Composition & Structure / Grammar, Punctuation & Vocabulary
Plan writing with appropriate awareness of the audience and purpose.
Draft writing through discussed and written ideas.
Begin to edit work ensuring writing makes sense.
Begin to recognise spelling and punctuation errors independently.
Begin to evaluate both their own and other's writing and its effectiveness.
Read aloud their own writing, using expression and intonation.
Begin to organise writing using features such as paragraphs, headings and subheadings.
Narrative has a clear beginning, middle and end although this may not always be logical. / a' and 'an' are used correctly.
Nouns and pronouns are used for clarity and to avoid repetition.
Present perfect tense is used to vary writing (I have, you have, we have, they have).
Basic punctuation (capital letters and full stops) is used accurately.
Commas are used in lists.
Fronted adverbials are mostly followed by a comma.
Question marks and exclamation marks are used accurately.
Possessive apostrophes are mostly used accurately.
Inverted commas are used to mark speech accurately.
Can create settings and develop characters through:
Age appropriate adjectives.
Age appropriate adverbs.
Some literary devices such as similes, personification and onomatopoeia.
Begin to use a range of subordinating and coordinating conjunctions.
Develop and apply a broad range of vocabulary through the use of dictionaries and thesauruses.
Express time and relationships in writing through conjunctions, adverbs and prepositions (then, after, later that day, suddenly).
Discuss writing using grammatical terminology taught in year 3.
Handwriting
Writing is legible and consistent.
Writing is mostly joined.
Developing fluency in handwriting.
Upper and lower case letters are the correct size and sit on the line.
Yr3 Autumn term:
Term 1: Tremors (6 weeks)
Type / Unit Title / Time guide / Composition & Structure / Grammar, Punctuation & VocabularyNarrative / Adventure and Mystery
Cliff Hanger
Changed to ‘The Tunnel’ / 4 weeks / Y3 - Introduction to paragraphs as a way to group related material
Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes sense.
Y3 – Narrative has a clear beginning, middle and end. / Y2/3 – Correct use of capital letters and full stops.
Y2 – Use past and present tense correctly and consistently.
Y2 - Commas to separate items in a list
Y2 – Use expanded noun phrase to describe and specify.
Y2 – Use of conjunctions in writing.
Y2 - How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
Y3 - Introduction to inverted commas to punctuate direct speech
Y3 - Expressing time, place and cause using adverbs [for example, then, next, soon, therefore]
Y3 - Discuss writing using grammatical terminology taught in year 3.
Non - fiction / Non Chronological Reports
Information texts
Mountains / 2 weeks / Y3 - Introduction to paragraphs, headings and subheadings as a way to group related material
Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes sense. / Y1 - Capital letters for names.
Y3 – ‘a’ and ‘an’ are used correctly.
Y3 - Nouns and pronouns are used for clarity and to avoid repetition (3rd person pronouns).
Y3 - Subordination (using when, if, that, because) and co-ordination (using or, and, but)
Y3 - Develop and apply a broad range of technical vocabulary through the use of dictionaries and thesauruses.
Y3 - Discuss writing using grammatical terminology taught in year 3.
Yr3 Autumn term:
Term 2: Tribal Tales (7 weeks)
Type / Unit Title / Time guide / Composition & Structure / Grammar, Punctuation & VocabularyNarrative / Stories with Familiar Settings
Stig of the Dump / 4 weeks / Y3 - Introduction to paragraphs as a way to group related material
Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes sense.
Y3 – Narrative has a clear beginning, middle and end.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness. / Y2 - Use a range of different sentence types (statements, questions, exclamations, commands).
Y2 – Use past and present tense correctly and consistently.
Y2 – Use expanded noun phrase to describe and specify.
Y2 – Use of conjunctions in writing.
Y2 – Possessive apostrophes.
Y2 - Use of the progressive formof verbs in the present and pasttense to mark actions in progress [for example, she is drumming, he wasshouting]
Y3 – Question marks and exclamation marks.
Y3 – Fronted adverbials followed by a comma.
Y3 – Use age appropriate adjectives and adverbs.
Y3 - Develop and apply a broad range of vocabulary through the use of dictionaries and thesauruses.
Y3 - Discuss writing using grammatical terminology taught in year 3.
Poetry / Shape & Calligram poems
Dinosaur Poem / 2 weeks / Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes
Y3 - Expressing time, place and cause using adverbs [for example, then, next, soon, therefore]
Y3/4 - Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness. / Y3 - Some literary devices such as similes, personification and onomatopoeia.
Y3 - Develop and apply a broad range of vocabulary through the use of dictionaries and thesauruses, especially comparative language e.g. superlatives.
Y3 – Use age appropriate adjectives and adverbs.
Y3 - Discuss writing using grammatical terminology taught in year 3.
Y3 - Word families based on common words, showing how words are related in form and meaning (e.g. solve, solution, solver, dissolve, insoluble)
Yr3 Spring term:
Term 3 – Flow(5 weeks)
Non-Fiction / Newspaper Reports / 3 weeks / Y3 - Introduction to paragraphs, headings and subheadings as a way to group related material
Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes sense.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness.
Y3 - Begin to recognise spelling and punctuation errors independently. / Y2 – Use past and present tense correctly and consistently.
Y3 - Express time and relationships in writing through conjunctions, adverbs and prepositions (then, after, later that day, suddenly).
Y3 - Introduction to inverted commas to punctuate direct speech
Y3 – ‘a’ and ‘an’ are used correctly.
Y3 - Nouns and pronouns are used for clarity and to avoid repetition (3rd person pronouns).
Y3 - Discuss writing using grammatical terminology taught in year 3.
Poetry / Language Play / 2 weeks / Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes
Y3 - Expressing time, place and cause using adverbs [for example, then, next, soon, therefore]
Y3/4 - Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness. / Y3 - Some literary devices such as similes, personification and onomatopoeia.
Y3 - Develop and apply a broad range of vocabulary through the use of dictionaries and thesauruses, especially comparative language e.g. superlatives.
Y3 – Use age appropriate adjectives and adverbs.
Y3 - Discuss writing using grammatical terminology taught in year 3.
Y3 - Word families based on common words, showing how words are related in form and meaning (e.g. solve, solution, solver, dissolve, insoluble)
Yr3 Spring term:
Term 4 – Scrumdiddlyumptious (6 weeks)
Non-Fiction / Instructions / 3 weeks / Y3 - Introduction to paragraphs, headings and subheadings as a way to group related material
Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes sense.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness.
Y3 - Begin to recognise spelling and punctuation errors independently. / Y3 - Fronted adverbials are mostly followed by a comma.
Y3 - Express time and relationships in writing through conjunctions, adverbs and prepositions (then, after, later that day, suddenly).
Y3 - Develop and apply a broad range of vocabulary through the use of dictionaries and thesauruses, especially imperative verbs and powerful verbs.
Y3 – Age appropriate adverbs.
Y3 - Discuss writing using grammatical terminology taught in year 3.
Non-Fiction / Letter Writing
Roald Dahl focus:
‘Charlie and Chocolate Factory’
‘George’s Marvellous Medicine’ / 3 weeks / Y3 - Introduction to paragraphs as a way to group related material
Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes sense.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness. / Y2 – Possessive apostrophes
Y2 - Use a range of different sentence types (statements, questions, exclamations, commands).
Y3 - Present perfect tense is used to vary writing (I have, you have, we have, they have).
Y3 - Begin to use a range of subordinating and coordinating conjunctions.
Y3 – Question marks and exclamation marks.
Y3 – Fronted adverbials followed by a comma.
Y3 - Discuss writing using grammatical terminology taught in year 3.
Yr 3 Summer term:
Term 5 - Gods and Mortals (6 weeks)
Type / Unit Title / Time guide / Composition & Structure / Grammar, Punctuation & VocabularyNarrative / Dialogue and Plays / 2 weeks / Y3 – Organise writing using headings and subheadings.
Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes sense.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness.
Y3 – Read aloud their writing using expression and intonation. / Y3 - Express time and relationships in writing through conjunctions, adverbs and prepositions (then, after, later that day, suddenly).
Y3 – Age appropriate adverbs.
Y3 – Question marks and exclamation marks.
Y3 - Word families based on common words, showing how words are related in form and meaning (e.g. solve, solution, solver, dissolve, insoluble)
Y3 - Discuss writing using grammatical terminology taught in year 3.
Narrative / Myths and Legends / 4 weeks / Y3 - Introduction to paragraphs as a way to group related material
Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes sense.
Y3 – Narrative has a clear beginning, middle and end.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness. / Y2 - Use a range of different sentence types (statements, questions, exclamations, commands).
Y3 – Present perfect tense
Y3 - Express time and relationships in writing through conjunctions, adverbs and prepositions (then, after, later that day, suddenly).
Y3 – Age appropriate adjectives and adverbs
Y3 – Some literary devices such as similes, personification and onomatopoeia.
Y3 - Develop and apply a broad range of vocabulary through the use of dictionaries and thesauruses, especially synonyms for said and powerful verbs.
Y3 – Inverted commas to mark speech.
Y3 – Subordinating and coordinating conjunctions.
Y3 - Discuss writing using grammatical terminology taught in year 3.
Yr 3 Summer term:
Term 6 - Urban Pioneers (6 weeks)
Type / Unit Title / Time guide / Composition & Structure / Grammar, Punctuation & VocabularyNon - Fiction / Persuasive Writing / 4 weeks / Y3 - Introduction to paragraphs, headings and subheadings as a way to group related material
Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes sense.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness. / Y3 – Literary devices such as smilies and personification.
Y3 – Question marks and exclamation marks
Y3 – Perfect present
Y3 – Nouns and pronouns (2nd person)
Y3 - Discuss writing using grammatical terminology taught in year 3.
Y3 – Possessive apostrophes.
Poetry / Poems to Perform / 2 weeks / Y3 – Plan writing with appropriate awareness of the audience and purpose.
Y3 – Draft writing through discussed and written ideas.
Y3 – Begin to edit work ensuring writing makes
Y3 - Expressing time, place and cause using adverbs [for example, then, next, soon, therefore]
Y3/4 - Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Y3 – Begin to evaluate both their own and other’s writing and its effectiveness. / Y3 - Some literary devices such as similes, personification and onomatopoeia.
Y3 - Develop and apply a broad range of vocabulary through the use of dictionaries and thesauruses, especially comparative language e.g. superlatives.
Y3 – Use age appropriate adjectives and adverbs.
Y3 - Discuss writing using grammatical terminology taught in year 3.
Y3 - Word families based on common words, showing how words are related in form and meaning (e.g. solve, solution, solver, dissolve, insoluble)
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