Greenleys Junior School English (writing) Curriculum - skills, knowledge and progression map 2020-2021
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Greenleys Junior School
English (writing) Curriculum - skills, knowledge and progression map 2020-2021
Writing Key stage One
En2/3.1 Spelling
En2/3.1a spell by:
segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones
learning to spell common exception words
learning to spell more words with contracted forms
learning the possessive apostrophe (singular)
distinguishing between homophones and near-homophones
En2/3.1b add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
En2/3.1c apply spelling rules and guidelines, as listed in English Appendix 1
En2/3.1d write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
En2/3.2 Handwriting and Presentation
En2/3.2a form lower-case letters of the correct size relative to one another
En2/3.2b start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
En2/3.2c write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
En2/3.2d use spacing between words that reflects the size of the letters.
En2/3.3 Composition
En2/3.3a Develop positive attitudes towards and stamina for writing by:
writing narratives about personal experiences and those of others (real and fictional)
writing about real events
writing poetry
writing for different purposes
En2/3.3b Consider what they are going to write before beginning by:
planning or saying out loud what they are going to write about
writing down ideas and/or key words, including new vocabulary
encapsulating what they want to say, sentence by sentence
En2/3.3c make simple additions, revisions and corrections to their own writing by:
evaluating their writing with the teacher and other pupils
rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)
En2/3.3d read aloud what they have written with appropriate intonation to make the meaning clear
En2/3.4 Vocabulary, grammar & punctuation
En2/3.4a develop their understanding of the concepts set out in English Appendix 2 by:
learning how to use both familiar and new punctuation correctly (see English Appendix 2) , including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and
the possessive (singular)
En2/3.4b Learn how to use:
sentences with different forms: statement, question, exclamation, command
expanded noun phrases to describe and specify
the present and past tenses correctly and consistently including the progressive form
subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
learning the grammar for year 2 in English Appendix 2
some features of written Standard English
En2/3.4c use and understand the grammatical terminology in English3 Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Poetry (acrostic and Narrative Historical fiction – Recount Narrative Recount Recount
performance) Stone Age Boy (WS own Formal letter/postcard (RE) Fantasy – Great Kapok Tree Trip Diary (Roman soldier)
Narrative Historical fiction – version) Report WS Narrative Instructions
Cave baby (retell story Recount Information text Persuasive Historical legend – Romulus Topic linked (bread)
Genre
opening) Diary – topic (stone age) (rainforest animal) Letter – formal and Remus WS Information poster
Recount Narrative Description Explanation Science linked
Informal letter (Wild girl) Story from another culture – Setting (rainforest) Science textbook – plant (How to stay safe in the
RE (Rama and Sita) Poetry experiment sun)
Kennings
Adjectives - impact Questions Question/exclamation marks Adverbial phrases – time Contractions Present perfect form of verbs
Similes Co-ordinating conjunctions Alliteration Direct speech punctuation Time conjunctions/adverbials of time Tenses
Alliteration Present tense Similes A or an Powerful verbs – improve interest Widening range of conjunctions -
Grammar and punctuation
Onomatopoeia Past tense Paragraphs Tenses Paragraphs FANBOYS
Object, subject, verb Paragraphs to group Headings/ subheadings Widening range of conjunctions Direct speech punctuation Pronouns or nouns to aid cohesion
Capital letters and full stops Adverbial phrases – time Adverbial phrases – time FANBOYS Present perfect form of verbs Possessive apostrophe
Prepositions A or an A or an Pronouns or nouns to aid cohesion Tenses Question – revision
Expanded noun phrases Present perfect form of verbs Present perfect form of verbs Possessive apostrophe Widening range of conjunctions Headings/sub headings
Verbs, adverbs Widening range of conjunctions Tenses Comma – fronted adverbials FANBOYS Contractions
Synonyms FANBOYS Widening range of conjunctions Headings/subheadings
Comma – fronted adverbials Comma – fronted adverbials FANBOYS
Question and exclamation marks Question and exclamation marks Pronouns or nouns to aid cohesion
Working g on KS1 skills to fill in huge Compound sentences - Widening Possessive apostrophe
gaps. Some children still only range of conjunctions Comma – fronted adverbials
markmaking. Revise commas in list
Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple
devices used for plan. devices used for plan. devices used for plan. devices used for plan. devices used for plan. devices used for plan.
