In Module 1 we having been looking at different genres of writing. We have drafted, edited, proof read and published a chronological report into the Triangular Slave Trade. 

We found this informative yet shocking to see how people treated others in the past. 

N.C selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

• • using a wide range of devices to build cohesion within and across paragraphs

  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

• evaluate and edit by:

  • assessing the effectiveness of their own and others’ writing

  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

  • ensuring the consistent and correct use of tense throughout a piece of writing

• proof-read for spelling and punctuation errors

We have also been creating diary entries written as Nathaniel, using the evidence from the text to explain how his life is and contrasting that with a diary entry of Mrs Barratt the plantation owner. 

We have also written poems to express how hard and unfair Nathaniel's life is. From this we created an anthology of poems. 

N.C plan their writing by:

• • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

  • noting and developing initial ideas, drawing on reading and research where necessary

  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

• draft and write by:

  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

We have also created a setting description based upon the house that the Barratt family were living in and a newspaper article about the runaway slave Nathaniel Barratt. 

N.C Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

in writing narratives, considering how authors have developed settings in what pupils have read, listened to or seen performed

In the first week, we wrote our own Remebrance poems. We then performed them. 

NC perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

We have started our writing using our class text 'Where the River Runs Gold'. So far, we have written a descriptive setting based on the environment, a letter from the main character Shifa persudaing her father NOT to send her away and we have started to plan our own adventure quest stories - which we hope to turn into our own novels. 

Chapter 2: A glint in the Alley of Darkness

“We’d better leave, Nicholas!” said Tom. While Nicholas was reading, he saw a piece of crumpled parchment inside. Before he got too far away, Nicholas ushered Tom back over.

“Tom, look at this,” Nicholas said “It looks like a map of Genos islands.”

“Come on, let's go!” exclaimed Tom.

N.C plan their writing by:

• • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

  • noting and developing initial ideas, drawing on reading and research where necessary

  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

• draft and write by:

  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

NC: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

NC: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

NC: using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

We then moved on to writing contrasting setting descriptions, initially by analysing the atmosphere created and then comparing the contrasting atmosphere. Building on this, we have been adding atmosphere to writing ourselves using contrasting language and images for the reader. We have then planned our own contrasting settings before writing our setting descriptions.  

NC: Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own noting and developing initial ideas, drawing on reading and research where necessary

NC: In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed