English

Welcome to the English page.

I hope you will visit this page once per half term, as examples of ‘good’ writing will be uploaded for you to read and enjoy.  The aim is to include writing from every year group.  It should be evident how your children progress in the many complex areas of writing: from using the cursive script to joining neatly; from writing in simple sentences to using more complex sentence structures; from using basic language to including well-chosen and appropriate language; from writing a single sentence to writing in paragraphs that are cohesive and hopefully throughout you will gain a sense of the way their creativity is being nurtured and encouraged.

Miss Donaghy

SUMMER 2 WRITING

For the final half term I am simply uploading some writing from KS1 and KS2 for you to enjoy.  I will not indicate the years groups, but perhaps from the work that has appeared already you may wish to try and work it out.  The samples are well punctuated, neatly presented and are mainly consistent in both person and tense.

SUMMER 1 WRITING

Rec:

Year 1C:

During our Superhero topic, we read the fantastic story ‘Supertato’.  The children acted out the story; planned a story map and then re-told the story in their own words. From the writing you can see that there has been encouragement to use paragraphs, adjectives, onomatopoeia words, connectives and a variety of sentences openings.

Year 1D:

‘Supertato’ is a fabulous book written by Sue  Hendra.  The children have used the book as a stimulus for a range of writing: including retelling the story in their own words; writing a diary from the superhero’s perspective; composing a persuasive letter from the evil pea and finally writing their very own sequel.  Below are some examples of where the original story has been re-told.  The children were encouraged to plan, to paragraph, to use adjectives and where possible use the connectives ‘and’ ‘so’ ‘but’ or because.  They also had to join their handwriting and use words to indicate the passage of time.  The Superheroes topic was a definite hit with all of us.

Year 4:

The Traders and Raiders topic provided a real wealth of historical insights for the class to research and discover.  The expectation was that a poem would be created that encapsulated the concept of battle and war.  These ideas needed to be organised into relevant verses, which included an element of repetition.  In order to evoke emotion the ideas needed to be put across in a powerful way – so using techniques like personification, alliteration, similes and metaphors were deemed necessary and important.

Year 5:

During the Scream Machine topic, theme parks and roller-coaster rides were reviewed.  Personal experiences of visiting such exciting places  were considered and then shared.

Theme parks were then used as a setting and dialogue that may occur between two friends as they prepare for the day out was imagined.  It was important to consider the type of things that could be expressed and there was an expectation that the writing would included reference to emotions and senses too. Some of these were positive whilst some focused on the anxiety and the frightening feelings that may be experienced when going on high and fast rides.

The focus was on using appropriate punctuation linked to speech, including commas, inverted commas, question marks and exclamation marks. Layout  was also reviewed.  Of course, the children made sure they didn’t use ‘said’ too often, but included much more exciting synonyms.

Years 6D & 6LD:

Through our topic we have been exploring the emotions of individuals who had direct experience of war.  The feelings of fear and loss permeated the lives of soldiers, their families and friends.  After watching part of a short film it was decided that the ‘flashback technique’ should be incorporated, as it is a powerfully emotive tool to connect with the reader.  The children wrote their imagined ending to the film.

 

Theatre-goers:

From the 13th June tickets for children to attend the theatre are free for specific shows, throughout the month of August (with a full paying adult).  You can either google ‘kids week’ or click on this link kids week I hope you find something wonderful.

Nearly-new Book Sale

Thank You!

Firstly, thank you for donating books of high quality and in such excellent condition.  ‘Thank you’s also need to be extended to the members of Year 5 who gave up their time to assist me with sorting , grouping and organising the books into such an attractive ‘pop-up shop’ – most professional.  Our Pupil Councillors from Years 5 and 6 were fabulous shop keepers, so of course thank you to them as well.  We also appreciated the donations of cakes, which went down a treat.  Finally, and equally importantly, thanks to all our parents for supporting our endeavours; visiting our shop and purchasing new reading material.  Watch out in the newsletter for full details of the total raised – currently the figure is in excess of £200.  The proceeds will be used for ensuring outside reading facilities in our playgrounds.

