Explanation Text: Literacy Curriculum - Writing

Literacy Curriculum - Writing
Purpose of teaching writing

At Hollymount Primary School, we aim to deliver a high-quality and meaningful education that will help pupils gain a coherent knowledge and understanding of writing for
different purposes and audiences. In order to do so effectively, pupils will be taught the tools needed so that they can begin to understand and select what grammatical
tools they need for a particular purpose. They will be able to analyse and write texts, both fiction and non-fiction, evaluating and using grammar effectively to show an
appropriate understanding of purpose and audience when writing.
Progress of skills and knowledge
EXPLANATION TEXT
Purpose: To explain how or why, e.g. to explain the processes involved in natural/social phenomena or to explain why something is the way it is. Suggested
contexts: captions, leaflets, observations, flowcharts
Explanatory texts generally go beyond simple ‘description’ in that they include information about causes, motives or reasons.
Generic structure Language features Key elements to achieve progression
• A general statement to • Generally (but not always) • Speaking and listening before • Increasing complexity, subtlety,
introduce the topic being written in simple present tense. reading and writing. challenge of task (for example,
explained. (In the winter some • Use of time/ sequencing adverbs, • Teacher modelling, scribing moving from simple for-and-
animals hibernate.) • e.g. first, then, after that, finally. and shared writing before against arguments to those with
• The steps or phases in a process • Use of reinforcing and opposing children's independent multiple viewpoints; moving
are explained logically, in order. adverbs to link ideas between attempt. from clear cut issues into those
and paragraphs • Increased understanding by the eliciting more subtle differences
children of the form and features in views).
of discussion writing and then • Increasing ability to recognise
increasing ability to manipulate discussion and understand the
elements of writing to present a devices used in the writing of
balanced argument, with or others; in their own writing to
without a personal conclusion discuss effectively as appropriate
to their purpose and audience.
Explanations in Key Stage 1
Suggested contexts: leaflets, science experiments, newspaper reports, letters, diary
Year 1 Word Sentence Text Punctuation
• Regular plural noun suffixes –s • Oral rehearsal of sentence • Sequencing sentences to form • Separating words with spaces
& - es structure short passages e.g. Chicks have • Use of capital letters and full
• Use of the prefix un- to change • Joining words and joining a spike on their beak. This is stops to demarcate sentences
the meaning of verbs and clauses using ‘and’ and called the egg tooth • Introduction to use of question
adverbs ‘because’ marks and exclamation marks
• Third person to demarcate sentences
• Use of capital letters for names
and the pronoun I
• Formation of nouns using • Functions of sentence types: • Correct choice and use of • Use of capital letters, full stops,
suffixes (- ness, -er) statement, command, present tense or past tense question marks and
• Formation of adjectives using exclamation or question throughout writing exclamation marks to
suffixes (-ful, -less) • explore titles of explanations demarcate sentences e.g.
• Use of –er and –est in texts and identify that they practice generating their own
adjectives usually begin with ‘how’ or titles for explanations texts, for
‘why’ example, How do hedgehogs
• write general statements to survive the winter? Why do we
introduce topics being use bricks to build houses?
explained e.g. In the winter • Commas to separate items in a
some animals hibernate list
• Expanded noun phrases to • Apostrophes for singular
describe and specify (use of possession
adjectives before the noun or
preposition phrase after the
noun) e.g some hibernating
animals, the adult male frog in
the pond
• Use of coordinating (and, or,
but) and subordinating
conjunctions (when, if, that,
because)
Explanations in Lower Key Stage 2
Suggested contexts: leaflets, science experiments, newspaper reports, letters, diary
• Formation of nouns using a • Use of prepositions (during, in, • Introduction of paragraphs as a • Consolidation of all KS1
range of prefixes (super-, because of, before, after),) to way to group related punctuation
anti-, auto-) express time, cause and place information
• Use of ‘a’ or ‘an’ according to • e.g. Hedgehogs make their • Headings and subheadings to
whether the next word starts nests under hedges and at the aid presentation and guide the
with a vowel base of tree trunks. Hedgehogs reader
• Word families based on build up their stores of fat • Use of present perfect instead
common words showing how during autumn. of simple past (it has grown
words are related in form • Use of adverbs to express time, over two years rather than it
and meaning place and cause ( then, next, grew over two years)
soon, therefore) e.g. to show
sequence, first, then, after
that, finally
• Use of coordinating and
subordinating conjunctions
(when, while, after, because,
soon, while) to express time
and cause e.g.’ …because the
temperature begins to drop’,
‘…so the hedgehog looks for a
safe place to sleep.’
• Formation of subordinate
clauses using subordinating
conjunctions
• Standard forms of English • Use of a wider range of • Use of paragraphs to organise • Use of commas after fronted
verb inflections (we were subordinating conjunctions ideas around a theme e.g. use adverbials
rather than we was, I did • Noun phrases further the first paragraph to • Apostrophes for plural
rather than I done) expanded by adding adjectives introduce what you will be possession
• Use of articles (a, an, the) and prepositions to modify the explaining. Organise following
and possessive pronouns noun (e.g. When an animal paragraphs according to the
(my, his, her, their etc) as dies, the soft part of the animal stages of the process. Conclude
determiners rots away. Millions of years by addressing the reader.
• Grammatical difference later, the rock surrounding the • Appropriate choice of pronoun
between plural and skeleton rises to the Earth's (person or possessive) or noun,
possessive –s. surface) within and across sentences to
• Use of preposition phrases, aid cohesion and avoid
subordinate clauses and noun repetition. Decide on an
phrases as fronted adverbials appropriate balance between
to indicate time, place, manner nouns and pronouns to aid
or frequency e.g. Millions of clarity.
years later,… , When an animal
or plant dies…, Consequently,…
Explanations in Upper Key Stage 2

