English Key Learning (contd.) Explore how hyphens can be used to avoid Manipulate sentences to create particular Select the appropriate language and structures. ambiguity e.g. man eating shark versus effects. Draw on similar writing models, reading and shark. Make conscious choices techniques to research. Use a range of planning approaches e.g. engage the reader including appropriate tone Reflect upon the effectiveness of writing in storyboard, story mountain, discussion group, and style e.g. rhetorical questions, direct address relation to audience and purpose, suggesting post-it notes, ICT story planning. to the reader. and making changes to enhance effects and Identify audience and purpose. Use devices to build cohesion. clarify meaning. Draw on similar writing models, reading and Evaluate, select and use a range of organisation Evaluate and improve performances of research. and presentational devices for different compositions focusing on: Select appropriate vocabulary and language purposes and audiences. Intonation and volume. effects, appropriate to task, audience and Select the appropriate language and structures. Gesture and movement. purpose, for precision and impact. Draw on similar writing models, reading and Audience engagement. Key Introduce and develop characters through research. Learning blending action, dialogue and description within sentences and paragraphs e.g. Tom stomped into Writing the room, flung down his grubby, school bag and announced, through gritted teeth, “It’s not fair". Find examples of where authors have broken conventions to achieve specific effects and use similar techniques in own writing – e.g. repeated use of ‘and’ to convey tedium; one word sentence. Reflect upon the effectiveness of writing in relation to audience and purpose, suggesting and making changes to enhance effects and clarify meaning. Proofread for grammatical, spelling and punctuation errors. English Key Learning (contd.)
English Key Learning (contd.) Key Learning Writing Explore how hyphens can be used to avoid ambiguity e.g. man eating shark versus shark. Use a range of planning approaches e.g. storyboard, story mountain, discussion group, post-it notes, ICT story planning. Identify audience and purpose. Draw on similar writing models, reading and research. Select appropriate vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact. Introduce and develop characters through blending action, dialogue and description within sentences and paragraphs e.g. Tom stomped into the room, flung down his grubby, school bag and announced, through gritted teeth, “It’s not fair". Find examples of where authors have broken conventions to achieve specific effects and use similar techniques in own writing – e.g. repeated use of ‘and’ to convey tedium; one word sentence. Reflect upon the effectiveness of writing in relation to audience and purpose, suggesting and making changes to enhance effects and clarify meaning. Proofread for grammatical, spelling and punctuation errors. Manipulate sentences to create particular effects. Make conscious choices techniques to engage the reader including appropriate tone and style e.g. rhetorical questions, direct address to the reader. Use devices to build cohesion. Evaluate, select and use a range of organisation and presentational devices for different purposes and audiences. Select the appropriate language and structures. Draw on similar writing models, reading and research. Select the appropriate language and structures. Draw on similar writing models, reading and research. Reflect upon the effectiveness of writing in relation to audience and purpose, suggesting and making changes to enhance effects and clarify meaning. Evaluate and improve performances of compositions focusing on: Intonation and volume. Gesture and movement. Audience engagement. English Key Learning (contd.)