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SPRING 2 WRITING

Rec:

In Reception the children have been writing about what they got up to at the weekend. It is the first time they have written on lines and they all thought very carefully about using the Monkfrith script.  In addition to this they have had to think about keeping their letters on the line!

Year 1C:

A Meerkat from Zambia emailed the children in Year 1!  He was thinking about visiting our capital city, but needed a little more encouragement.  The children dutifully replied as they have acquired lots of interesting facts about London.  The task was to write a persuasive letter to inform Marley all about the things he could see and do! Children are starting to use ‘because’ in their writing to make it more interesting!

The children have shared the story ‘Katie in London’.  They used a story map to plan their own retelling of the story.  This plan was used to support the children when writing the story in  their own words. It was important to use adjectives to make their writing more exciting, as well as punctuating correctly.

Year 1D:

The children had an amazing experience in the form of ‘Architecture Workshop’, to link in with the Bright Lights, Big City topic.  The children were shown how to create a story map and then expected to create their own.  The modelled story map was then transformed into a written account of the experience.  The children needed to form a factual account in sentences that were punctuated properly, as well as attempting to use vocabulary to indicate the passage of time.

Year 2D:

This half term Year 2 have been learning about healthy eating. They wrote informative reports about the Eatwell Plate to provide their readers with the facts to help them make good food choices. Within their reports the children were expected to be include a range of features relevant to a non-chronological report such as: being able to organise their ideas into appropriate sections using sub-headings; writing in third person; using technical vocabulary and writing in the correct tense. In addition to this, the children were expected to apply what has been learnt about the range of year 2 conjunctions, the use of apostrophes for contractions and include a growing range of noun phrases. As an extension, children were asked to think about being able to write command and question sentences within their writing and also think about their audience.

Year 2S:

This half term Year 2 wrote their very own auto-biographies. Before they wrote their life stories the children had to undertake some research.  They asked questions at home so they were able to find out facts and details that they couldn’t be expected to remember. Included are features of an auto-biography, such as: using their own experiences and knowledge; writing in the first person; writing in the past tense and in addition to all this the children were expected to apply what has been learnt about conjunctions,  the possessive apostrophes and correctly spelling simple contractions.

Year 3:

During year 3’s Flow topic, the class visited Barnet Environment Centre, where they took part in their Rocks, Soils and Materials Workshop. After the trip to the Barnet Environment Centre, brochures were written to encourage and persuade other schools to visit and book the experience. The starting point was to look at leaflets and language that is used to persuade. Then the children planned and wrote their own, using a range of year 3 targets – headings, conjunctions, rhetorical questions and short sharp statements. Once they were written, they were edited and finally typed up using Comic Life.

Year 4:

The children have been learning about life in Roman times, with a focus food. Their  eating habits and rituals were researched and then information leaflets were created. There was an expectation that the children would incorporate the features of leaflet writing and extend sentences with prepositions and conjunctions to include more information.  Those that included an introductory and/or concluding statements for each section were particularly pleasing.

Year 5:

Year 5’s latest topic is the Pharaohs and what an inspirational topic it has been! Researching the most famous pharaoh of all time, Tutankhamun, has led to our own fantastic discoveries. We investigated one of the most amazing finds ever…Tutankhamun’s tomb, which was unearthed by the artist/archaeologist Howard Carter.

Using the features of a chronological report as a prompt, the children wrote their own time-ordered accounts outlining Carter’s procedures, which culminated in the opening of the tomb. Headings and sub-headings were used to organise the writing with a strong  focus on actual key facts, opinions and evidence.  The past tense was used throughout and specific sentence openers were employed to add variety and interest.

Year 6D:

Year 6 have been analysing the way authors use sentence structure, vocabulary and punctuation to create suspense.  This handwritten piece of writing demonstrates how to use short pacy sentences to build tension and shows the way expanded noun phrases and similes create atmosphere.

