Each term children study at least 2 genres, 1 fiction and 1 non fiction.
  •  Grammar elements and genres are plotted across the year to ensure coverage and depth across the year groups.
  • Age appropriate class texts are chosen to support the genre being studied as well as to engage the children in the particular unit.
  • Children use steps to success within each unit to support them in reaching their personal objectives.

In Key Stage 1, children use ‘sentence stacking’ as a basis for their extended guided writing. This approach to writing allows the children to really focus on the impact of their vocabulary, sentence structure and punctuation choices. By breaking a piece of writing down in to small sections, the Key Stage 1 children gain an in-depth understanding of word class and the technical side of writing whilst also giving value to the importance of the composition of their work.

In Key Stage 2, children progress from daily ‘sentence stacking’ to writing paragraphs of work in an extended writing lesson. By focussing on a particular paragraph of work, children get a strong appreciation of the tone and style of that particular genre whilst also heavily focussing on the inclusion of age appropriate SPaG elements- without jeprodisring the composition of the piece. Prior to an extended piece of writing, children are taught the skills required to be successful in that piece within the context of the genre they are writing. We believe in giving children all the tools required to boost their confidence and be successful writers.
Independent writing
At the end of every unit an independent piece of writing is planned and written which is based on the same genre modelled trhough guided writing lessons. This piece of writing allows children to show off their creative flare as well as giving them the opportunity to apply all of the technical skills that they have been working on. 

As the final piece of writing in every unit is independent, it is used by teachers to assess the children’s strengths and weaknesses which will then form the basis of a child’s writing targets and the focus of subsequent teaching.