Write a short threatening narrative in role as one of the dangers/hazards, to climbers.

Write the headline news article to report that Hillary and Tenzing had reached the summit.

• Retrieve, record and present information from non-fiction.
• Check that the book makes sense to them, discuss their understanding and explore the meaning of words in context.
• Summarise the main ideas drawn from more than one paragraph, identify key details that support the main ideas.
• In writing narratives, consider how authors have developed characters and settings in what pupils have read, listened to or seen performed.
• Identify the audience for and purpose of the writing, select the appropriate form and use other similar writing as models for their own.
• Draft and write by selecting appropriate grammar and vocabulary, understand how such choices can change and enhance meaning.
• Note and develop initial ideas, drawing on reading and research where necessary.
• Use further organisational and presentational devices to structure text and to guide the reader (for example, headings, bullet points, underlining).
• Proof-read for spelling and punctuation errors.

Write a poem with quatrains and a memoir recounting the family’s escape from conflict.

• Predict what might happen from details stated and implied.
• Identify and discuss themes and conventions in and across a wide range of writing.
• Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
• Use further organisational and presentational devices to structure text and to guide the reader.
• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary.
• Proof-read for spelling and punctuation errors.

Write a set of procedural directions with a cautionary tone, in the style of the book.

• Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Identify and discuss themes and conventions in and across a wide range of writing.
• Use modal verbs or adverbs to indicate degrees of possibility.
• Note and develop initial ideas, drawing on reading and research where necessary.
• Use a wide range of devices to build cohesion within and across paragraphs.
• Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
• Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing.
• Proof-read for spelling and punctuation errors.

Write the narrative to accompany the wordless picture book, embedding dialogue.

• Identify and discuss themes and conventions in and across a wide range of writing.
• Check that the book makes sense to them, discuss their understanding and explore the meaning of words in context.
• Participate in discussions, presentations, performances, role play, improvisations and debates.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action.
• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• To perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Write an argument discussing the advantages and disadvantages of home education for August.

Write a recount of August’s first week at school in the form of a diary entry.

• Identify and discuss themes and conventions in and across a wide range of writing.
• Provide reasoned justifications for their views.
• Consider and evaluate different viewpoints, attending to and building on the contributions of others.
• Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• Use a wide range of devices to build cohesion within and across paragraphs.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Write the biography of Anna Atkins in an informative scrapbook style double-page spread.

• Continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
• Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
• Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.
• Use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].
• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

Write a poem, applying a given structure, that reflects the themes of light and dark.

• Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
• Identify how language, structure and presentation contribute to meaning.
• Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
• Identify and discuss themes and conventions in and across a wide range of writing.
• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• Write legibly, fluently and with increasing speed
• To perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Write a Rashomon conveying multiple perspectives, with contradicting biases, to recount what happened to Hansel and Gretel.

• Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Consider and evaluate different viewpoints, attending to and building on the contributions of others.
• Participate in discussions, presentations, performances, role play, improvisations and debates.
• In writing narratives, consider how authors have developed characters and settings in what pupils have read, listened to or seen performed.
• Use relevant strategies to build their vocabulary.
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.

Write a graphic narrative recount of the horses’ experiences on the battlefield, through the eyes of Joey or Topthorn.

• Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
• Identify how language, structure and presentation contribute to meaning.
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing.
• Write legibly, fluently and with increasing speed.

Write a description of the character of Ebenezer Scrooge.

• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Identify how language, structure and presentation contribute to meaning.
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
• Make comparisons within and across books.
• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• In writing narratives, consider how authors have developed characters and settings in what pupils have read, listened to or seen performed.
• Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
• Use expanded noun phrases to convey complicated information concisely.
• Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.
• Assess the effectiveness of their own and others’ writing.

Write an informative and detailed non-chronological report about a wolf, dispelling the myths once and for all.

• Provide reasoned justifications for their views.
• Make comparisons within and across books.
• Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
• Retrieve, record and present information from non-fiction.
• To build cohesion within a paragraph.
• Use semi-colons, colons or dashes to mark boundaries between independent clauses.
• Use a colon to introduce a list.
• Use hyphens to avoid ambiguity.
• Use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining.]
• Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• To plan writing by noting and developing initial ideas, drawing on reading and research where necessary.
• Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

In role as a member of The Ministry of Magic, write an informative double page spread about a newly sighted fantastic beast, contributing to a class compendium of magical creatures.

• Retrieve, record and present information from non-fiction.
• Use a wide range of devices to build cohesion within and across paragraphs.
• Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.
• Use expanded noun phrases to convey complicated information concisely.
• Use modal verbs or adverbs to indicate degrees of possibility.
• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• Proof-read for spelling and punctuation errors.
• Write legibly, fluently and with increasing speed.

Write an atmospheric setting description conveying the devastation and destruction of the air raids in London during The Blitz.

• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• Use further organisational and presentational devices to structure text and to guide the reader.
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing.
• Write legibly, fluently and with increasing speed.

Write about the ecosystem of a newly discovered planet, Pandora. Create a double-page spread of information in the style of the book.

• Ask questions to improve their understanding.
• Retrieve, record and present information from non-fiction.
• Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.
• To draft and write by using a wide range of devices to build cohesion within and across paragraphs.
• Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Use further organisational and presentational devices to structure text and to guide the reader.
• Proof-read for spelling and punctuation errors.
• Write legibly, fluently and with increasing speed.

Write the first chapter of the story, embedding dialogue and exploring perspective.

• Check that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
• Ask questions to improve their understanding.
• Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
• Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
• Write legibly, fluently and with increasing speed.

Write a procedural set of directions, striking an advisory tone.

• Retrieve, record and present information from non-fiction.
• Identify how language, structure and presentation contribute to meaning.
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Proof-read for spelling and punctuation errors.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing
• Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
• Write legibly, fluently and with increasing speed.

Write a convincing argument.

Write the narrative to accompany the final pages in the book.

• Articulate and justify answers, arguments and opinions.
• Check that the book makes sense to them, discuss their understanding and explore the meaning of words in context.
• Identify and discuss themes and conventions in and across a wide range of writing.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.
• To participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously.
• Provide reasoned justifications for their views.
• Consider and evaluate different viewpoints, attend to and build on the contributions of others.
• Use a wide range of devices to build cohesion within and across paragraphs.
• Draft and write by selecting appropriate grammar and vocabulary, understand how such choices can change and enhance meaning.
• In narratives, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action.

Describe the cityscape and rewrite sections of the narrative through the eyes of the cat.

• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
• Use commas to clarify meaning or avoid ambiguity in writing.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
• Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
• Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
• Note and develop initial ideas, drawing on reading and research where necessary.
• Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.