Ideas sequenced & logical order. Ideas sequenced & logical order. Ideas sequenced & logical order. Ideas sequenced & logical order. Ideas sequenced & logical order. Ideas sequenced & logical order.
Clear viewpoints/opinions in writing. Clear viewpoints/opinions in writing. Clear viewpoints/opinions in writing. Clear viewpoints/opinions in writing. Clear viewpoints/opinions in writing. Clear viewpoints/opinions in writing.
Setting, character & plot are developed & Setting, character & plot are developed & Setting developed & enriched by Setting, character & plot are developed & Setting, character & plot are developed & Content makes sense throughout the
enriched by description. enriched by description. description. enriched by description. enriched by description. piece.
Content makes sense throughout the piece. Content makes sense throughout the piece. Content makes sense throughout the Content makes sense throughout the piece. Content makes sense throughout the piece. Use prepositions – place & environment.
Use prepositions – place & environment. Use prepositions – place & environment. piece. Use prepositions – place & environment. Use prepositions – place & environment. Use adjectives, adverbs, noun phrases to
Composition and effect
Use adjectives, adverbs, noun phrases to Use adjectives, adverbs, noun phrases to Use prepositions – place & environment. Use adjectives, adverbs, noun phrases to Use adjectives, adverbs, noun phrases to add detail.
add detail. add detail. Use adjectives, adverbs, noun phrases to add detail. add detail. Include features of the genre.
Include features of the genre. Include features of the genre. add detail. Include features of the genre. Include features of the genre. Use features of NF to organise facts and
Write a clear open and close. Use features of NF to organise facts and Include features of the genre. Use features of NF to organise facts and Use features of NF to organise facts and ideas.
Paragraphs to organise ideas/ group related ideas. Use features of NF to organise facts and ideas. ideas. Write a clear open and close.
material. Write a clear open and close. ideas. Write a clear open and close. Write a clear open and close. Paragraphs to organise ideas/ group
Tense and verb forms usually accurate. Paragraphs to organise ideas/ group related Write a clear open and close. Paragraphs to organise ideas/ group related Paragraphs to organise ideas/ group related related material.
Use repetition for effect. material. Paragraphs to organise ideas/ group material. material. Tense and verb forms usually accurate.
Use as to build similes. Tense and verb forms usually accurate. related material. Tense and verb forms usually accurate. Tense and verb forms usually accurate. Use repetition for effect.
Choose words for effect. Use repetition for effect. Tense and verb forms usually accurate. Use repetition for effect. Use repetition for effect. Use as to build similes.
Working g on KS1 skills to fill in huge Use as to build similes. Use repetition for effect. Use as to build similes. Use as to build similes. Choose words for effect.
gaps. Some children still only Choose words for effect. Use as to build similes. Choose words for effect. Choose words for effect. Use a variety of conjunctions to link ideas.
Use a variety of conjunctions to link ideas. Choose words for effect. Use a variety of conjunctions to link ideas. Use a variety of conjunctions to link ideas. Experiment with a wider range of
markmaking.
Experiment with a wider range of Use a variety of conjunctions to link ideas. Experiment with a wider range of Experiment with a wider range of conjunctions.
conjunctions. Experiment with a wider range of conjunctions. conjunctions. Evaluate and edit own work.
Evaluate and edit own work. conjunctions. Evaluate and edit own work. Evaluate and edit own work.
Evaluate and edit own work.