The children have been learning about the contribution of English scientist William Harvey to their understanding of the heart.  The typed piece shows a range of conjunctions being used to develop ideas; subject specific vocabulary to display confidence in knowledge and a formal tone has been maintained throughout.

Year 6LD:

Maz Evans:

Years 5 and 6 were a captive audience this morning when the author of “Who Let The Gods Out” visited.  Her energy, enthusiasm and sense of humour were evident from the outset. The children were left with a life message – don’t allow the hundreds of ‘no’s that you may hear, stop you from following your dream, because all it takes it that one ‘yes’.

World Book Day:

BBC 2 500 word writing competition

SPRING 1 WRITING

Rec:

The children in our Reception classes are gaining confidence writing sentences and using the cursive script. They are starting to retell stories and recount events from their own personal experiences.

Year 1C:

1C have been working on ‘The Lion Inside’.  The class started by reading the story and then it was acted out.  This was followed by pictorially planning the stages of the story and then telling the story in their own words.  The children were very interested in the character of the mouse and thought about what they could ask him if they ever were to meet.  Following ‘hot seating’ activities, the children wrote a diary from mouse’s view point.

Year 1D:

1D have also been working on ‘The Lion Inside’.  The class started by reading the story and then it was acted out.  This was followed by pictorially planning the stages of the story and then telling the story in their own words.  The children were very interested in the character of the mouse and thought about what they could ask him if they ever were to meet.  Following ‘hot seating’ activities, the children wrote a diary from mouse’s view point.  Alexander worked so hard and so well that he completed a diary from the point of view of the lion.

Year 2D:

Using a picture prompt and incorporating topic related vocabulary, short descriptive passages have been written.  They were planned in detail in the first instance and then they were improved upon.  In addition to the use of topic specific vocabulary, you will see that apostrophes for possession and contraction have been included.  There is also evidence of the use of conjunctions.

Year 2 have also worked on re-telling the well-known fairy tale of ‘Rapunzel’, from the point of view of the evil witch.  There was an expectation that the correct pronouns would be used throughout; appropriate adjectives would be selected to form expanded  noun phrases; adverbs would be included, as well as using a range of conjunctions.  In the piece below speech punctuation has also been experimented with.

 

Year 2S:

Year 2 have spent this half term learning about castles and how they are built. They have used all of the interesting facts and new vocabulary to describe pictures of majestic castles. In these descriptions, the children focused on using interesting noun phrases, the possessive apostrophe and the past tense.

Year 3:

Year 3 imagined that they went on a camping trip. During their first day they found an unexpected cave. They wrote diary entries to describe their exciting experience. In their diaries they needed to describe what they saw, heard and felt. To make it more interesting for the reader, they used Year 3 target conjunctions, expanded noun phrases, adverbs and prepositions.

Year 4:

Year 5:

In Year 5, they discussed the feelings and sensations associated with free falling. Some instances given involved jumping on a bed, a trampoline, floating in water and riding on a roller-coaster. They experimented with verbs, descriptive noun phrases and similes and used those ideas to create a free verse poem about the sensation of gravity.

Using these same stimuli and also their recently acquired knowledge of the Solar System, they worked in groups to develop their own rap!  They listened to various musical raps inspired by the planets and the moon and then ‘played’ with words, order and repetition to turn their own verses into raps – which were then performed to the rest of the class.

Year 6D:

Year 6 wrote poems about the Aurora Borealis.  The aim was to reflect the ‘story’ of the Lights and explain the beauty of this natural phenomena.  These poems use a range of figurative devices, including similes, metaphors and personification, to create powerful and dramatic images.

Year 6LD:

Year 6 wrote poems about the Aurora Borealis.  The aim was to reflect the ‘story’ of the Lights and explain the beauty of this natural phenomena.  These poems use a range of figurative devices, including similes, metaphors and personification, to create powerful and dramatic images.