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Term 4

We will begin our learning this term by writing a Warning Tale following the Talk For Writing principles. This will include specific grammar teaching which the children will also use in their writing.

Term 3

The children are learning to write persuasive letters at the moment following the Talk for Writing principles. The children have learned to recount a persuasive letter aloud in order to internalize the language features of this genre. They have constructed a 'Toolkit' of text and language features which they will use in their own writing. They will use their own research into the Australian bush fires to write a letter to the prime minister asking him to provide more support for this massive problem....



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Term 2 cont.

We are now focussing our writing on story narratives based on the Anglo-Saxon saga, Beowulf to link with our history topic this term.

 The children will be writing their own story involving the hero, Beowulf and a mythical creature of their own invention...

They will be learning how to organise their writing into paragraphs, write in complex sentences using commas accurately to separate clauses and choose language for effect...

Term 2

As part of Black History month, we have been reading some of Benjamin Zephaniah's poems - No Problem and The British - 

which led to some interesting discussions about making assumptions, stereo-typing and racism.

We were then inspired to write our own poems....


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No Problem

I am not de problem

But I bear de brunt

Of the silly playground taunts

An racist stunts

I am born academic

But they got me on de run

Now I’m branded athletic

I am not de problem

If yu give I a chance

I can teach yu of Timbuktu

I can do more dan dance

I am not de problem

I greet yu wid a smile

Yu put me in a pigeon hole

But I am versatile.


Benjamin Zephaniah


The British


Take some Picts, Celts and Silures

And let them settle

Then overrun them with Roman conquerors.


Remove the Romans after approximately 400 years

Add lots of Norman French to some

Angles, Saxons, Jutes and Vikings, then stir vigouously.


Mix some hot Chileans, cool Jamaicans, Dominicans

Trinidadians and Bajans with some Ethiopians, Chinese

Vietmanese and Sudanese.


Then take a blend of Somalians, Sri Lankans, Nigerians

And Pakistanis,

Combine with some Guyanese

And turn up the heat.


Sprinkle in some fresh Indians, Malaysians, Bosnians,

Iraquis and Bangladeshis together with some

Afghans, Spanish, Turkish, Kurdish, Japanese

Add Palestinians

The add to the melting pot.


Leave the ingredients to simmer.


As they mix and blend allow their languages to flourish

Binding them together with English.


Allow time to cool.


Add some unity, understanding and respect for the future,

Serve with justice

And enjoy.


Note: All the ingredients are equally important. Treating one ingredient better than the others will leave a bitter, unpleasant taste.

Warning: An unequal spread of justice will damage the people and cause pain. Give justice and equality to all.


Benjamin Zephaniah


Term 1

Writing is being taught by Mrs Card


Currently, the children are all enjoying writing non-chronological reports about tigers - an endangered species linked to our topic this term 'Are We Damaging Our World'.

They have been focussing on writing  consistently in the present tense,  using subject specific vocabulary and writing facts descriptively.

They are regularly given opportunities to edit and improve their own writing, both independently and with a partner, in order to understand what they do well and any areas they may need to improve upon.


Some examples of their finished work for you to see....


Tiger Reports

We use our vocabulary Wall to help us learn new words which we then use in or writing - whether that's writing in English, history, geography or science.
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