Evenly formed, spaced and consistent Evenly formed, spaced and consistent Evenly formed, spaced and Evenly formed, spaced and consistent Evenly formed, spaced and consistent Evenly formed, spaced and
Handwriting
in size in size consistent in size in size in size consistent in size
Begin to join Begin to join Begin to join Begin to join Begin to join Begin to joinGreenleys Junior School
English (writing) Curriculum - skills, knowledge and progression map 2020-2021
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
4
Description Narrative Narrative Instructions Recount Recount
Setting and character (CATCF) Adventure (Chocoplot) Myth (Pandora’s Box) Recipe (DT) Diary (history) Newspaper (history)
Poetry Narrative Explanation Persuasive Report Narrative
Acrostic (NPD) Historical story (RE) Science text book Leaflet (DT) Informal letter/ Postcard (RE) Fantasy
Genre
Recount Recount (Digestive system) Report Poetry
Biography (Black history week) Trip (Topic) Report Tourist information guide Rap – performance and write
Report Formal letter (RE) (Topic) (outdoor week)
Information poster (RE)
Nouns, verbs, adjectives, adverbs Expanded noun phrases Complex sentences – openers Fronted adverbials – time Commas – clauses Paragraphs
Prepositions and Prepositional Complex sentences subordinate clauses Standard English (verb inflections) Complex sentences – subordinate 3rd person
phrases Commas in list Repetition 1st person clauses Past tense
Grammar and punctuation
Conjunctions – co-ordinating and (Statements, questions, commands, Commas in list Adverbs – not ly. 1st person/3rd person Alliteration
subordinate exclamations – BT) Adjectival phrases Rhetorical questions Past tense Inverted commas
Simile/metaphor Prepositional phrases Widening range of conjunctions. More complicated noun phrases Determiners determiners
Paragraphs Standard English verb inflections More complicated conjunctions. Prepositional phrase Standard English verb inflections Rhetorical questions
Rhetorical questions Widening range of conjunctions. Paragraphs How adverbial phrases Use of pronouns or nouns for Complex sentences.
More complicated noun phrases More complicated conjunctions. Comma after fronted adverbial cohesion and to avoid repetition. Correct use of punctuation for
Standard English verb inflections Where adverbial phrases Apostrophes to mark possession direct speech
Complex sentences. How adverbial phrases Possessive plural apostrophes Apostrophes to mark possession
Punctuate sentences correctly Punctuate sentences correctly
Possessive apostrophes – singular Correct use of punctuation for direct
Basic punctuation – setting for 3 speech
weeks to cover gaps. Comma after fronted adverbial
Small group WS working on EYFS
Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple Plan discuss, record ideas, vocab..Simple
devices used for plan. devices used for plan. devices used for plan. devices used for plan. devices used for plan. devices used for plan.
Ideas developed in detail. Ideas developed in detail. Ideas developed in detail. Ideas developed in detail. Ideas developed in detail. Ideas developed in detail.
Point of view maintained. Point of view maintained. Point of view maintained. Point of view maintained. Point of view maintained. Point of view maintained.
Include all features of genre. Include all features of genre. Include all features of genre. Include all features of genre. Include all features of genre. Include all features of genre.
Composition and effect
Narrative creates intrigue or NF is more Narrative creates intrigue or NF is more Narrative creates intrigue or NF is more Narrative creates intrigue or NF is more Narrative creates intrigue or NF is more Narrative creates intrigue or NF is more
complicated. complicated. complicated. complicated. complicated. complicated.
Structure and organise writing – clear B,M,E Structure and organise writing – clear B,M,E Structure and organise writing – clear Structure and organise writing – clear B,M,E Structure and organise writing – clear B,M,E Structure and organise writing – clear
Sentences develop to form group of Sentences develop to form group of B,M,E Sentences develop to form group of Sentences develop to form group of B,M,E
connected/ related ideas. connected/ related ideas. Sentences develop to form group of connected/ related ideas. connected/ related ideas. Sentences develop to form group of
New paragraph for each theme. New paragraph for each theme. connected/ related ideas. New paragraph for each theme. New paragraph for each theme. connected/ related ideas.
