What is the impact of writing at All Saints'?
The impact and measure of this is to ensure children not only acquire the appropriate age-related knowledge linked to the English curriculum, but also skills which equip them to progress from their starting points, and within their everyday lives.
Long-term pupils will:
- be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning
- be able to read fluently both for pleasure and to further their learning.
- enjoy writing across a range of genres
- Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.
- have a wide vocabulary and be adventurous with vocabulary choices within their writing
- have a good knowledge of how to adapt their writing based on the context and audience
- leave primary school being able to effectively apply spelling rules and patterns they have been taught
- make good and better progress from their starting points to achieve their full potential
- Pupils of all abilities will succeed in all English lessons because work will be appropriately scaffolded.
We are so proud of our children's writing achievements that we wanted to share some of them with you.
Reception Writing
Year 1 Writing
Letter
Poetry
Persuasive Poster
Year 2 Writing
Persuasive Letter
Year 3 Writing
Roman Myth
Year 4 Writing
So Good to Me
Light rays of sunshine, beaming through the miniature girl’s window. In the blink of an eye, she leapt out of her huge brown bed throwing on her clothes just as swiftly, putting on her favourite shiny-silver top and for the bottom a blue skirt on and zoomed down the stairs.
Her eyes darted left to right only seeing her garden and bushes and a cut white rope attached to a basketball hoop. Tears started to well up in her eyes as the thought of panic jumped into her head. She perched on the swing hoping to see a flash of orange pop out but no, nothing was in the garden
Suddenly, an idea popped into her head. She ran upstairs to her desk and began scribbling ‘lost pet’ on a piece of paper. Running down the stairs again, she began to put up the lost pet posters on trees and poles. Wandering around the street she asked people if they had seen her lost pet but everyone said no so she began to knock on doors. Darkness took over the young girls mind but she didn’t give up. After a while, defeated, she gave up. Her shoulders began to slump and her legs felt tried.
Angrily, she figured if she sat on the slide or played on it she will probably feel better. Before she slid down the slide, she felt hot. A small fiery shadow appeared behind her. Quickly, she spun her head around almost breaking her head. She turned around and it was her fiery, phoenix Ashely.
They played hide and seek but this time, she was going to keep a closer eye on him. She would close her eyes but keep a tiny crack in between her fingers. They went home and had dinner after dinner; before they went to bed the girl still couldn’t believe she had found her pet. What a relief!
Non-chronlogical report
Year 5 Writing
Year 6 Writing
Persuasive Speech
Investigative Report
Diary Entry
Short Story