Suggested contexts: science conclusions, newspaper reports, eye witness reports, letters
• Converting nouns or adjectives • Use of relative clauses • Devices to build cohesion • Brackets, dashes and commas
into verbs using suffixes (-ate, - beginning with who, which, within a paragraph (then, after, to indicate parenthesis
ify, -ise) where, when, whose, that or that, this, firstly) • Use of commas to clarify
• Verb prefixes (dis-, de-, mis-, an omitted relative pronoun • Linking ideas across paragraphs meaning or avoid ambiguity
over-, re-) e.g. use relative clauses to add using adverbials of time, place
an extra layer of information, and number or tense choices
• Use of modal verbs to indicate
degree of certainty
• Precise use of preposition
phrases, subordinate clauses
and noun phrases as adverbials
to indicate time, place, manner
or frequency.
• Difference betweenformal and • Use of the passive voice • Use of a wider range of • Use of semi-colon, colon or
informal vocabulary and • Use of subjunctive form for cohesive devices to link ideas dash to mark the boundary
structures formal writing across paragraphs between independent clauses
• Use modal verbs to o repetition of a word or • Use of bullets, colons & semi-
recommend and assert e.g. it phrase colons to punctuate lists
might be advisable…it should o use of a wider range of
be relatively easy to…there adverbials
may be an opportunity to… o ellipsis
• Precise use of a range of • Use of a range of layout
sentence structures for effect devices to structure text
e..g. Use embedded phrases o headings & subheadings
and clauses for succinctness o columns & bullet points
e.g. The final stage, to be o tables & diagrams
completed by June, will
involve…
PERSUASION TEXTS
Purpose: To argue a case from a particular point of view and to encourage the reader/listener towards the same way of seeing things. Persuasive texts can be written,
oral or written to be spoken, e.g. a script for a television advert or presentation. The persuasive intention may be subtle and not necessarily recognised by the reader or
listener. Texts vary considerably according to context and audience, so that persuasion is not always a distinct text-type that stands alone. Elements of persuasive
writing are found in many different texts including letters, moving image texts and digital multi media texts. Some examples may include evidence of bias and opinion
being subtly presented as facts. Units of work on persuasion will involve children in using elements which are cross curricular including key aspects of learning - creative
thinking, communication, empathy, enquiry , evaluation, information processing, motivation, problem solving, reasoning, self awareness and social skills.
Generic structure Language features Knowledge for the writer Key elements to achieve
progression
o A closing statement repeats and o Written in simple present tense. o Decide on the viewpoint you want o Speaking and listening preceding
reinforces the original thesis. (All May include present perfect verb to present and carefully select the reading and writing.
the evidence shows that … It’s form eg. Residents have been information that supports it. o Teacher modelling, scribing and
quite clear that … Having seen all affected for many weeks. o Organise the main points to be shared writing before children's
that we offer you, there can be o Often refers to generic rather made in the best order and independent attempt.
no doubt that we are the best.) than specific participants. decide which persuasive o Increased understanding by the
(Vegetables are good for you. information you will add to children of the form and features
They …) support each. of persuasive writing and then
o Uses reinforcing and opposing o Plan some increasing ability to manipulate
adverbs rather than sequencing elaboration/explanation, elements of writing to persuade
adverbs to link ideas between evidence and example(s) for each others.
sentences and paragraphs. (This key point but avoid ending up o Increasing complexity, subtlety,
proves that … As a result of … with text that sounds like a list. challenge of task (persuading a
Therefore …) o Think about counter arguments reader to change their mind),
o Tends to move from general to your reader might come up with and/or adding additional features
specific when key points are and include evidence to make such as multi-modal elements
being presented. (The hotel is them seem incorrect or (visual images, video, vox clips,
comfortable. The beds are soft, irrelevant. etc.).
the chairs are specially made to o Try to appear reasonable and use o Increasing ability to recognise
support your back and all rooms facts rather than emotive persuasion and understand the
have thick carpet.) comments. persuasive devices used in the
o Use of rhetorical questions. (Do o Choose strong, positive words writing of others; in their own
you want to get left behind in the and phrases and avoid sounding writing to persuade effectively as
race to be fashionable? Want to negative. appropriate to their purpose and
be the most relaxed person in o Use short sentences for audience.
town? So what do you have to emphasis.
do?) o Use techniques to get the reader
o Text is often combined with other o on your side:
media to emotively enhance an o Address them directly (This is just
aspect of the argument, e.g. a what you’ve been waiting for.);
photo of a sunny, secluded o Adopt a friendly and informal
beach, the sound of birds in a tone if appropriate to the task;
forest glade or a picture of a cute o Use memorable or alliterative
puppy. slogans (Happy Holidays at Hazel
House);
o Use simple psychology to appeal
to the reader’s judgement.
(Everyone knows that … Nine out
of ten people agree that …
Choosing this will make you
happy and contented. You’d be
foolish not to sign up.)
o Re-read the text as if you have no
opinion and decide if you would
be persuaded.
o Remember that you can use
persuasive writing within other
text types.
Persuasion in Key Stage 1
Suggested contexts: role play, points of view, posters, letters
• Use of the prefix un- to change • Introduce commands as • Sequencing sentences to form • Separating words with spaces
the meaning of verbs and sentence type short passages • Use of capital letters and full
adverbs • Oral rehearsal of sentence stops to demarcate sentences
• First & second person structure • Introduction to question marks
• Joining words and joining and exclamation marks to
clauses using ‘and’ and demarcate sentences
‘because’ • Use of capital letters for names
and the personal pronoun ‘I’
• Formation of adjectives using • Functions of sentence types: • Correct choice and use of • Use of capital letters, full stops,
suffixes (-ful, -less) statement, command, present tense question marks and
• Use of –er and –est in exclamation or question • Use of progressive forms in exclamation marks to
adjectives (rhetorical) e.g. inclusion of an present and past tense demarcate sentences
• First, second & third person opening statement that • Imperative verbs • Commas to separate items in a
presents the persuasive point list
of view, • e.g. list persuasive arguments,
• Expanded noun phrases to for example, I think I should be
describe and specify school councillor because I like
• Power of 3 adjectives speaking in public, I have lots
• Use of coordinating (and, or, of good ideas and I listen to
but) and subordinating other people’s ideas.
conjunctions (when, if, that, • Apostrophes for singular
because) e.g. extend reasoning possession
using subordination, for
example, Vote for me
because…
Persuasion in Lower Key Stage 2
Suggested contexts: role play, points of view, letters, tv & radio adverts
• Use of ‘a’ or ‘an’ according to • Formation of subordinate • Introduction of paragraphs as a • Consolidation of all KS1
whether the next word starts clauses using subordinating way to group related punctuation
with a vowel conjunctions information
• Use of prepositions (during, in,  generate several reasons
because of, before, after), for a point of view
adverbs (next, soon, therefore)  group related persuasive
and conjunctions (when, while, points together
after, because, soon, while) to • Use of present perfect instead
express time and cause of simple past (Residents have
 Use of subordinating complained over several weeks
conjunctions as adverbials or Doctors have discovered
to express time and cause how damaging it can be.)
 Use of preposition phrases
as adverbials to express
time, cause or place

• Standard forms of English verb • Use of a wider range of • Use of paragraphs to organise • Use of commas after fronted
inflections (we were rather subordinating conjunctions ideas around a theme, .e.g. adverbials
than we was, I did rather than I • use connecting adverbs to link Consider organising paragraphs • Apostrophes for plural
done) persuasive points together and around persuasive points, and possession
• Use of articles (a, an, the) and provide further justification, counter-arguments
possessive pronouns (my, his, e.g. I think that we should be • e.g. analyse how a particular
her, their etc) as determiners allowed to keep the dragon as view can most convincingly be
a pet because… presented,
Furthermore…Additionally….  Ordering points to link them
• use adverbs which show cause together so that one follows
and effect rather than adverbs from another
of time /conjunctions to offer  how statistics, graphs,
justification of a point of view, images, visual aids, etc. can
for example, be used to support or
 You should buy this reinforce arguments
product so that you are the  how a closing statement
envy of all your friends repeats and reinforces the
 The trainer is brightly original/opening statement
coloured, therefore you or viewpoint, for example,
will be seen in the dark. All the evidence shows
• Use of preposition phrases, that…It’s quite clear
subordinate clauses and noun that…Having seen all that
phrases as fronted adverbials we offer you, there can be
to indicate time, place, manner no doubt that we are the
or frequency. best.
• Noun phrases expanded by  Appropriate choice of
adding adjectives and pronoun (person or
prepositions to modify the possessive) or noun, within
noun e.g. explore the use of and across sentences to aid
expanded noun phrases in cohesion and avoid
advertising, repetition
 the beach with its mile
long stretch of golden
white sand…
 rich, velvety chocolate
harvested from the heart
of the Amazonian
rainforest…
Persuasion in Upper Key Stage 2

Suggested contexts: role play, editorials, formal & informal letters , magazine articles, debate
ify, -ise) where, when, whose, that or that, this, firstly) • Use of commas to clarify
• Verb prefixes (dis-, de-, mis-, an omitted relative pronoun, • Use of adverbs of time (soon, meaning or avoid ambiguity
over-, re-)  investigate examples of later, after), place (nearby) and • e.g. explore how much
complex sentences, where number (secondly) to link ideas additional information can be
information is layered up across paragraphs added to a sentence, without
to add additional • Use of reinforcing and compromising meaning, and
persuasive detail, and use opposing connecting adverbs how these sentences can be
in own writing, for to link ideas between used to overwhelm the
example, The exquisite sentences and across reader’s senses, for example,
silk, which has been hand- paragraphs ‘This decadent chocolate treat,
stitched by expert weavers • Precise tense choice to link flavoured with bitter- sweet
from India, glows with ideas (e.g. he had seen her cherry liquor - which is made
rainbow colours. before – past perfect) with care in the Alps - will not
 Experiment with removing • Use of correlating conjunctions only satisfy your hunger, but
relative clauses from (e.g. not only… but also…) will no doubt wake up your
example texts and taste buds, giving them a well-
consider the effect earned break from their usual,
• Indicating degrees of possibility boring flavours’.
using adverbs [for example,
perhaps, surely] or modal
verbs [for example, might,
should, will, must] e.g.
 explore the use of
adverbs of possibility and
modal verbs in forming
rhetorical questions, for
example, Surely you
would not want…? Can
you imagine…?
 Explore which modal verbs
are most commonly used
in persuasive writing, for
example, those that
express certainly and offer
a promise or commitment
(must, can, will)
 Precise use of preposition
phrases, subordinate
clauses and noun phrases
as adverbials to indicate
time, place, manner or
frequency