Use the word like to build simile. Use the word like to build simile. New paragraph for each theme. Use the word like to build simile. Use the word like to build simile. New paragraph for each theme.
Use metaphors to build images. Use metaphors to build images. Use the word like to build simile. Use metaphors to build images. Use metaphors to build images. Use the word like to build simile.
Choose interesting and varied language. Choose interesting and varied language. Use metaphors to build images. Choose interesting and varied language. Choose interesting and varied language. Use metaphors to build images.
Openings in F & NF capture interest. Openings in F & NF capture interest. Choose interesting and varied language. Openings in F & NF capture interest. Openings in F & NF capture interest. Choose interesting and varied language.
F – Close links to opening or is dramatic. F – Close links to opening or is dramatic. Openings in F & NF capture interest. F – Close links to opening or is dramatic. F – Close links to opening or is dramatic. Openings in F & NF capture interest.
Close in NF is strong and draws conclusions. Close in NF is strong and draws conclusions. F – Close links to opening or is dramatic. Close in NF is strong and draws conclusions. Close in NF is strong and draws conclusions. F – Close links to opening or is dramatic.
Evaluate and edit own work. Evaluate and edit own work. Close in NF is strong and draws Evaluate and edit own work. Evaluate and edit own work. Close in NF is strong and draws
Small group WS working on EYFS conclusions. conclusions.
Evaluate and edit own work. Evaluate and edit own work.
Show consistency in style. Show consistency in style. Show consistency in style. Show consistency in style. Show consistency in style. Show consistency in style.
Ensure down strokes are parallel and Ensure down strokes are parallel and Ensure down strokes are parallel and Ensure down strokes are parallel and Ensure down strokes are parallel and Ensure down strokes are parallel and
Handwriting
equidistant. equidistant. equidistant. equidistant. equidistant. equidistant.
Avoid ascenders and descenders touching Avoid ascenders and descenders touching Avoid ascenders and descenders touching Avoid ascenders and descenders touching Avoid ascenders and descenders touching Avoid ascenders and descenders touching
from one line to the next. from one line to the next. from one line to the next. from one line to the next. from one line to the next. from one line to the next.
Small group WS working on EYFSTerm 1 Term 2 Term 3 Term 4 Term 5 Term 6
5
Poetry Report Recount Poetry Report Narrative Comic Strip –(Topic)
Narrative (Highwayman) Magazine Biography Haiku (Science) Topic (Science) – Planet Traditional tale (Hansel and
Discussion/Debate (View from a article – RE (Topic) Short Story Encyclopaedia entry Gretel) Persuasive
Window, Wolverton) Narrative Parts of a non-fiction book – Book blurb (Topic – Class Read)
Play script Instructions Daniel and the Lion (RE) Explanation Day and night Newspaper Report
Persuasive (LWW) Puppets (Science) Non-fiction book (Beowulf Topic)
Genre
Travel Brochure (Wolverton) Technical Diary Recount - Escape from
Narrative Manual (DT) Pompeii (Topic)
Setting and
Character Formal letter One small step,
description moving image test (Science)
(LWW)
Nouns and Verbs. Paragraphs. Adverbs for Degree of Adverbs for Degree of possibility Dialogue (Direct/Indirect)
Similes and Metaphors (WS) Semi colon possibility Past and present tense, Write Create different emphasis Modal verbs
Inverted commas 1st and 3rd person Modal verbs accurately in the correct tense, through word order and noun Pathetic fallacy
Question Marks and Exclamation Parenthesis. Time openers Use tense choices to support phrases. Adverbs for Degree of
marks Use prepositional phrases. Grammatical features within cohesion. Use prepositional phrases. possibility
Grammar and punctuation
Ambiguity Use tense choices to support poetry Relative clauses Write accurately in the correct Create different emphasis
Use basic punctuation accurately cohesion. Formal and informal language Use a range of adverbs to link tense. through word order and noun
Persuasive language Create different emphasis Pathetic fallacy ideas. Use tense choices to support phrases.
