Select the print option on your toolbar or from the drop-down menu.
ENGLAND: KEY STAGE 1 ENGLISH
Magic Key Activities
Complements the DfES/QCA
Scheme of Work Unit:
En3 WRITING
HMS Sweet Tooth The Patchworker Dragon Land The Cream Cake Mystery Floppy and the Puppies Lug and the Giant Stork Code Calling Fraser the Eraser The Sound Monster
Topics Full stops Sentences making sense Questions Seeing patterns Characteristics Capital letters Working out new words Description Words that make sounds
Level 1
PROGRAMME OF STUDY
Knowledge skills and understanding  
1. Composition, pupils should be taught to:
a) use adventurous and wide-ranging vocabulary;          X      X  
b) sequence events and recount them in appropriate detail;                  
c) put their ideas into sentences;                X  
d) use a clear structure to organise their writing;                  
e) vary their writing to suit the purpose and reader;                  
f) use the texts they read as models for their own writing.        X          
2. Working with the teacher and with others, in order to develop their writing, pupils should be taught to:
a) write familiar words and attempt unfamiliar ones;                  
b) assemble and develop ideas on paper and on screen;          X      X  
c) plan and review their writing, discussing the quality of what is written;                  
d) write extended texts, with support.                  
3. Pupils should be taught:
a) how punctuation helps a reader understand what is written;      X            
b) the connections between punctuation and sentence structure, intonation and emphasis;      X            
c) to use capital letters, full stops, question marks and to begin to use commas.  X    X      X      
4. Pupils should be taught to:
a) write each letter of the alphabet;                  
b) use their knowledge of sound symbol relationships and phonological patterns;                  
c) recognise and use simple spelling patterns;        X          
d) write common letter strings;                  
e) spell common words;                  
f) spell words with common prefixes and inflectional endings;                  
g) check the accuracy of their spelling, using word banks and dictionaries;                  
h) use their knowledge of word families and other words;                  
i) identify reasons for misspellings.                  
5. In order to develop a legible style, pupils should be taught:
a) how to hold a pencil/pen;                  
b) to write from left to right and top to bottom of a page;                  
c) to start and finish letters correctly;                  
d) to form letters of regular size and shape;                  
e) to put regular spaces between letters and words;                  
f) how to form lower and uppercase letters;                  
g) how to join letters;                  
h) the importance of clear and neat presentation in order to communicate their meaning effectively.                  
6. Pupils should be taught some of the grammatical features of written standard English.
7. In composing their own texts, pupils should be taught to consider:
a) how word choice and order are crucial to meaning;    X          X    X
b) the nature and use of nouns, verbs and pronouns;                  
c) how ideas may be linked in sentences and how sequences of sentences fit together.                  
BREADTH OF STUDY
8. Pupils should be taught the knowledge, skill and understanding through addressing the following ranges of purposes, readers and forms of writing.
9. The range of purposes for writing should include:
a) to communicate to others;                  
b) to create imaginary worlds;                  
c) to explore experience;                  
d) to organise and explain information.                  
10. Pupils should be taught the value of writing for remembering and developing ideas.
11. The range of readers for writing should include teachers, other adults, children and the writers themselves.
12. The range of forms of writing should include narratives, poems, notes, lists, captions, records, messages, instructions.