• Difference between formal and • Use of the passive to affect the • Use of a wider range of • Use of semi-colon, colon or
informal vocabulary and presentation of information in a cohesive devices to link ideas dash to mark the boundary
structures sentence e.g. across paragraphs between independent clauses
 explore how the passive can o repetition of a word or • Use of bullets, colons & semi-
be used to gain support of phrase colons to punctuate lists
an audience without o use of a wider range of
dictating who should be adverbials
responsible for making o ellipsis
that action happen, • Apply persuasive skills in a
therefore making the range of contexts/ structures
action seem less daunting, • Vary and manage paragraphs
for example, ‘the invaders in a way that support whole
must be stopped’ structure of the text e.g. single
 consider how the sentence paragraphs to secure
alternative version (in the an argument, movement of
active voice) might not be focus from the general to the
so effective in harnessing specific
the support of the
audience, for example, ‘we
(or ‘you’) must stop the
invaders’
• The difference between
structures typical of informal
speech and structures
appropriate for formal speech
and writing [for example, the
use of question tags: He’s your
friend, isn’t he? or the use of
subjunctive forms such as If I
were or Were they to come in
some very formal writing and
speech], e.g. If I were prime
minister, I would…
DISCUSSION TEXTS
Purpose: To present a reasoned and balanced overview of an issue or controversial topic. Usually aims to provide two or more different views on an issue, each with
elaborations, evidence and/ or examples.
Discussions contrast with persuasion texts which generally only develop one viewpoint and may present a biased view, often the writer’s own. Like all text types,
discussion texts vary widely and elements of discussion writing are often found within other text types.
progression
The most common structure o Written in simple present o Rhetorical questions often o Speaking and listening before
includes: tense as commonly accepted make good titles. (Should reading and writing.
o a statement of the issues facts. everyone travel less to o Teacher modelling, scribing
involved and a preview of the o Generalises the participants conserve global energy?) and shared writing before
main arguments; and things it refers to using o Use the introduction to show children's independent
o arguments for, with uncountable noun phrases why you are debating the attempt.
supporting evidence and (some people, most dogs), issue. (There is always a lot of o Increased understanding by
examples; nouns that categorise disagreement about x and the children of the form and
o arguments against or (vehicles, pollution) and people’s views vary a lot.) features of discussion writing
alternative views, with abstract nouns (power). o Make sure you show both/all and then increasing ability to
supporting evidence and o Uses reinforcing and opposing sides of the argument fairly. manipulate elements of
examples. adverbs to link ideas between o Support each viewpoint you writing to present a balanced
Another common structure presents sentences and paragraphs present with reasons and argument, with or without a
the arguments ‘for’ and ‘against’ (therefore, however, in evidence personal conclusion
alternatively. Discussion texts usually addition to, as a result of, o If you opt to support one o Increasing complexity,
end with a summary and a statement furthermore). particular view in the subtlety, challenge of task (for
of recommendation or conclusion. The o Generic statements are often conclusion, give reasons for example, moving from simple
summary may develop one particular followed by specific examples your decision. for-and-against arguments to
viewpoint using reasoned judgements (Most vegetarians disagree. o Don’t forget that discussion those with multiple
based on the evidence provided. Dave Smith, a vegetarian for texts can be combined with viewpoints; moving from clear
20 years, finds that …) other text types depending on cut issues into those eliciting
o Sometimes combined with your audience and purpose. more subtle differences in
diagrams, illustrations, moving views).
images and sound to provide o Increasing ability to recognise
additional information or give discussion and understand the
evidence devices used in the writing of
others; in their own writing to
discuss effectively as
appropriate
Discussion in Key Stage 1
Suggested contexts: role play, drama, points of view
• First & third person • Oral rehearsal of sentence • Sequencing sentences to form • Separating words with spaces
structure short passages • Use of capital letters and full
• Joining words and joining stops to demarcate sentences
clauses using ‘and’ and • Use of capital letters for names
‘because’ and the personal pronoun ‘I’

suffixes (- ness, -er) statement, command, present tense throughout question marks and
• Use of –er and –est in exclamation or question writing, presenting information exclamation marks to
adjectives • Expanded noun phrases to as commonly accepted facts. demarcate sentences
• Use of –er and –est in describe and specify (use of • Commas to separate items in a
adjectives adjectives before the noun or list
preposition phrase after the • Apostrophes for singular
noun) – selecting adjectives possession
thoughtfully for additional
information they provide.
because) e.g. use ‘because’ to
extend reasoning, for example,
‘I think that the wolf is naughty
because he scares the little
pigs’.
Discussion in Lower Key Stage 2

Suggested contexts: letters, debate, role play
• Formation of nouns using a • Use of prepositions (during, in, • Introduce paragraphs as a way • Use of inverted commas to
range of prefixes (super-, anti-, because of, before, after), to group related information, punctuate direct quotes
auto-) adverbs (next, soon, therefore) e.g.
• Use of ‘a’ or ‘an’ according to and conjunctions (when, while,  write an introduction to
whether the next word starts after, because, soon, while) to show why you are debating
with a vowel express time and cause the issue, for example,
• Formation of subordinate ‘There is always a lot of
clauses using subordinating disagreement about x and
conjunctions people’s views vary a lot.’
• Use of rhetorical questions  group arguments for and
arguments against in
separate paragraphs
• Use of subheadings e.g. use
headings to present arguments
for and arguments against
inflections (we were rather subordinating conjunctions ideas around a theme e.g. adverbials e.g. use connecting
than we was, I did rather than I • Use of preposition phrases, consider different sides of an adverbs/adverbials to present
done) subordinate clauses and noun argument, presenting them in further justification of a point
• Use of articles (a, an, the) and phrases as fronted adverbials separate paragraphs, and of view, for example,
possessive pronouns (my, his, to indicate time, place, manner decide on a course of furthermore, in addition, also
her, their etc) as determiners or frequency action/personal stance, • Apostrophes for plural
• Noun phrases expanded by the summarising reasons in a final possession
addition of modifying paragraph
adjectives, nouns and • Appropriate choice of pronoun
preposition phrases e.g. ‘most (person or possessive) or noun,
• people with a reasonable • within and across sentences to
knowledge of the subject…’, aid cohesion and avoid
‘all dogs with a history of repetition, e.g. use a range of
violence…’, ‘all the sporty girls nouns referring to the same
in the class…’ subject e.g. many dog-owners
argue that…they go on to state
that…these animal lovers also
make the point that…
Discussion in Upper Key Stage 2
Suggested contexts: formal & informal letters , balanced arguments, debate, newspaper reports
ify, -ise) where, when, whose, that or that, this, firstly • Use of commas to clarify
• Verb prefixes (dis-, de-, mis-, an omitted relative pronoun • Use of adverbs of time (soon, meaning or avoid ambiguity
over-, re-) • e.g. follow generic statements later, after), place (nearby) and
with more specific examples, number (secondly) to link ideas
for example, ‘ There are those across paragraphs
however who disagree. Mr T • Tense choice to link ideas (he
Rexus, who is a well-respected had seen her before)
palaeontologist, has argued • Use of correlating conjunctions
instead that…’
• Indicating degrees of possibility
using adverbs [for example,
perhaps, surely] e.g. use
adverbs of possibility to help
express a personal opinion in
the final paragraph, for
example, ‘With the growing
amount of evidence in this
area, perhaps now is the time
to accept the argument that…’

• Difference between formal and • Use of modal verbs to indicate • Use of a wider range of • Use of the semi-colon, colon
informal vocabulary and degree of certainty cohesive devices to link ideas and dash to mark the boundary
structures • Use of the passive voice across paragraphs e.g. build between independent clauses
• Formal verb inflections • Use of subjunctive form and use a range of connecting e.g. use colons to: introduce
adverbs to move between questions for discussion, for
opposing views, for example, example,. ‘the pressing issue
on the other hand, in contrast, now is: what should happen
alternatively, conversely, on to….?’; introduce a quotation
the contrary, in opposition. to support a viewpoint, for
o repetition of a word or example, ‘supporters of this
phrase view often refer to the well-
o use of a wider range of known proverb: ‘treat others
adverbials as you would wish to be
o ellipsis treated’; to prepare the reader
o paired arguments vs for a revelation of the author’s
grouped arguments opinion in the final paragraph,
for example, ‘The final
conclusion is therefore clear in
my mind: animal testing must
be banned immediately’.
NON-CHRONOLOGICAL/INFORMATION TEXTS
Purpose: To provide detailed information about the way things are or were; To help readers/listeners understand what is being described by
organising or categorising information
progression
In the absence of a temporal o Often written in the third person o Plan how you will organize the o Speaking and listening preceding
(chronological) structure where and present tense. (They like to information you want to include, reading and writing.
events happen in a particular order, build their nests … It is a cold and e.g. use paragraph headings, a o Teacher modelling, scribing and
non-chronological reports usually dangerous place to live.) spidergram or a grid. shared writing before children's
have a logical structure. They tend to o Sometimes written in the past o Gather information from a wide independent attempt.
group information, often moving tense, as in a historical report. range of sources and collect it o Increased understanding by the
from general to more specific detail (Children were poorly fed and under the headings you’ve children of the form and features
and examples or elaborations. A clothed and they did dangerous planned. of the text type and then
common structure includes: work.) o Consider using a question in the increasing ability to manipulate
o an opening statement, often a o The passive voice is frequently title to interest your reader elements of various text-types to
general classification (Sparrows used to avoid personalisation, to (Vitamins – why are they so fulfil a writing purpose.
are birds); avoid naming the agent of a important?). o Increasing complexity, such as
o sometimes followed by a more verb, to add variety to sentences o Try to find a new way to length, obscurity of task, adding
detailed or technical or to maintain an appropriate approach the subject and additional features such as
classification (Their Latin name is level of formality for the context compose an opening that will diagrams.
…); and purpose of writing. attract the reader or capture o Increasing ability to evaluate
o a description of whatever is the (Sparrows are found in … Sharks their interest. Use the opening to texts and their own work.
subject of the report organised in are hunted … Gold is highly make very clear what you are
some way to help the reader valued …) writing about.
make sense of the information: o Tends to focus on generic o Include tables, diagrams or
 its qualities (Like most birds, subjects (Dogs) rather than images (e.g. imported
sparrows have feathers.); specific subjects (My dog Ben). photographs or drawings) that
o its parts and their functions (The o Description is usually an add or summarise information.
beak is small l and strong so that important feature, including the o Find ways of making links
it can …); language of comparison and withyour reader, addressing
 its habits/behaviour/uses contrast. (Polar bears are the them personally.
(Sparrows nest in …). biggest carnivores of all. They o Re-read the report as if you
hibernate, just like other bears. A know nothing about its subject.
polar bear’s nose is as black as a Check that information is
piece of coal.) logically organised and clear.
o Description is generally used for o Use other text-types within your
precision rather than to create report to make it more effective
an emotional response so for your purpose and audience.
imagery is not heavily used.
Information in Key Stage 1