Complex sentences through word order and noun Brackets, dashes, commas for cohesion. Relative clauses
Apostrophes phrases. parenthesis Modal verbs Ed verbs to start clauses and
Adverbs to indicate degree of Ed verbs to start clauses and build sentences.
possibility build sentences. Use a range of adverbs to link
Use basic punctuation accurately. Brackets, dashes, commas for ideas.
Commas for meaning parenthesis
Semi colon / colon Pun
Paragraphs to build cohesion
Mix sentences to change pace for
reader
Plan by audience, discuss record ideas, Plan by audience, discuss record ideas, Plan by audience, discuss, record ideas, Point of view clear, controlled, elaborated Plan by audience, discuss record ideas, Plan by audience, discuss record ideas,
collect vocab and use organisational devices. collect vocab and use organisational devices. collect vocab and use organisational Features of text - appropriate and collect vocab and use organisational devices. collect vocab and use organisational
Ideas developed in narrative and NF. Ideas developed in narrative. devices consistent. Ideas developed in narrative and NF. devices.
Point of view clear, controlled, elaborated. Point of view clear, controlled, elaborated. Ideas developed in narrative and NF Use devices to build cohesion with Point of view clear, controlled, elaborated. Ideas developed in narrative and NF.
Features of text - appropriate and Features of text - appropriate and Point of view clear, controlled, elaborated paragraphs Features of text - appropriate and Point of view clear, controlled,
Composition and effect
consistent. consistent. Features of text - appropriate and Use a range of openers for effect. consistent. elaborated.
Use verb forms accurately. Use verb forms accurately. consistent. Choose vocabulary for effect or emphasis Create more complicated narratives. Features of text - appropriate and
Use standard English. Use standard English. Evaluate and edit own work. (green words) Use verb forms accurately. consistent.
Use a range of openers for effect. Direct and reported speech. Use pathetic fallacy to mirror and extend Evaluate and edit own work. Use standard English. Create more complicated narratives.
Direct speech. Structure and organise with evidence in NF. characters emotions Brackets, dashes, commas for parenthesis Use a range of openers for effect. Use verb forms accurately.
Structure and organise writing with pace – Use a range of devices to link ideas across Mix sentences to change pace for reader Mix sentences to change pace for reader Direct and reported speech. Use standard English.
narrative. paragraphs. Relative clauses who, which Relative clauses who, which Structure and organise writing with pace – Use a range of openers for effect.
Use pathetic fallacy to mirror and extend Use pun to enhance the double meaning of Correctly punctuated speech Pathetic Fallacy narrative. Direct and reported speech.
characters emotions. language. Brackets, dashes, commas for parenthesis Indicate degree of possibly using adverbs Structure and organise with evidence in NF. Structure and organise writing with pace
Choose vocabulary for effect or emphasis. Choose vocabulary for effect or emphasis. Use pathetic fallacy to mirror and extend Use a range of devices to link ideas across – narrative.
Evaluate and edit own work. Evaluate and edit own work. characters emotions paragraphs. Structure and organise with evidence in
Modal verbs Use devices for cohesion within paragraphs. NF.
Verbs ending in Ed’ to build complex Use pathetic fallacy to mirror and extend Use a range of devices to link ideas across
sentences characters emotions. paragraphs.Greenleys Junior School
English (writing) Curriculum - skills, knowledge and progression map 2020-2021
Indicate degree of possibly using adverbs Use pun to enhance the double meaning of Use devices for cohesion within
language. paragraphs.
Choose vocabulary for effect or emphasis. Use pathetic fallacy to mirror and extend
Evaluate and edit own work. characters emotions.
Use pun to enhance the double meaning
of language.
Choose vocabulary for effect or emphasis.
Evaluate and edit own work.
Make a quick choice as to whether or not to Make a quick choice as to whether or not to Make a quick choice as to whether or not Make a quick choice as to whether or not to Make a quick choice as to whether or not to Make a quick choice as to whether or not
Handwriting
join. join. to join. join. join. to join.
