence.

    MPO/writing process

    • Given topic, write T.S that takes a position , generate paragraph that supports one side of an issue and fill in supporting details of MPO, writing notes as abbreviations and symbols.
    • Write concluding sentence.
    • Complete MPO and paragraphs including expansions, appositives, and revisions. In addition, children should include transitions learned where possible.

    Summer 2

     Letter  Repeat Spring 1 MPO/Writing Process
  • Year 6

    Year 6

    Autumn 1

    Information text (non-chronological report)

    MPO/writing process

    • Given topic write topic sentence, generate paragraph themes and fill in supporting details of MPO, writing notes as abbreviations and symbols.
    • Write concluding sentence.
    • Complete MPO and paragraphs including expansions, appositives, and revisions. In addition, children should include transitions learned where possible.

    Autumn 2

    Information text (non-chronological report)

    MPO/writing process

    • Given topic write topic sentence, generate paragraph themes and fill in supporting details of MPO, writing notes as abbreviations and symbols.
    • Write concluding sentence.
    • Complete MPO and paragraphs including expansions, appositives, and revisions. In addition, children should include transitions learned where possible.

    Spring 1

    Recount/Diary

    MPO/writing process

    • Given topic write topic sentence, generate paragraph themes and fill in supporting details of MPO, writing notes as abbreviations and symbols.
    • Write concluding sentence.
    • Complete MPO and paragraphs including expansions, appositives, and revisions. In addition, children should include transitions learned where possible.

    Spring 2

    Story Writing MPO/writing process

    Guidance to follow

    Summer 1

    Argumentative Writing

    MPO/writing process

    • Given topic, write T.S that gives a balance (not taking one side), generate paragraphs that support both sides of an issue and fill in supporting details of MPO, writing notes as abbreviations and symbols.
    • Write concluding sentence.
    • Complete MPO and paragraphs including expansions, appositives, and revisions. In addition, children should include transitions learned where possible.

    Summer 2

    Letter

    MPO/writing process

    • Given topic write topic sentence, generate paragraph themes and fill in supporting details of MPO, writing notes as abbreviations and symbols.
    • Write concluding sentence.
    • Complete MPO and paragraphs including expansions, appositives, and revisions. In addition, children should include transitions learned where possible.