Suggested contexts: spider grams, labelled diagrams, note taking, class books on a theme, leaflets
• Use of regular plural noun • Oral rehearsal of sentence • Sequencing sentences to form • Separating words with spaces
suffixes structure short passages • Use of capital letters and full
• Suffixes that can be added to • Joining words and joining stops to demarcate sentences
verbs where no change is clauses using ‘and’ and • Introduction of question marks
needed in the spelling of root ‘because’ and exclamation marks
words (e.g. helping, helped, • Third person • Use of capital letters for names
helper) and for the personal pronoun I
• Use of the prefix un- to change
the meaning of verbs and
adverbs
•
suffixes (-ness, -er) statement, command, present tense or past tense question marks and
• Formation of adjectives using exclamation or question throughout writing exclamation marks to
suffixes (-ful, -less) (rhetorical) demarcate sentences
• Use of –er and –est in • Expanded noun phrases to • Explore the use of
adjectives describe and specify (use of capitalization for common and
• Formation of nouns by adjectives before the noun or proper nouns in the context of
compounding preposition phrase after the reports, for example, Bees
• identify the use of factual noun) belong to a larger family of
adjectives to give significant • collect and use examples of insects known as Apoidea.
detail, often clarifying colour, noun phrases to generalise • Commas to separate items in a
position or size e.g. scaly • e.g. most butterflies, some list
bodies insects, all hedgehogs, and • Apostrophes for singular
• explore the inappropriateness consider their meaning possession
of ‘empty’ adjectives which do • Explore the difference
not help the reader to learn between proper nouns and
more about the topic e.g. general nouns, and identify
pretty wings their use in this text type
• Use of collective nouns
because)
Information in Lower Key Stage 2

Suggested: leaflets, page for information book, letters, guide books, descriptions
• Use of ‘a’ or ‘an’ according to • Use of prepositions (instead of, • Use of present perfect verb • Consolidation of all KS1
whether the next word starts because of) adverbs (therefore, form – Hedgehogs have lived in punctuation
with a vowel however) and conjunctions this area for many years
• Use of ‘a’ or ‘an’ according to (also, consequently, likewise,) • introduce paragraphs as a way
whether the next word starts to express cause and place to group related information
with a vowel • Use of preposition phrases as e.g. organise information
• Word families based on adverbials to express cause or about a topic into obvious
common words showing how place groupings, for example,
words are related in form and • Collect and use examples of appearance, feeding habits etc
meaning prepositional phrases to clarify • Headings and sub headings to
physical features, for example, aid presentation
Ants do not have lungs. They
have tiny holes all over their
body which they breathe
through.
• Include exploration of
prepositions to clarify position,
for example, Ants build their
mounds in sand or soil.
• Include exploration of similes
(using ‘as’ and ‘like’) and
consider how these are used to
specify rather than for literary
effect, for example,
 Bees have tubes instead of
mouths. The tube is like a
straw.
• Use of subordinating
conjunctions as adverbials to
express cause
conjunctions
• Note the lack of use of
‘adverbs of time’ in this text
type, drawing attention to the
difference between recounts
(which are structured
chronologically) and non-
chronological reports

• Standard forms of English verb • Use of a wider range of • Appropriate choice of pronoun • Use of commas after fronted
inflections (we were rather subordinating conjunctions (person or possessive) or noun, adverbials
than we was, I did rather than I (although, however, despite, within and across sentences to • Apostrophes for plural
done) therefore) Explore how aid cohesion and avoid possession
• Draw attention to importance subordination and co- repetition
of subject verb agreements ordination can help the writer • Use of paragraphs to organise
• e.g. family is…., people are… move from the general to the ideas around a theme e.g.
• Use of articles (a, an, the) and more specific within one begin to explore more subtle
possessive pronouns (my, his, sentence, for example, Most paragraph breaks, or
her, their etc) as determiners bees are black or grey, paragraph breaks within
• Note how writing often moves but/however some are bright headed sections of reports and
from general to more specific red, yellow or metallic green. consider how the author
detail, exploring how • Use of preposition phrases and organised the information
determiners are used to subordinate clauses as fronted
indicate this shift in focus e.g. adverbials to indicate place,
Dogs have an exceptional manner or frequency
sense of smell. A dog can pick • Fronted adverbials e.g. collect
up a scent from a significant and use a range of adverbials
distance away. The (breed of that can be used to draw
dog) is known to have the most similarities, for example, ‘Like
sensitive sense of smell. most birds, swallows like to…’,
‘As well as honeybees, …’,’ On
the whole,…’, ‘Just like
honeybees, bumble bees like
to…’
• Noun phrases expanded by the
addition of modifying
adjectives, nouns and
preposition phrases e.g.
continue building banks of
noun phrases used to
generalise (see year 2)
Information in Upper Key Stage 2

Suggested contexts: descriptions, projects, guide book for visit, prospectus, formal & informal letters
• Converting nouns or • Use of relative clauses beginning • Devices to build cohesion within • Brackets, dashes and commas to
adjectives into verbs with who, which, where, when, a paragraph (then, after, that, indicate parenthesis e.g. explore
using suffixes (-ate, - ify, - whose, that or an omitted this, firstly) when the author chooses to
ise) relative pronoun • Use of adverbials of place parenthesise information using
• Verb prefixes (dis-, de-,  explore how noun phrases (nearby) and number (secondly) brackets and when the author
mis-, over-, re-) are most commonly to link ideas across paragraphs uses a dash/comma instead and
expanded using the pronouns • Use of addition, reinforcing and draw generalisations from this
‘which’ and ‘that’ in this text opposing adverbs • Explore when commas are used
type, for example, They have • Indicating degrees of possibility to parenthesise relative clauses
a long thin proboscis which is using adverbs e.g. explore the and when they are not
inserted into small flowers, use of adverbs and adverbials to • Use of commas to clarify
such as Primroses, to drink provide generalised information meaning or avoid ambiguity
nectar. (these can provide a ‘get-out
 explore the impact on clarity clause’ for the writer), for
when these relative clauses example, usually, commonly,
are omitted mostly
• Fronted adverbials e.g. collect
and use a range of adverbials
that can be used to draw
similarities and differences