Use a joined style that encourages legibility Use a joined style that encourages legibility Use a joined style that encourages Use a joined style that encourages legibility Use a joined style that encourages legibility Use a joined style that encourages
and fluency. and fluency. legibility and fluency. and fluency. and fluency. legibility and fluency.
Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
6
Narrative Description Poetry Narrative Narrative Discussion/ Debate
Horror Setting (Topic) Narrative Description (Topic) Myths – (Topic) Raindrop (science) Balanced argument
Report Recount Non-chronological Report Report/ Explanation Recount Narrative
Genre
Encyclopaedia entry (science) Diary Bird of prey Information leaflet Newspaper Adventure
Report Report/ Explanation Explanation/ Instructions
Non-fiction book (Topic) Science Technical manual
Nouns verbs, adjectives adverbs pronouns Simile/metaphor Revision of all GPS coverage Revision of all GPS coverage Question tags Semi colons
Repetition Linking ideas across paragraphs Layout devices to structure texts - Bullet points Subordinate/coordinate conjunctions Subordinate clauses Passive and active voice
modal verbs of possibilities, certainty for effect, Cohesion – paragraphs Write in past and present tense with some Prepositions Relative pronouns Modal verbs
Expanded noun phrases used to convey complicated Organise paragraphs coherently accuracy. commas Write in past and present tense with some accuracy. Progressive forms of verbs
information. Formal/informal Most clauses are grammatically correct. Write in past and present tense with some accuracy. Most clauses are grammatically correct. Adverbials
Ellipses Subordinate clauses Evidence of extended vocabulary used for a Most clauses are grammatically correct. Evidence of extended vocabulary used for a purpose. Ellipses
Grammar and punctuation
Hyphenated words Most clauses are grammatically correct. purpose. Evidence of extended vocabulary used for a purpose. Use subordination and co-ordination. Commas to clarify meaning
3rd person Evidence of extended vocabulary used for a purpose. Use subordination and co-ordination. Use subordination and co-ordination. Passive verbs used to affect the information in a Write in past and present tense with some
Dialogue Use subordination and co-ordination. Expanded noun phrases used to convey Passive verbs used to affect the information in a sentence. accuracy.
Basic punctuation used accurately. Passive verbs used to affect the information in a complicated information. sentence. Expanded noun phrases used to convey complicated Most clauses are grammatically correct.
Write in past and present tense with some accuracy. sentence. Use adverbs or adverbials to link ideas and show Expanded noun phrases used to convey complicated information. Evidence of extended vocabulary used for a
Most clauses are grammatically correct. Expanded noun phrases used to convey complicated time. information. Use modal verbs or adverbs for effect. purpose.
Evidence of extended vocabulary used for a purpose. information. Use relative clauses. Use modal verbs or adverbs for effect. Use adverbs or adverbials to link ideas and show time. Use subordination and co-ordination.
Use adverbs or adverbials to link ideas and show time. Use modal verbs or adverbs for effect. Include more complex punctuation consistently. Use adverbs or adverbials to link ideas and show time. Use relative clauses. Passive verbs used to affect the information in a
Include more complex punctuation consistently. Use adverbs or adverbials to link ideas and show time. Punctuate dialogue accurately. Use relative clauses. Include more complex punctuation consistently. sentence.
Write in past and present tense with some accuracy. Use relative clauses. Active and passive verbs. Include more complex punctuation consistently. Expanded noun phrases used to convey
Include more complex punctuation consistently. Past and present progressive. Synonyms/antonyms. complicated information.
Verbs in perfect form. Use modal verbs or adverbs for effect.
Use adverbs or adverbials to link ideas and show
time.
Use relative clauses.
Include more complex punctuation consistently.
Select relevant ideas and content. Select relevant ideas and content. Select relevant ideas and content. Select relevant ideas and content. Select relevant ideas and content. Select relevant ideas and content.
