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South Green Junior




To be able to write effectively, children need an understanding of how to plan effectively; how to use language to best effect; compose a range of sentences; organise their writing and to write for specific audiences. However, children also need other basic skills: an understanding of grammar, be able to spell accurately and to able to present their work with clear, legible handwriting.

Resources to support children with writing, grammar and spelling can be found after the whole school curriculum map.

Literacy Curriculum Intent:

The literacy curriculum is designed to provide our children with the tools that will enable them to communicate effectively with others and to participate fully as a member of society. We aim to inspire our children and to create a culture where they take pride in their writing, can write clearly and accurately, and adapt their language and style for a range of contexts. The literacy curriculum aims to ensure that our children are also confident in the art of speaking and listening and who can use discussion to communicate and further their learning.

 Literacy Policies:

 Literacy Policy 2021

Feedback policy for written skills 2020

Handwriting Policy 2021

Whole school literacy curriculum map:



Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 3


Journey narrative


Rescue narrative


Rags to riches

Portal narrative

A warning narrative

Beating the baddie 


Non-chronological information text

Recount - newspaper report


Persuasive text - letter

Explanation text

Recount - diary

Year 4


Rags to riches

Losing and Finding 

Warning Tale

Beating the Baddie

Character Transformation

Portal Story



Explanation text



Recount - newspaper report

Balanced argument

Year 5


Beat the baddie narrative

Rescue narrative

Keeping a secret

Character transformation narrative

Wishing narrative

Warning narrative.


Non-chronological information text

Balanced argument/ discussion







Explanation text

Year 6


Rescue narrative 

Character transformation narrative.

Rags to riches/ transformation narrative.

Overcoming a threat narrative/ flashback

Quest narrative


Character flaw narrative


Recount - newspaper report

Non-chronological information text

Balanced argument/ discussion



Biography/ autobiography




Resources to support writing: 

Writing ideas and stimuli

Create a writing environment. How we teach Writing

Talk for Writing terms glossary.

Writing expectations tick sheet for children at the end of year 6

 Resources to support grammar:

Grammar is an important part of the curriculum. Having a good understanding will support your child when they write. Year 6 children are also tested on their understanding of grammar and punctuation as part of the SATs tests.
Punctuation mark definitionsGrammar terminology definitions

Vocabulary, grammar and punctuation National Curriculum


Resources to support spelling:

There are many different strategies that can be used to support more accurate spellings. Different strategies (detailed in the first document) may suit your child more than others, but a combination of several will probably be the most successful. 

Strategies for learning spellings

Common spelling rules

Tips to improve spellings (including common spelling errors)

Homophones, which are confusing in their spellings, are words that sound the same, but are spelt differently. 

Common homophones

Mnemonics and memory reminders, if which there are many, use rhymes, words within words and links to help all of us remember how to spell words that we find challenging.

Common mnemonics and memory reminders.

Prefixes and suffixes are added to the start (prefix) and ends (suffix) of a word (root word). If children understand their meaning and the spelling, it helps them to build words, so that they are spelt correctly, as well as to help comprehension of unfamiliar vocabulary.


Common prefixes and suffixes

Spelling games

Statutory spellingsPrimary National Curriculum - spelling

Parent Webinar - Spelling (May 2021)

If you weren't able to attend the parent webinar in May, please click on the link below to watch the recording:


Support for Handwriting

Handwriting is an important part of writing at junior school because:

  • Well-presented work develops the self-esteem of children and encourages them to take pride in their work. When children’s handwriting improves, the quality of the writing often does too.
  • To maintain legibility in joined handwriting when writing at speed is one of the assessment criteria for children to be working at age related expectations at the end of year 6.
  • Studies have shown that there is a direct link between learning cursive writing and developing reading skills. Studies show that handwriting contributes to reading fluency because it activates the visual perception of letters.

Sitting position

When your child is writing, they need to be sitting at a table, ideally is at the natural height of the elbow and does not result in the child’s shoulders hunching up when working.  The chair should allow the hips, knees and ankles to be at approximately 90°. If the table is too high, use a firm cushion that places the child at the correct height.  Then, place a small foot stool, foot block, or even an old telephone directly below their feet to ensure a stable position.

Tram lines

At South Green Junior School, pupils write using tram lines in all subjects until they are proficient in writing with a joined legible script. They then move onto writing in normal lined books.

Tramlined writing paper

Letter joins and formation

Pencils and pens

Pupils use a pencil to write with in years 3 and 4, until they are ready to move onto writing with pen. In years 5 and 6, all children write with a pen. We would encourage children at home to write with  a sharp pencil, which is long enough to be held properly.

When writing using a pen, we would recommend a quality rollerball such as, a Manuscript handwriting pen, Uni-Ball Eye rollerball pens or a Berol handwriting pen.

A Stabilo handwriting pen can be used for children who need support in establishing a good pen grip (requires ink refills) or alternatively use a pen grip.