• Difference between • Use of the passive to affect the • Use of a wider range of cohesive • Use of semi-colon, colon or dash
formal and informal presentation of information in a devices to link ideas across to mark the boundary between
vocabulary and sentence e.g. explore how the paragraphs independent clauses
structures passive can be used to: avoid o repetition of a word or • Use of bullet points, semi-colons
• Formal verb inflections personalisation; avoid naming phrase & colons to punctuate lists
the agent of a verb; add variety o use of a wider range of • Use of the semi-colon, colon and
to sentences or to maintain an adverbials dash to mark the boundary
appropriate level of formality for o ellipsis between independent clauses,
the context and purpose of • Use of a range of layout devices for example, explore how the
writing, for example, Sparrows to structure text colon can be used to create
are found in ... Sharks are o headings & subheadings different effects
hunted ... Gold is highly valued o columns & bullet points  to lead the reader to a
• Use of subjunctive form o tables & diagrams revelation of information e.g.
The relationship between
these eco-systems is complex:
each depends on the survival
of the other. There is a major
advantage to this feature: it
allows the…
 to introduce a quote/motto
e.g. There is an old, much-
loved saying: ‘A dog is a man’s
best friend.’
RECOUNTS
Purpose: The primary purpose of recounts is to retell events. Their most common intentions are to inform and/or entertain but they may also be written in a
style so as to persuade.
progression
Structure often includes: o Usually written in the past tense. o Plan how you will organise the o Speaking and listening preceding
Some parts may use present way you retell the events. You reading and writing
o Orientation/ introduction such as tense. could use a timeline to help you o Teacher modelling, scribing and
scene-setting or establishing o Events being recounted may plan. shared writing before children's
context have a chronological order so o Details are important to create a independent attempt.
o An account of the events that sequencing adverbs are common recount rather than a simple list o increased understanding by the
took place, often but not always, (then, next, first, afterwards, just of events in order. Try using children of the form and features
in chronological order. This will before that, at last, meanwhile). When? Where? Who? What? of the text type and then
often include direct quotes or o The subject of a recount tends to Why? questions to help you plan increasing ability to manipulate
reported speech; focus on individual or group what to include. elements of various text-types to
o some additional detail about participants or an event (third o Decide how you will finish the fulfil a writing purpose
each event; person: they all shouted, she recount. You’ll need a definite o increasing complexity, such as
o Reorientation, e.g. a closing crept out, it looked like an animal ending, perhaps a summary or a length, obscurity of task, adding
statement/ conclusion that may of some kind). comment on what happened additional features such as
include elaboration. o Reported speech or direct quotes o Read the text through as if you diagrams
may be used. These can include don’t know anything about what o increasing ability to evaluate
Structure sometimes reorganises the the use of perfect and it is being recounted. Is it clear texts and their own work
chronology of events using progressive verb forms. what happened and when?
techniques such as flashbacks, o Is the style right for the genre
moving the focus backwards and you are using? (Technical/formal
forwards in time but these strategies language to recount a science
are more often used in fiction experiment, powerful verbs and
recounts vivid description to recount an
adventure, impersonal when
writing a news report, informal,
personal language to tell your
friends about something funny
that happened to you.)
Recounts in Key Stage 1
Suggested contexts: interviews, eye witness accounts, diary entries
• Regular plural noun suffixes –s • Oral rehearsal of sentence • Sequencing sentences to form • Separating words with spaces
or structure short passages • Use of capital letters and full
• –es [for example, dog, dogs; • Joining words and joining stops to demarcate sentences
wish, wishes], including the clauses using ‘and’ and • Use of capital letters for names
effects of these suffixes on the ‘because’ and the pronoun I
meaning of the noun • First person

• Formation of nouns by • Functions of sentence types: • Correct choice and use of • Use of capital letters, full stops,
compounding statement, command, present tense or past tense question marks and
exclamation or question throughout writing exclamation marks to
• Expanded noun phrases to • Use of past progressive form to demarcate sentences
describe and specify (use of report events • e.g. explore the use of
adjectives before the noun or • Use of present progressive in capitalisation for proper nouns
preposition phrase after the direct speech used in recount texts, for
noun) e.g. experiment with example, Butterfly Village,
expanding noun phrases to Merton, Chaucer Centre
provide factual detail for the • Use commas to separate items
reader, for example, old toys, in a list e.g. explore how
large room, enormous commas are used to separate
machines adjectives in lists, for example,
• Use of coordinating (and, or, a tall, grand building
but) and subordinating • Apostrophes for singular
conjunctions (when, if, that, possession
because)
• First & third person
• Subject/ verb agreements
Recounts in Lower Key Stage 2
Suggested contexts: newspaper reports, diary entries in role, biography & autobiography
• Formation of nouns using a • Use of prepositions (during, in, • Introduce paragraphs as a way • Use of inverted commas to
range of prefixes (super-, anti-, because of, before, after), e.g. to group related information punctuate direct quotes
auto-) provide further detail through  explore the content of
• Use of ‘a’ or ‘an’ according to giving examples beginning with introductory paragraphs,
whether the next word starts ‘such as’, ‘like’ e.g. The class identifying answers to the
with a vowel learned about lots of new questions: What? Who?
butterflies such as When? Where? Include this
Tortoiseshell and Emperor. information concisely in
• Use of adverbs (next, soon, own recounts e.g. Last
therefore) and conjunctions week, class 3c travelled to
(when, while, after, because, Butterfly Village to find out
soon, while) to express time more about these
and cause fascinating creatures.
• Formation of subordinate  Write finishing lines for a
clauses using subordinating final paragraph that
conjunctions indicate the conclusion of
• Use of rhetorical questions the recount, and include a
simple summary e.g. The
day ended with a talk by a
butterfly expert. The whole
class enjoyed a great day.
• Use of present and past perfect
verb forms to reports events or
quote direct speech
• Headlines and subheadings

inflections (we were rather subordinating conjunctions ideas around a theme adverbials
than we was, I did rather than I • Use of prepositions (during, in,  develop the final paragraph • Use of inverted commas where
done) because of, before, after), as a way of summarising speech is preceded by the
• Use of articles (a, an, the) and adverbs (next, soon, therefore) the event in greater detail, speaker. Explore how direct
possessive pronouns (my, his, and conjunctions (when, while, for example, not simply speech is used in recount to
her, their etc) as determiners after, because, soon, while) to stating the final event in engage the reader, and explore
express time and cause the timeline, but providing where the speech is used
• Use of subordinate clauses as an insight into the impact within the text e.g. as the
adverbials to express time and of the event on opening line (draw the reader
cause participants, or offering an in immediately); in the
• Explore and manage the shift insight into the future e.g. conclusion to support
between past and present ‘No doubt, year 5 children summarising, for example, One
tense in recounts e.g. present will continue to be amazed year 4 pupil summed up the
tense to describe on-going by this fascinating day on behalf of the whole
events/topics/things, attraction for years to class, ‘That was the best school
compared with past tense to come.’ trip ever!’
recount the actual event e.g.  support pupils to begin • Apostrophes for plural
Butterfly Village houses a vast selecting some words and possession
array of butterfly species, some phrases that support the
of which are very rare ‘theme’ of the recount e.g.
(present). Class 4G visited this a positive event will use
intriguing attraction last week positive imagery/word
and were stunned by the choices throughout (to be
number of natural wonders developed in year 5)
waiting to be discovered there • Appropriate choice of pronoun
(past). (person or possessive) or noun,
within and across sentences to
aid cohesion and avoid
repetition
• Headlines and subheadings
Recounts in Upper Key Stage 2

Suggested contexts: application across a range of subject areas and contexts - biography & autobiography, newspaper
reports, formal & informal letters
• Verb prefixes (dis-, de- • Use of relative clauses • Devices to build cohesion • Brackets, dashes and commas
• , mis-, over-, re-) beginning with who, which, within a paragraph (then, after, to indicate parenthesis
where, when, whose, that or that, this, firstly)  explore how dashes are less
an omitted relative pronoun • Use of adverbs of time (soon, commonly used in more
• Use of modal verbs to indicate later, after), place (nearby) and formal texts
degree of certainty, adverbs of number (secondly) to link ideas  experiment with moving
degree across paragraphs clauses and phrases around
• Precise use of preposition • Tense choice to link ideas in the text, considering the
phrases, subordinate clauses (perfect and progressive forms, impact on engaging the
and noun phrases as adverbials simple past & present tense) reader
to indicate time, place, manner • Explore recounts where the • Use of commas to clarify
or frequency. chronology is indicated by meaning or avoid ambiguity
• Explore the use of reported layout, paragraphing and
versus direct speech and ordering, rather than more
compare the effect e.g. obvious chronology words and
reported – for summing up phrases
opinions and glossing over
detail; direct speech – for
impact e.g. sharing a pertinent
view or influential quote
• Explore the use of personal
versus impersonal writing and
decide when each is
appropriate
• Explore the balance of long,
complicated sentence
constructions within this text
type, compared with shorter,
• Explore the use of short,
simple sentences to
summarise; orientate the
reader; dramatic impact
• Explore the use of longer,
complex sentences (with
multiple clauses) to convey
complex information

