English Writing Impact - July 2025 by

Year 6 date and learning objective

egarrill — 2025-07-01 15:49:53 UTC

Year 6 cold task

egarrill — 2025-07-01 15:50:41 UTC

Year 6 next steps include using different sentence structures and show not tell techniques to build suspense

egarrill — 2025-07-01 15:52:38 UTC

Year 6 Hot Task - progress made using show not tell, creating atmosphere and range of sentence types

egarrill — 2025-07-01 15:54:53 UTC

Year 6

egarrill — 2025-07-01 16:01:05 UTC

Imitation- learning the story map, exploring the characters and using drama to act out and retell the story

Year 6

egarrill — 2025-07-01 16:02:15 UTC

Exploring how characters emotion change in the model text

Year 6

egarrill — 2025-07-01 16:05:59 UTC

Boxing up model text and identifying story pattern

Year 6

egarrill — 2025-07-01 16:06:53 UTC

Planning own suspense story

Year 6

egarrill — 2025-07-01 16:07:30 UTC

Drafting and editing own suspense story

Year 6

egarrill — 2025-07-01 16:08:16 UTC

Formal/ informal language

Year 6

egarrill — 2025-07-01 16:09:12 UTC

Exploring vocabulary for suspense story writing

Year 6

egarrill — 2025-07-01 16:10:41 UTC

Key vocabulary linked to model text

Year 6

egarrill — 2025-07-01 16:12:15 UTC

Scaffolds / sentence openers to support writing

Year 6

egarrill — 2025-07-01 16:13:12 UTC

Scaffolds/ word bank to support writing

Year 6

egarrill — 2025-07-01 16:14:54 UTC

Short burst writing- building suspense

Year 6

egarrill — 2025-07-01 16:16:15 UTC

Formal letter of complaint

Year 6

egarrill — 2025-07-01 16:17:36 UTC

Writing a diary

Year 6

egarrill — 2025-07-01 16:18:23 UTC

Writing a persuasive advert

Year 6

egarrill — 2025-07-01 16:20:21 UTC

Modelled example provides support in getting started with writing.

Year 6

egarrill — 2025-07-01 16:22:46 UTC

Success criteria provided for longer pieces of writing. Children assess their own writing against the success criteria

Y3

dcowell9 — 2025-07-01 17:27:22 UTC

Y3

dcowell9 — 2025-07-01 17:31:02 UTC

Some SEN children have being using word mats to help support their writing. Visual support also used on the sheets to help

Y3

dcowell9 — 2025-07-01 17:32:46 UTC

Date and learning objective for post teach used.

Y3

dcowell9 — 2025-07-01 17:34:32 UTC

Recapping known knowledge of improving said and finding relevant synonyms.

Y3

dcowell9 — 2025-07-01 17:36:30 UTC

Example of first 20% cold write

Y3

dcowell9 — 2025-07-01 17:37:52 UTC

Grammar focus after a cold write

Y3

dcowell9 — 2025-07-01 17:40:02 UTC

Hot write

Y3

dcowell9 — 2025-07-01 17:41:24 UTC

Learn the text through a story map

Y3

dcowell9 — 2025-07-01 17:43:22 UTC

Boxing up the text

Y3

dcowell9 — 2025-07-01 17:44:24 UTC

Exploring the main character and developing and understanding

Y3

dcowell9 — 2025-07-01 17:45:40 UTC

Example innovation

Y3

dcowell9 — 2025-07-01 17:48:05 UTC

Planning of hot write

Y3

dcowell9 — 2025-07-01 17:49:05 UTC

Exploring unknown vocabulary

Y3

dcowell9 — 2025-07-01 17:52:52 UTC

Example of subordinating clause to help children identify and then create their own

Y3

dcowell9 — 2025-07-01 17:53:55 UTC

Differentiated English lessons based on their gaps in learning.

Y3

dcowell9 — 2025-07-01 17:55:07 UTC

Example sentences and word mats were used to support this child

Y3

dcowell9 — 2025-07-01 17:58:22 UTC

Short burst writing in suspense writing

Y3

dcowell9 — 2025-07-01 17:58:58 UTC

Suspense writing

Y3

dcowell9 — 2025-07-01 17:59:42 UTC

Persuasive writing

Y3

dcowell9 — 2025-07-01 18:00:03 UTC

explanation text

Y3

dcowell9 — 2025-07-01 18:03:57 UTC

Children providing feedback to develop their understand and to challenge their thoughts and ideas

Year 5

sdouglasbhanot — 2025-07-01 20:21:46 UTC

In Year 5, pupils have clear success criteria (‘toolkits’) for their writing - both specific to the genre at hand and more general, linked to the Year 5/6 National Curriculum writing objectives. More challenging elements are coloured orange. Children use these success criteria to self- and peer-assess their writing. The teacher also makes regular reference to the success criteria, including when marking children’s work.

Year 5

sdouglasbhanot — 2025-07-01 20:28:17 UTC

Learning objectives specify the key knowledge or skills (not just the task) pupils are working on in that lesson.

Year 5

sdouglasbhanot — 2025-07-01 20:36:37 UTC

Year 5 pupils’ cold writes are marked with two positives and two next steps linked to the success criteria for the unit.

Year 5

sdouglasbhanot — 2025-07-01 20:43:42 UTC

This hot write demonstrates the progress a Year 5 pupils complete has made in their use of dialogue in narrative writing.

Year 5

sdouglasbhanot — 2025-07-01 20:47:07 UTC

At the end of each hot write, Year 5 pupils complete an evaluation grid, ticking the success criteria they have met, referring back to their cold write next steps and commenting on their progress. The teacher also adds a comment.

Year 5

sdouglasbhanot — 2025-07-01 20:56:44 UTC

Year 5 pupils worked on using apostrophes for possession after this was identified from their cold writes as a skill to consolidate.

Year 5

sdouglasbhanot — 2025-07-01 21:06:01 UTC

A text map drawn by a Year 5 pupil in a unit based on the model text ‘The Highwayman’. Children went on to deepen their understanding of characters’ perspectives through short burst writing, as well as explore vocabulary used in the text, as part of the ‘imitation’ phase.

Year 5

sdouglasbhanot — 2025-07-01 21:08:39 UTC

A Year 5 pupil’s boxing up/innovation grid from a unit based on ‘The Highwayman’. Children went on to complete an innovation write, supported by shared writing as a class.

Year 5

sdouglasbhanot — 2025-07-01 21:13:17 UTC

A Year 5 pupil’s hot write planning in a unit based on ‘The Highwayman’, using a planning grid as a scaffold. Children went on to complete their hot writes as part of the invention phase and to finish the unit.

Year 4

sduncan81 — 2025-07-02 08:29:28 UTC