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Functional writing
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• Write in a variety of forms to communicate key events,
facts, points of view and ideas using appropriate organisation
and specialist vocabulary.
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• Both individually and in groups, marshal ideas using
a range of research procedures;
• collate information in order to present a point of
view or argument;
• select appropriate structures and apply appropriate
conventions of writing
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Pupils' developing skills in reading for information will
enable them to write cogently in a range of genres; they
will gain experience in a variety of research procedures
which, increasingly, will involve the use of IT; they will
select and collate information in accordance with task and
purpose; they will select appropriate structures and formats;
they will apply appropriate conventions of writing with
confidence.
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Personal writing
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• Write about personal experiences in a variety of
formats, demonstrating some capacity to reflect on experience
and with some grasp of appropriate style.
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• Select from personal experiences
and write reflectively on these;
• use ideas, structures and vocabulary appropriate
to different forms of personal writing.
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Teachers will help pupils to explore
the opportunities for reflection in personal writing and
to select experiences which lend themselves to thoughtful
review. The quality of pupils' reflection will depend upon
sensitive guidance from the teacher and upon encouragement
to develop reflection beyond "I think........"
All such work should take account of audience and purpose;
teachers will also encourage modelling in writing to increase
pupils' awareness of genre.
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Imaginative writing
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• Write imaginative pieces in various genres, making
some use of appropriate literary conventions.
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• Explore forms of writing with quite complex structure
and organisation;
• attempt to create mood, develop understanding of
point of view, and use language to create particular effects
in imaginative pieces in various genres.
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Teachers will foster a workshop environment; pupils will
discuss and share ideas; read each others' openings, pieces
of dialogue, turning points, first drafts; be prepared to
comment constructively and listen to comment. In such an
environment pupils will more readily think of themselves
as writers, crafting their ideas in various genres. Use
of their own dialect and language should be actively encouraged
not only in dialogue, but as part of a developing confidence
in experimenting with language to create particularly effects.
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