Planning for writing in Year 3 and Year 4
Techniques and examples of plans to help you adjust your teaching to suit the needs of your class and support your unit planning.
Planning for writing in Year 3 and Year 4 topics
Refine by:
- Select Subject
- Select Year
- Select Keystage
-
Planning for progression using the Support for Writing materials
Liz reports on continuing professional development (CPD) across 43 primary schools in Stockport, with a focus on pupil progress at upper Key Stage 1 and lower Key Stage 2. This is a user-generated case study.
-
Planning for progression using the Support for Writing materials
Liz reports on continuing professional development (CPD) across 43 primary schools in Stockport, with a focus on pupil progress at upper Key Stage 1 and lower Key Stage 2. This is a user-generated case study.
-
-
Support for Writing
Find out what Support for Writing is, how it can be used and why it is important to plan for progression within the different text types.
-
Progression and text type support in Narrative
Get an overview of the features and conventions of the most common narrative text types, and what progression might look like for your Key Stage 1 and 2 pupils.
-
Progression and text type support in Non-fiction
Get an overview of the features and conventions of the most common non-fiction text types, and what progression might look like for your Key Stage 1 and 2 pupils.
-
Progression and text types support in Poetry
Get an overview of the features and conventions of the most common poetry text types, and what progression might look like for Key Stage 1 and 2 pupils.
-
-
Layered targets: Steps to success
Andy explores how the Intensifying Support Programme (ISP) was used in primary schools across Peterborough, and why children were not achieving curricular targets in English and mathematics. This is a user-generated case study.
-
Layered targets: Steps to success
Andy explores how the Intensifying Support Programme (ISP) was used in primary schools across Peterborough, and why children were not achieving curricular targets in English and mathematics. This is a user-generated case study.
-
-
Improving transition between Key Stage 1 and Key Stage 2
Wendy reports on four Infant and Junior schools in Essex. She reports on how they improved progress in Year 3 with assessment, teacher communication and positive working relationships. This is a user-generated case study.
-
Improving transition between Key Stage 1 and Key Stage 2
Wendy reports on four Infant and Junior schools in Essex. She reports on how they improved progress in Year 3 with assessment, teacher communication and positive working relationships. This is a user-generated case study.
-