• Difference between formal and • Use of the passive voice to • Use of a wider range of • Use of semi-colon, colon or
informal vocabulary and affect the presentation of cohesive devices to link ideas dash to mark the boundary
structures information in a sentence , for across paragraphs between independent clauses
example, explore how passives o repetition of a word or  Explore how colons can be
can be used to create dramatic phrase used to increase the
cliff hangers e.g. It was at that o use of a wider range of impact of key quotations
point that his life was thrown adverbials for effect which give an insight into
out of control. o ellipsis a person’s motives and life
• Use of subjunctive form for o use connectives to create choices e.g. Throughout
formal speech and structures contrast concisely her life, her father’s words
• Reported speech summarising the remained with her: ‘Reach
complexity of certain for the stars!’
situations (e.g. of a  Explore how colons can be
negative experience with a used to lead to a ‘big
positive) reveal’ of a person’s
• e.g. His life was sent into actions e.g. It was then
turmoil, yet despite all of the that she made her most
uncertainty and danger important decision: she
surrounding him, he managed quit university and
to stay positive. established her own
• Opening and closing lines of company.
paragraphs support movement
across the text e.g. The
encounter affected him deeply
and so he decided to focus his
efforts on helping destitute
children. In 1870, Barnardo
opened his first shelter for
homeless boys in Stepney
Causeway…
• Use of a range of layout
devices to structure text
o headings & subheadings
o columns & captions
INSTRUCTIONS TEXTS
Purpose: Instructions, rules and procedures aim to ensure something is done correctly and a successful outcome achieved. If there is a process to be
undertaken this is given in the order in which in needs to be undertaken to achieve a successful outcome -usually a series of sequenced steps.
progression
o Begin by defining the goal or o Use of imperative verbs o Use the title to show what the o Speaking and listening before
desired outcome. (How to make (commands), e.g. Cut the card … instructions are about. (How to reading and writing.
a board game.) Paint your design … look after goldfish.) o Teacher modelling, scribing and
o List any material or equipment o Instructions may include negative o Before writing instructions be shared writing before children's
needed, in order. commands. (Do not use any glue clear about what is needed and independent attempt.
o Provide simple, clear instructions. at this stage.) what has to be done, in what o Increased understanding by the
If a process is to be undertaken, o Additional advice (It’s a good idea order. children of the form and features
keep to the order in which the to leave it overnight if you have o Decide on the important points of instruction writing and then
steps need to be followed to time. If the mixture separates …) you need to include at each increasing ability to adapt writing
achieve the stated goal. or suggested alternatives (If you stage. for the audience and purpose
o Diagrams or illustrations are would like to make a bigger o Decide how formal or informal o Increasing complexity, such as
often integral and may even take decoration, you could either the text will be. (Cook for 20 length, obscurity of task, adding
the place of some text. (Diagram double the dimensions of the minutes/Pop your cheesecake in additional features such as
B shows you how to connect the base or just draw bigger the oven for 20 minutes.) diagrams
wires). flowers.). o Present the text clearly. Think o Increasing ability to evaluate
about using bullet points, texts and their own work
numbers or letters to help your o Careful planning of where and
reader keep track as they work how the genre could best be
their way through each step. covered in the curriculum, and
o Use bullet points, numbers or which year groups.
letters to help the reader.
o Use short clear sentences so the
reader does not become
muddled.
o Avoid unnecessary adjectives and
adverbs or technical words,
especially if your readers are
young.
o Appeal directly to the reader’s
Interest and enthusiasm. (You
will really enjoy this game. Why
not try out this delicious recipe
on your friends? Only one
more thing left to do now.)
o Include a final evaluative
statement to wrap up the
process. (Now go and enjoy
playing your new game. Your
beautiful summer salad is now
ready to eat.)
o Re-read your instructions as if
you know nothing about the
procedure involved. Make sure
you haven’t missed out any
important stages or details and
check that the language is as
simple and clear as possible.
o Use procedural texts within other
text types when you need a set
of rules, guidelines or
instructions to make something
really clear for the reader.
Instruction Texts in Key Stage 1

Suggested contexts: recipes & familiar games
Note: Many of the year 2 statements • Oral rehearsal of sentence • Sequencing sentences to form • Separating words with spaces
will need to be addressed in year 1 structure short passages • Use of capital letters and full
in order to ensure progression from • Joining words and joining stops to demarcate sentences
FS in the context of this text type. clauses using ‘and’ and • Introduction to exclamation
‘because’ marks and question marks
• First person • Use of capital letters for names
and the pronoun I
• Formation of nouns by • Functions of sentence types: • Correct choice and use of • Use of capital letters, full stops,
compounding statement, command, present tense or past tense question marks and
• Generate synonyms for over- exclamation or question throughout writing exclamation marks to
used imperative verbs, for • Write titles to show what the • Use of past progressive form to demarcate sentences
example, chop, slice, cut instructions are about, for report events • Use commas to separate items
example, how to look after • Use of present progressive in in a list e.g. use commas to
goldfish direct speech separate items in the
• explore and generate negative ‘materials/equipment needed’
commands, for example, Do list
not open the oven door • Apostrophes for singular
• Expanded noun phrases to possession
describe and specify (use of
adjectives before the noun or
preposition phrase after) e.g.
use expanded noun phrases to
be specific about materials
needed
because) instructions using
subordination, for example,
Take the cake
• First&thirdperson
• Subject/ verb agreements
Instruction Texts in Lower Key Stage 2

Suggested contexts: procedural texts in science & DT, instructions in computing
• Formation of nouns using a • Use of prepositions (during, in, • Introduce paragraphs as a way • Consolidation of Key stage 1
range of prefixes (super-, anti-, because of, before, after), e.g. to group related information punctuation
auto-) through reading instructions e.g. explore instructions that
• Use of ‘a’ or ‘an’ according to written to give directions, build have clear sections, for
whether the next word starts up and use a wide range of examples, introduction,
with a vowel prepositions used to indicate equipment needed, procedure,
and clarify position, for additional advice, conclusions.
example, under the bridge, • Use of present and past perfect
around the pond, through the verb forms to reports events or
deep, dark woods quote direct speech
• Use of adverbs (next, soon, • Headlines and subheadings to
therefore) e.g. through organise information and aid
reading, build up and use a presentation
wide range of adverbs used to
sequence instructions
• Use of conjunctions (when,
while, after, because, soon,
while) to express time and
cause e.g. build on the range of
conjunctions used in year 2 to
extend instructions
conjunctions
• Standard forms of English verb • Use of preposition phrases as • Use of paragraphs to organise • Standard forms of English verb
inflections (we were rather adverbials to express time, ideas around a theme e.g. inflections (we were rather
than we was, I did rather than I cause or place write instructions that have than we was, I did rather than I
done) e.g. investigate • Use of Fronted adverbials clear sections, for example, done) e.g. investigate
instructions with differing  Use of subordinate clauses introduction, equipment instructions with differing
levels of formality and decide ass adverbials to express needed, procedure, additional levels of formality and decide
on an appropriate register time and cause e.g. once advice, conclusions on an appropriate register
when writing their own, for the mixture has settled • Appropriate choice of pronoun when writing their own, for
example, ‘Cook for 20 mins’  use the conjunction ‘if’ to (person or possessive) or noun, example, ‘Cook for 20 mins’
compared with ‘Pop the start complex sentences within and across sentences to compared with ‘Pop the
cheesecake in the oven for 20 which give additional aid cohesion and avoid cheesecake in the oven for 20
minutes’ advice, for example, ‘If the repetition e.g.investigate the minutes’
• Use of articles (a, an, the) as mixture separates, …’ use of nouns and pronouns in • Use of articles (a, an, the) as
determiners  compare the clarity of the instructional texts and support determiners
instruction when the the children to realise that
adverbial or subordinate nouns are often repeated
clause is fronted, for (rather than replaced with
example, ‘Remove the cake pronouns) to ensure greater
from the oven when it clarity
turns golden brown’ • Headlines and subheadings
compared with ‘When the
cake turns golden brown,
remove it from the oven’
preposition phrases e.g.
investigate noun phrases in
instruction texts and decide
when noun phrases can be
pared down to avoid
unnecessary complexity, and
when additional detail is
essential
Instruction Texts in Upper Key Stage 2
Suggested contexts: application across a range of subject areas and contexts – build into explanatory or report texts,
cross genre texts (e.g. a recipe for an adventure…)
• Verb prefixes (dis-, de-, mis-, • Use of relative clauses • Devices to build cohesion • Brackets, dashes and commas
over-, re-) beginning with who, which, within a paragraph (then, after, to indicate parenthesis
where, when, whose, that or that, this, firstly) • Use of commas to clarify
an omitted relative pronoun • Use of adverbs of time (soon, meaning or avoid ambiguity
• Precise use of preposition later, after), place (nearby) and  identify effective examples
phrases, subordinate clauses number (secondly) to link ideas of instructions and use
and noun phrases as adverbials across paragraphs these to study the nature
to indicate time, place, manner of the sentence
or frequency. construction used
• Explore the balance of long,  note the use of relatively
complicated sentence simple sentence
constructions within this text constructions, which
type, compared with shorter, include a limited number
simple sentence constructions, of additional clauses and
noting the need for both phrases
 note where sentences
could have been combined
to create a more
sophisticated, complex
construction, but where
the author has chosen a
more simplistic
construction to aid the
reader in following the
steps
 practise simplifying overly
complicated instructions
by reducing the
complexity of the
sentence construction

