This programme of study is suitable for Nursery & Reception (2-5 year olds).
How our Writing For Pleasure approach fulfils the objectives of The EYFS Statutory Framework and Development Matters
| Curriculum objective | How it is achieved |
| Write simple phrases and sentences that can be read by others. | Every day, children are expected to make books. Children are taught early that a book should typically have a picture and a phrase/sentence on each page. Teachers teach a variety of encoding strategies and how to write ‘sound spellings’ using the lessons provided in our Class Writing Projects and our Big Book Of Writing Mini-Lessons. |
| Write short sentences…using a capital letter and full stop. | Children are taught to check that their book is finished by using the Is My Book Finished? poster. This poster includes checking that their book has capital letters and fullstops in it. In addition, children can be given a proof-reading checklist to complete. Examples of what these can look like are in our Class Writing Projects material. |
| Encourage children to draw freely. | Children are taught early that a book should typically have a picture and phrase/sentence on each page. |
| Write some or all of their name. | Children are taught early that a book should always have the author’s name on the front. Children are taught to check their book is finished by using the Is My Book Finished? poster. This poster includes checking that their name is on the front of their book. |
| Additional inclusion made by the WfP Centre Explore the composition of numbers to 10. | Children are taught early that a book should have it’s ‘birth date’ on the front. Children should copy the date from the board and put it on the front of their books. E.g. ‘24/06/22’. |
| Additional inclusion made by the WfP Centre Do they use finger spaces? | This is regularly taught as a mini-lesson by teachers. In addition, children can be given a checklist to complete which can include this requirement. |
| Additional inclusion made by the WfP Centre Have they used conjunctions? (and, but, because) | We’ve found that by making books every day, children naturally begin to use these conjunctions when writing or telling their books to others. In addition, the use of these conjunctions is regularly modelled in the books teachers make for their pupils. |
| Additional inclusion made by the WfP Centre Do they make changes to their writing before they publish it (add pages, add to their drawings and make writing changes)? | Children are taught to check their book is finished by using the Is My Book Finished? poster. This encourages children to go back and make changes to their books. Children are encouraged to talk with their teacher and friends during the book-making process. This regularly results in children making changes to their drawings and writing. Teachers undertake daily Pupil-Conferencing with their pupils. In addition, when they are emotionally mature and cognitively ready, children can be given a book-making checklist. The process of checking their book against the checklist encourages them to make changes. Examples of what these checklists can look like come as part of our Class Writing Project resources |
| Re-read what they have written to check that it makes sense. | Children are taught that once they have published a book they should find a friend to read it with. Children are encouraged to talk with their teacher and friends during the book-making process. Teachers undertake daily Pupil-Conferencing with their pupils. At the end of each daily book-making session, time is devoted to Author’s Chair. This is an opportunity for children to share their books with their classmates. Children’s finished books are placed in the class library for others to read. In addition, opportunities for children to make books for people beyond their classroom are built into our book-making projects. |
| Spell words by identifying sounds in them and representing the sounds with a letter or letters. | Using our Class Writing Projects and the mini-lessons supplied in our Big Book Of Mini-Lessons, children are regularly taught a variety of encoding strategies. Teachers regularly model encoding strategies when conferencing and book-making with groups of children. Children are provided with sound mats and common word lists when book-making. Teachers always look to make links between their phonics instruction and how children can encode during daily book-making time. |
| Write recognisable letters, most of which are correctly formed. | Letter formation is linked to daily phonics instruction. Children have a daily opportunity to write during book-making. Letters are on display and supplied as a visual aid through sound-mats and common word lists. |
| Additional inclusion made by the WfP Centre – Do their non-fiction books follow a theme? – Do their story books carry a plot? – Do they enjoy generating their own writing ideas and making books? – Do they make books outside of writing workshop time? E.g. in the Writing Centre | Children are taught to make different types of books throughout the year. These include: list books (also known as baby/board books), story and non-fiction books. Children are taught to generate their own ideas for their books by having Idea Parties and by using the trade books that they love. Children have constant access to a high-quality and well stocked class library. Recommended trade books which can be looked at, discussed and read by the children are supplied with each Class Writing Project. Children have constant access to a high-quality and well stocked Writing Centre. Children are taught how to use the Writing Centre. Children are also taught how they can take materials from the Writing Centre and use them in all the other areas. This is modelled to the children regularly by the teacher. |