Sacred Heart- Writing Curriculum Overview – Year 3
Effect on audience
· attempts to adopt a viewpoint
· imitates authorial techniques gathered from reading
· ensures relevant details are included
· uses some detail in the description of setting or characters’ feelings or motives
· selects and uses formal and informal styles and vocabulary appropriate to the
· begins to use figurative language including similes
purpose/reader
· writes narratives or a scene from a narrative showing a contrast in viewpoint
· shows awareness of the reader in own proof reading and editing
Uses: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or ‘speech marks’)
Sentence structure and punctuation
Text organisation
· expresses time, place and cause using
·
plans and writes stories based on own experience using the structure (opening, dilemma/ conflict/ problem, resolution,
ending), ending texts effectively
conjunctions [e.g. when, before, after,
while, so, because], adverbs [e.g. then,
· uses paragraphs to organise ideas
next, soon, therefore], or prepositions
·
writes an opening paragraph and further paragraphs for each stage of the story ensuring that sequence is clear and making
[e.g. before, after, during, in, because of]
decisions about how the plot will develop
· uses inverted commas to punctuate direct
· includes a structured sequences of events linked using conjunctions and adverbs
speech
· uses a wider range of phrases to sequence events e.g. moving on from ‘first’, ‘then’, ‘next’ to ‘after a while’, (emerging use of
· uses the present perfect form of verbs
adverbials)
instead of the simple past e.g. ‘He has gone
·
uses basic conventions for written dialogue and includes some dialogue that shows the relationship between two
out to play’ contrasted with ‘He went out to
characters
play’
st
rd
· uses either 1 or 3 person consistently
· shows some developing
·
turns notes into sentences grouping information, often moving from general to more specific detail
evidence of commas to mark
·
includes the use of organisational devices to aid conciseness such as numbered lists or headings, based on notes from several
grammatical boundaries
sources
within sentences
· edits own and others’ writing for
· uses the features of poetic forms studied (e.g. haikus, tankas and kennings)
punctuation, spelling and grammar
(Delivered via cross curricular, Imaginative Learning Projects, guided writing, group intervention)
Handwriting
Spellings
·
beginning to use the diagonal and
· The phonics element of the programme of study for Year 3 and 4 must be prioritised and secured in Year 3.
· Examples of words with the following sounds can be found in the National Curriculum English Appendix 1 (spelling)
horizontal strokes that are needed
· spells words with endings sounding like -sure, -ture, -sion
to join letters and understands
· spells endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian
which letters, when adjacent to one
· spells words with the /k/ sound spelt ch (Greek in origin)
another, are best left unjoined
· spells words with the /ʃ/ sound spelt ch (mostly French in origin)
· increases the legibility, consistency
· spells words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)
and quality of handwriting e.g. by
· spells words with the /s/ sound spelt sc (Latin in origin)
ensuring that the down strokes of
· spells words with the /eɪ/ sound spelt ei, eigh, or ey
letters are parallel and equidistant;
· uses further prefixes and suffixes and understand how to add them
that lines of writing are spaced
· spells homophones (see NC English Appendix 1)
sufficiently so that the ascenders and
· spells words that are often misspelt (English Appendix 1)
descenders of letters do not touch
· places the possessive apostrophe accurately in words with regular plurals
· independently uses first 1-2 letters of a word to locate it in a simple dictionary and makes some attempted use of thesauruses
Adapted from hfl overview