Standards site for Teaching writing: narrative, poetry and plays
Summer Term Planning examples
Year One
Narrative stories with simple settings
Y1T3T14 to write stories using simple settings, e.g. based on previous reading.
Y1T3T15 to use poems or parts of poems as models for own writing, e.g. by substituting words or elaborating on the text;
Y1T1T16 to compose own poetic sentences, using repetitive patterns, carefully selected sentences and imagery.
Year Two
Narrative sustained stories with story elements
Y2T3T10 to write sustained stories, using their knowledge of story elements; narrative, settings, characterisation, dialogue and the language of story.
Poems that play with language
Y2T3T11to use humorous verse as a structure for children to write their own by adaptation, mimicry orsubstitution; to invent own riddles, language puzzles, jokes, nonsense sentences, etc., derived from reading; write
tongue-twisters or alliterative sentences; select words with care, re-reading and listening to their effect.
Year Three
Narrative Planning and writing stories
Y3T3T10 to plot a sequence of episodes modelled on a known story, as a plan for writing;Y3T3T11 to write openings to stories or chapters linked to or arising from reading; to focus on language to create effects, e.g. building tension, suspense, creating moods, setting scenes;
Y3T3T12 to write a first person account, e.g. write a character’s own account of incident in story read;
Y3T3T13 to write more extended stories based on a plan of incidents and set out in simple chapters with title and author details; to use paragraphs to organise the narrative.
Y3T3T15 to write poetry that uses sound to create effects, e.g. onomatopoeia, alliteration, distinctive rhythms.
Year Four
Poetry Writing poems using different forms
Y4T3T14 to write poems, experimenting with different styles and structures, discuss if and why different forms are more suitable than others;
Y4T3T15 to produce polished poetry through revision, e.g. deleting words, adding words, changing words,
reorganising words and lines, experimenting with figurative language.
Year Five
Y5T3T11to use performance poems as models to write and produce poetry in polished forms through revising, redrafting and presentation.
Year Six
Narrative An extended journey story
Y6T3T14 to write an extended story, worked on over time on a theme identified in reading.
Poetry Writing a sequence of poems
Y6T3T13 to write a sequence of poems linked by theme or form, e.g. a haiku calendar.