• Difference between formal and • Precise use of preposition • Use of a wider range of • Use of semi-colon, colon or
informal vocabulary and phrases, subordinate clauses cohesive devices to link ideas dash to mark the boundary
structures and noun phrases as adverbials across paragraphs e.g. further between independent clauses
to indicate time, place, manner explore the repetition of • Use of the colon to introduce a
or frequency. subject nouns in effective list and use of semi-colons
instructional texts (see year 4), within lists e.g. further explore
rather than the use of the simplistic nature of
pronouns which may cause sentence constructions in this
confusion text type (see year 5)
• Use of a range of layout
devices to structure text
o headings & subheadings
o columns & captions
o bullet points & tables
• Experiment with using
different layout devices and
evaluate the effectiveness of
these
POETRY
Purpose: Poems can have many different purposes, e.g. to amuse, to entertain, to reflect, to convey information, to tell a story, to share knowledge or to pass on
cultural heritage. Some forms of poetry are associated with certain purposes, e.g. prayers to thank, celebrate, praise; advertising jingles to persuade; limericks to
amuse. Although a poem may share the same purpose as the text type it is related to (e.g. to recount), the context for writing does not always mean that a poem is
the most appropriate choice of text type.
Reading and writing poetry should form part of the curriculum in every year group, exploring vocabulary and structural choices as well as encouraging children to
experiment with language for effect. A range of forms should be covered through each key stage as appropriate to the task.
Generic structure Language features Knowledge for the writer

o Poems are often grouped for learning and o Poems use the same language features as other Depending on the kind of poetry being written:
teaching by theme, structure, form or language text types but each feature is often used more o observe carefully and include detail, drawing on
features. intensively to achieve a concentrated effect, all your senses;
o Themes: poetry selections or anthologies often e.g. of mood, humour, and musicality: frequent o when writing from memory or imagination,
group poems by their content or subject matter alliteration, use of imagery or repetitive create a detailed picture in your mind before
and include different examples of structures. rhythm. Rhyme is used almost exclusively by you begin writing;
o Structure: Poetry has an extremely wide range poetic text. The language features used depend o be creative about the way you use words – use
of structural variety, from poems that follow a on context, purpose and audience and also on powerful or unusual vocabulary, or even create
rigid textual structure to those that have only a the intended style of a poem. Different poetic new words and phrases;
visual or graphic basis. The most common forms tend to use different language features. o when using few words, make every word count;
structures include patterns of rhyme (e.g. The most common are rhyme, metre and o play with the sounds or meanings of words to
ABABCC) or metre (di-dum di-dum di-dum). imagery. add an extra layer of enjoyment for your
Structures based on syllable counts (such as o Rhyme: many traditional forms use particular audience, e.g. use alliteration or assonance, a
haiku and some versions of cinquains) are also rhyme patterns which are usually described pun or double meaning;
common. Other structures rely on repetition of using an alphabetic system. AABBA is the usual o use imagery to help your reader/listener
grammatical patterns rather than rhythm. For rhyme pattern of a limerick. Other common visualise what you are describing but don’t
example, some list poems, dialogue poems and patterns in children’s poetry are AABB and weigh the poem down with too many
question and answer poems follow a specific ABABCC for each verse. The usual order of adjectives or similes;
structure even though they don’t include clauses or words is sometimes deliberately o use the poem’s shape or pattern to emphasise
rhyme or follow a pattern of line length. rearranged to create a rhyme at the end of a meaning, e.g. make an important line stand out
line. For example, Did he smile his work to see? by leaving space around it;
Did he who made the lamb make thee? o read the text aloud as you draft, to check how it
(William Blake ‘The Tyger’.) Playing with rhyme sounds when read aloud or performed;
and creating nonsense poems is an important o improve it by checking that every word does an
element in exploring and manipulating important job, changing the vocabulary to use
language. more surprising or powerful words;
o Children also need to learn how to avoid the o use images that help your reader easily
danger of ‘forced rhyme’ where they use a imagine what you are writing about – think
word simply because it rhymes, not because it of comparisons they will recognise from
is what they want to say. their own lives;
o Metre: rhythm, stress patterns (e.g. dum-de, o try to think of new, different ways to
dum-de or de-dum, de-dum), syllable patterns describe what things are like and avoid
(e.g. 5, 7, 5 syllables in the three lines of a using too many predictable similes (her hair
haiku). was as white as snow).
o Imagery: e.g. simile, metaphor and
personification. The effective use of imagery is
often a key ingredient in powerful, memorable
poetry. Children usually begin using imagery by
comparing one thing with another and by
saying what something was like.
o Rich vocabulary: powerful nouns, verbs,
adjectives, invented words and unusual word
combinations.
o Sound effects: alliteration, assonance
(repetition of the same vowel phoneme in the
middle of a word, especially where rhyme is
absent: cool/food) onomatopoeia (where the
sound of a word suggests its meaning: hiss,
splutter).
When a poem does not use rhyme at all, it is often
the distinct combination of metre, imagery and
vocabulary that distinguishes it from prose. The
language effects found in poems can be different
across time and cultures because poems reflect the
way that language is used by people
Poetry in Key Stage 1

• First & third person • Oral rehearsal of sentence • Sequencing sentences to form • Separating words with spaces
• Regular plural noun suffixes –s structure short passages • Use of capital letters and full
or – es [for example, dog, dogs; • Joining words and joining stops to demarcate sentences
wish, wishes], including the clauses using ‘and’ and • Use of capital letters for names
effects of these suffixes on the ‘because’ and the personal pronoun ‘I’
meaning of the noun • Begin to use noun phrases for
• How the prefix –un changes description e.g. with adjectives
the meaning of verbs and
adjectives
• Suffixes that can be added to
verbs where no change is
needed in the spelling of root
words (e.g. helping, helped,
helper)

• Formation of nouns using • Functions of sentence types: • Use of progressive form of • Use of capital letters, full stops,
suffixes (- ness, -er) (e.g. statement, command, verbs in past and present tense question marks and
kennings) and by compounding exclamation or question exclamation marks to
[for example, whiteboard, • Expanded noun phrases to demarcate sentences
superman] describe and specify (use of • Commas to separate items in a
• formation of adjectives using adjectives before the noun or list
suffixes such as –ful, –less preposition phrase after the • Apostrophes for singular
• Use of –er and –est in noun) e.g. the blue butterfly, possession
adjectives the man in the moon
• Use of –ly to turn adjectives • Use of coordinating (and, or,
into adverbs but) and subordinating
because)
Poetry in Lower Key Stage 2

• Formation of nouns using a • Use of prepositions (during, in, • Organisation of related • Consolidation of all KS1
range of prefixes (super-, anti-, because of, before, after) to information into verses punctuation
auto-) express time, place and cause • 
• Use of ‘a’ or ‘an’ according to • Use of rhetorical questions
whether the next word starts
with a vowel
• word families based on
common words, showing how
words are related in form and
meaning [for example, solve,
solution, solver, dissolve,
insoluble]
• Recognition of abstract,
concrete & collective nouns

• Standard forms of English verb • Use of a wider range of • Use of paragraphs to organise • 
inflections (we were rather subordinating conjunctions ideas around a theme
than we was, I did rather than I • Use of prepositions (during, in, • Appropriate choice of pronoun
done) because of, before, after), (person or possessive) or noun,
• Use of articles (a, an, the) and adverbs (next, soon, therefore) within and across sentences to
possessive pronouns (my, his, and conjunctions (when, while, aid cohesion and avoid
her, their etc) as determiners after, because, soon, while) to repetition
express time and cause • Headlines and subheadings
• Use of preposition phrases as
adverbials to express time,
cause or place
preposition phrases (build on
from Year 2)
Poetry in Upper Key Stage 2

• Converting nouns or adjectives • Use of relative clauses • Explore different poetic • Use of semi-colons, colons or
into verbs using suffixes [for beginning with who, which, structures and the ways that dashes to mark boundaries
example, –ate; –ise; –ify] where, when, whose, that or poets group information between independent clauses
an omitted relative pronoun
• Use of modal verbs or adverbs
to indicate degrees of
• how words are related by • Explore how known poets • Explore use of structures by • Explore use of the full range of
meaning as synonyms and break the sentence rules and known poets to organise punctuation marks and the
antonyms [for example, big, the impact this has on the information and impact on the impact they have on clarity of
large, little] reader reader meaning
FEATURES OF NARRATIVE TEXTS