Ideas developed in detail. Ideas developed in detail. Ideas developed in detail. Ideas developed in detail. Ideas developed in detail. Ideas developed in detail.
Maintain a viewpoint and write in role. Maintain a viewpoint and write in role. Maintain a viewpoint and write in role. Maintain a viewpoint and write in role. Maintain a viewpoint and write in role. Maintain a viewpoint and write in role.
Create dialogue, atmosphere in narrative to convey Create dialogue, atmosphere in narrative to convey Create dialogue, atmosphere in narrative to Create dialogue, atmosphere in narrative to convey Create dialogue, atmosphere in narrative to convey Create dialogue, atmosphere in narrative to
character and build pace. character and build pace. convey character and build pace. character and build pace. character and build pace. convey character and build pace.
Discuss how authors have developed characters and Discuss how authors have developed characters and Discuss how authors have developed characters Discuss how authors have developed characters and Discuss how authors have developed characters and Discuss how authors have developed characters
settings. settings. and settings. settings. settings. and settings.
Composition and effect
Use a range of features for NF. Use a range of features for NF. Use a range of features for NF. Use a range of features for NF. Use a range of features for NF. Use a range of features for NF.
Suggest improvements for own and others work. Suggest improvements for own and others work. Suggest improvements for own and others work. Suggest improvements for own and others work. Suggest improvements for own and others work. Suggest improvements for own and others work.
Be aware of audience and purpose of writing. Be aware of audience and purpose of writing. Be aware of audience and purpose of writing. Be aware of audience and purpose of writing. Be aware of audience and purpose of writing. Be aware of audience and purpose of writing.
Clearly use key features of selected form. Clearly use key features of selected form. Clearly use key features of selected form. Clearly use key features of selected form. Clearly use key features of selected form. Clearly use key features of selected form.
Ideas organised by linking related points or time Ideas organised by linking related points or time Ideas organised by linking related points or time Ideas organised by linking related points or time Ideas organised by linking related points or time Ideas organised by linking related points or time
sequence. sequence. sequence. sequence. sequence. sequence.
Clear opening and closing paragraphs. Clear opening and closing paragraphs. Clear opening and closing paragraphs. Clear opening and closing paragraphs. Clear opening and closing paragraphs. Clear opening and closing paragraphs.
Organised in a cohesive, logical sequence. Organised in a cohesive, logical sequence. Organised in a cohesive, logical sequence. Organised in a cohesive, logical sequence. Organised in a cohesive, logical sequence. Organised in a cohesive, logical sequence.
Paragraphs organise content. Main idea supported by Paragraphs organise content. Main idea supported by Paragraphs organise content. Main idea Paragraphs organise content. Main idea supported by Paragraphs organise content. Main idea supported by Paragraphs organise content. Main idea
following sentences. following sentences. supported by following sentences. following sentences. following sentences. supported by following sentences.
Range of conjunctions used to organise within Range of conjunctions used to organise within Range of conjunctions used to organise within Range of conjunctions used to organise within Range of conjunctions used to organise within Range of conjunctions used to organise within
paragraphs. paragraphs. paragraphs. paragraphs. paragraphs. paragraphs.
Sentences with varying length, structures or subjects Sentences with varying length, structures or subjects Sentences with varying length, structures or Sentences with varying length, structures or subjects Sentences with varying length, structures or subjects Sentences with varying length, structures or
included. included. subjects included. included. included. subjects included.
Subordinating conjunctions used. Subordinating conjunctions used. Subordinating conjunctions used. Subordinating conjunctions used. Subordinating conjunctions used. Subordinating conjunctions used.Precis longer passages. Precis longer passages. Precis longer passages. Precis longer passages. Precis longer passages. Precis longer passages.
Accurate between tense and verb form. Accurate between tense and verb form. Accurate between tense and verb form. Accurate between tense and verb form. Accurate between tense and verb form. Accurate between tense and verb form.
