Intent – English: Story Writing
The curriculum is designed with our pupils and the Holmer community in mind. It enables children to access and enhance their understanding of their home, their city and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress through their school career and beyond. This will help them become successful members of modern British society, preparing them for the challenges and opportunities.
EYFS: “They write simple sentences which can be read by themselves and others.”
KS1: “Writing narratives about personal experiences and those of others (real and fictional).”
KS2: “In narratives, describing settings, character and atmosphere.”
What will be made, produced, performed, or published?
Children will demonstrate their understanding of how to create a story through a series of lessons culminating in publishing an independent piece of writing at the end of the teaching sequence.
What knowledge will the children have embedded?
Children will be able to combine words into progressively complex narratives. They will gradually develop the settings, characters plot and atmosphere of a story. Their writing will be increasingly influenced by great works of fiction.
What retention may be demonstrated?
Here are some example questions that may be used to assess children’s understanding.
⇒ EYFS: What is your story about? Who is in your story? How does your story end?
⇒ KS1: Where is your story set? Tell me something about your characters.
⇒ KS2: What is the main conflict (problem) in your story? How have you resolved this? What atmosphere have you tried to create? How have you described the setting?
- Children may demonstrate an understanding of different culturally significant story writing styles and may use these as models for their own writing.
- Children will increasingly develop the life skills essential to writing such as generating ideas, drafting, rereading and editing.
- Children will understand how to communicate a narrative that progressively draws on their own personal experiences as well as their learning about their community, country and the wider world in a range of historical contexts.
⇒ Individual liberty
⇒ Mutual respect
⇒ Tolerance of different faiths & beliefs