Oral story telling Composition Key grammar opportunities
Turn stories into play using puppets, toys, Attempt own writing for various purposes, using Begins to break the flow of speech into words
costumes and props; imagine and re- create features of different forms, including stories. Write simple sentences that can be read by
roles; re-tell narratives using patterns from Attempts to write own texts that show themselves and others.
listening and reading; tell a story about a understanding of features typically found in Attempts to write short sentences in meaningful
R central character; experiment with story books read .e.g. Dear Black beard, you are very contexts
language by using familiar words and phrases mean./The wicked witch was bad. Retells Uses vocabulary and forms of speech that are
from stories in re-telling and play aspects of well – known stories increasingly influenced by their experiences of
e.g. Once upon a time. / I’ll puff and I’ll puff. books e.g. once upon a time
Innovate on patterns from a familiar story orally Write own version of a familiar story using a How words can combine to make sentences
including some story language. Re- tell familiar series of sentences to sequence events. Use Joining words and joining clauses using and
stories and recount events; include main events patterns and language from familiar stories in Sequencing sentences to form short narratives
in sequence, focusing on who is in the event, own writing; write complete stories with a Separation of words with spaces Introduction to
where events take place and what happens in simple structure: beginning – middle – end, capital letters, full stops, question marks and
Year 1 each event; use story language, sentence decide where it is set, include good and bad exclamation marks to demarcate sentences
patterns and sequencing words to organize characters and use ideas from reading for some Capital letters for names and for the personal
events, (e.g.) then, next etc.; recite stories, incidents and events. pronoun I
supported by story boxes, pictures etc.; act out
stories and portray characters and their
motives
Re-tell familiar stories using narrative structure Plan and write own stories with a logical Subordination (using when, if, that, because)
and dialogue from the text; include relevant sequence of events, using complete sentences and co-ordination (using or, and, but)
details and sustain the listener’s interest; tell grouped together to tell the different parts of Expanded noun phrases for description and
own real and imagined stories; Dramatise parts the story. Include descriptions of characters specification [for example, the blue butterfly,
of own stories for class. Read aloud with and setting and some dialogue. Use phrases plain flour, the man in the moon]
appropriate intonation to make the meaning drawn from story language to add interest, How the grammatical patterns in a sentence
clear. (e.g.) she couldn’t believe her eyes. indicate its function as a statement, question,
exclamation or command
Correct choice and consistent use of present
tense and past tense throughout writing
Year 2 Use of the progressive form of verbs in the
present and past tense to mark actions in
progress [for example, she is drumming, he was
shouting]
Use of capital letters, full stops, question marks
and exclamation marks to demarcate sentences
Commas to separate items in a list Apostrophes
to mark where letters are missing in spelling
Apostrophes to mark singular possession in
nouns [e.g. the girl’s name]
Plan and tell stories, varying voice and Write stories that have a problem and Expressing time, place and cause using
intonation to create effects and sustain resolution and are organised into paragraphs conjunctions [for example, when, before, after,
interest. Role play include dialogue to set the using adverbs of time. while, so, because], adverbs [for example, then,
scene and present characters; Discuss writing Include description of a typical setting and next, soon, therefore], or prepositions [for
models similar to those they will use in their characters. Use written dialogue to move the example, before, after, during, in, because of]
own writing to learn from its structure grammar plot on. Introduction to paragraphs as a way to group
and vocabulary. Explore moral dilemmas for Consolidate vocabulary and grasp of sentence related material
Year 3
characters using drama structure. Introduction to inverted commas to punctuate
direct speech
Use of the present perfect form of verbs
instead of the simple past [for example, He has
gone out to play contrasted with He went out
to play], specifically in direct speech
Work in role to ‘interview’ story characters. Use Write in role as a character from a story. Plan Noun phrases expanded by the addition of
improvisation to explore alternative actions and and write a longer story where the central modifying adjectives, nouns and preposition
outcomes to a particular issue. Explore character faces a problem that needs to be phrases (e.g. the teacher expanded to: the strict
dilemmas using drama techniques, (e.g.) resolved. Use a clear story structure. Use maths teacher with curly hair)
improvise alternative courses of action for a different ways to introduce or connect Fronted adverbials [for example, Later that day,
character. paragraphs, ( e.g.) Sometime later…, I heard the bad news.]
Suddenly…, Inside the castle…; develop settings Use of paragraphs to organise ideas around a
using adjectives and figurative language to theme
evoke time, place and mood. Include character Appropriate choice of pronoun or noun within
Year 4 descriptions designed to provoke sympathy or and across sentences to aid cohesion and avoid
dislike in the reader and try using some repetition
figurative or expressive language to build detail. Use of inverted commas and other punctuation
Monitor whether their writing makes sense. to indicate direct speech [for example, a
comma after the reporting clause; end
punctuation within inverted commas: The
conductor shouted, “Sit down!”]
Apostrophes to mark plural possession [for
example, the girl’s name, the girls’ names] Use
of commas after fronted adverbials
Use improvisation and role-play to explore Plan and write complete stories; organise more Relative clauses beginning with who, which,
different characters’ points of view. Re-tell a complex chronological narratives into several where, when, whose, that, or an omitted
familiar story from the point of view of another paragraph units relating to story structure; relative pronoun
character, using spoken language imaginatively adapt for narratives that do not have linear Indicating degrees of possibility using adverbs
to entertain and engage the listener. chronology, e.g. parallel narratives. (e.g.) [for example, perhaps, surely] or modal verbs
portray events happening simultaneously [for example, might, should, will, must] Devices
(Meanwhile…); extend ways to link paragraphs to build cohesion within a paragraph [for
Year 5 in cohesive narrative using adverbs and example, then, after that, this, firstly] Linking
adverbial phrases; Experiment with the order of ideas across paragraphs using adverbials of
chapters or paragraphs to achieve different time [for example, later], place [for example,
effects. Try varying pace by using direct and nearby] or tense choices [for example, he had
reported speech. Use dialogue to build seen her before]
character. Develop characterisation by showing Brackets, dashes or commas to indicate
the reader parenthesis e.g. in asides to the reader
Use improvisation and role play to explore Plan and write an extended story. Enhance the The difference between structures typical of
typical characters, setting and events in a effectiveness of writing as well as accuracy. Use informal speech and structures appropriate for
particular fiction genre. Tell short stories in a paragraphs to vary pace and emphasis. formal speech and writing [for example, the use
particular genre to engage and entertain an Describe a setting by referring to all the senses; of question tags: He’s your friend, isn’t he?, or
audience. vary sentence length to achieve a particular the use of subjunctive forms such as If I were or
effect; use a variety of techniques to introduce Were they to come in some very formal writing
characters and develop characterisation; use and speech]
dialogue at key points to move the story on or Linking ideas across paragraphs using a wider
reveal new information. Reflect an range of cohesive devices: repetition of a word
understanding of how the selection of or phrase, grammatical connections [for
appropriate grammar and vocabulary can example, the use of adverbials such as on the
change and enhance meaning. other hand, in contrast, or as a consequence],
Use techniques learned from reading, e.g. and ellipsis
Year 6 Create a setting by: using expressive or Use of the semi-colon, colon and dash to mark
figurative language; describing how it makes the boundary between independent clauses
the character feel; adding detail of sights and [for example, It’s raining; I’m fed up] Use of the
sounds; create mood and atmosphere by colon to introduce a list and use of semi-colons
describing a character’s response to a particular within lists
setting; use changes of scene to move the plot
on or to create a break in the action; vary the
pace by using sentences of different length and
direct or reported speech.
Create convincing characters and gradually
reveal more as the story unfolds, through the
way that they talk, act and interact with others.
Understand nuances in vocabulary choice.

Explanation Text: Literacy Curriculum - Writing

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Explanation Text: Literacy Curriculum - Writing

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Literacy Curriculum - Writing

Purpose of teaching writing

Generic structure Language features Key elements to achieve progression

Explanations in Upper Key Stage 2

Year 4 Word Sentence Text Punctuation

Persuasion in Upper Key Stage 2

Year 6 Word Sentence Text Punctuation

Year 2 Word Sentence Text Punctuation

Discussion in Lower Key Stage 2

Year 6 Word Sentence Text Punctuation

Information in Key Stage 1

Information in Lower Key Stage 2

Year 4 Word Sentence Text Punctuation

Information in Upper Key Stage 2

Year 6 Word Sentence Text Punctuation

Year 2 Word Sentence Text Punctuation

Year 4 Word Sentence Text Punctuation

Recounts in Upper Key Stage 2

Year 6 Word Sentence Text Punctuation

Instruction Texts in Key Stage 1

Instruction Texts in Lower Key Stage 2

Year 6 Word Sentence Text Punctuation

Generic structure Language features Knowledge for the writer

Poetry in Key Stage 1

Year 2 Word Sentence Text Punctuation

Poetry in Lower Key Stage 2

Year 4 Word Sentence Text Punctuation

Poetry in Upper Key Stage 2

FEATURES OF NARRATIVE TEXTS

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