At Rose Hill, our carefully planned writing curriculum develops children to write with confidence for communication, learning across the curriculum and enjoyment.
From EYFS to Year 6 or pupils are taught to how to write for a variety of purposes and audiences using the plan, draft, edit, share model. Pupils become familiar with applying the generic structural and language features within their writing across a range of text types, using the writing strands model.
Pupils begin exploring writing for fiction and non-fiction contexts in EYFS. Narrative, informative and explanatory text types are developed in Key Stage 1. In lower Key Stage 2, pupils develop writing for persuasive purposes and in Years 5 and 6 pupils develop analytical writing.
imagine, explore, entertain
inform, explain, describe
argue, persuade, advise
analyse, review, comment
Progression is sequenced through text type knowledge organisers with pupils writing for different purposes across writing strands. Pupils are supported to embed the ambitious, age-related grammar and punctuation skills practised in discrete SPaG (spelling, punctuation and grammar) lessons in the context of extended writing.
Writing Progression of Skills
Grammar and punctuation skills are taught throughout Rose Hill from EYFS to Year 6. Pupils are taught ambitious age-related grammar and punctuation skills within daily phonics lessons from EYFS and until phonic knowledge is securely embedded in Year 2 after which pupils will learn age-related grammar and punctuation skills in daily discrete SPaG (spelling, punctuation and grammar) lessons. Grammar and punctuation skills are applied within writing lessons and across the curriculum enabling pupils to apply and embed learnt skills across a range of fiction and non-fiction text types writing for a range of purposes and audiences.