Vocabulary and sentences structures selected for the Vocabulary and sentences structures selected for the Vocabulary and sentences structures selected for Vocabulary and sentences structures selected for the Vocabulary and sentences structures selected for the Vocabulary and sentences structures selected for
level of formality. level of formality. the level of formality. level of formality. level of formality. the level of formality.
Descriptive/ figurative language used to add detail Descriptive/ figurative language used to add detail Descriptive/ figurative language used to add detail Descriptive/ figurative language used to add detail Descriptive/ figurative language used to add detail Descriptive/ figurative language used to add detail
and effect. and effect. and effect. and effect. and effect. and effect.
Evaluate and edit own work using resources if Evaluate and edit own work using resources if Evaluate and edit own work using resources if Evaluate and edit own work using resources if Evaluate and edit own work using resources if Evaluate and edit own work using resources if
needed. needed. needed. needed. needed. needed.
Choose which shape of letter to use when given Choose which shape of letter to use when given Choose which shape of letter to use when given Choose which shape of letter to use when given Choose which shape of letter to use when given Choose which shape of letter to use when given
choices and decide whether or not to join specific choices and decide whether or not to join specific choices and decide whether or not to join specific choices and decide whether or not to join specific choices and decide whether or not to join specific choices and decide whether or not to join specific
Handwriting
letters. letters. letters. letters. letters. letters.
Choose the writing implement that is best suited for Choose the writing implement that is best suited for Choose the writing implement that is best suited Choose the writing implement that is best suited for Choose the writing implement that is best suited for Choose the writing implement that is best suited
the task. the task. for the task. the task. the task. for the task.
Write speedily in a joined, legible style. Write speedily in a joined, legible style. Write speedily in a joined, legible style. Write speedily in a joined, legible style. Write speedily in a joined, legible style. Write speedily in a joined, legible style.
Key stage 3
Writing
write accurately, fluently, effectively and at length for pleasure and information through:
writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and
non-narrative texts, including arguments, and personal and formal letters
summarising and organising material, and supporting ideas and arguments with any necessary factual detail
applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
plan, draft, edit and proofread through:
considering how their writing reflects the audiences and purposes for which it was intended
amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English appendix 1 to the key stage 1 and 2 programmes of study for English
Grammar and vocabulary
consolidate and build on their knowledge of grammar and vocabulary through:
extending and applying the grammatical knowledge set out in English appendix 2 to the key stage 1 and 2 programmes of study to analyse more challenging texts
studying the effectiveness and impact of the grammatical features of the texts they read
drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between standard English and other varieties of English
using standard English confidently in their own writing and speech
discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology
(Teachers should refer to the glossary that accompanies the programmes of study for English for their own information on the range of terms used within the programmes of study as a whole)
Spoken English
speak confidently and effectively, including through:
using standard English confidently in a range of formal and informal contexts, including classroom discussion
giving short speeches and presentations, expressing their own ideas and keeping to the point
participating in formal debates and structured discussions, summarising and/or building on what has been said
improvising, rehearsing and performing play scripts and poetry in order to generate languages and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact
En5/1 Spoken Language
(The objectives for Spoken Language are common across Key Stages 1 and 2)
listen and respond appropriately to adults and their peers
ask relevant questions to extend their understanding and knowledge
use relevant strategies to build their vocabulary
articulate and justify answers, arguments and opinions
give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
speak audibly and fluently with an increasing command of Standard English
participate in discussions, presentations, performances, roleplay/improvisations and debates
gain, maintain and monitor the interest of the listener(s)Greenleys Junior School
English (writing) Curriculum - skills, knowledge and progression map 2020-2021
consider and evaluate different viewpoints, attending to and building on the contributions of others
select and use appropriate registers for effective communication
In addition to teaching the skills/ genres on the grid you must make sure that your children are aware of, and understand the key vocabulary listed on the GJS GPS planning grid. All
the objectives for spoken language are common across Key stages 1 and 2.You can also read
