witchandchips says "to me a curriculum would have to set out how these children would acquire these skills,"
taken from EYFS
WRITING
Development matters Look, listen and note Effective practice Planning and resourcing
Birth-11
months
â– â– Move arms and legs and increasingly use them to reach for, grasp and manipulate
things.
â– â– The random marks young babies make in food.
â– â– Talk about the random marks young babies make, showing them that you value what they do.
â– â– Provide gloop (cornflour and water) in small trays so babies can enjoy making marks in it.
8-20
months
â– â– Begin to make marks. â– â– Babies? interest in marks, for example, the marks they make
when they rub a rusk round the tray of a feeding chair.
â– â– Talk to babies about the patterns and marks they make.
â– â– Encourage babies to make marks in paint or with thick crayons.
16-26
months
â– â– Examine the marks they and others make.
â– â– Marks young children make when given a crayon, a brush or other tools.
â– â– Discuss with young children what marks represent.
â– â– Give young children, who are keen to represent the same experience repeatedly, a range of mark-making materials.
22-36
months
â– â– Distinguish between the different
marks they make.
â– â– What children tell you about the marks they make.
â– â– Draw attention to marks, signs and symbols in the environment and talk about what they
represent. Ensure this involves recognition of English and other relevant scripts.
â– â– Provide materials which reflect a cultural spread, so that children see symbols and marks with which they are familiar, for
example, Chinese script on a fabric shopping bag.
30-50
months
â– â– Sometimes give meaning to marks as they draw and paint.
â– â– Ascribe meanings to marks that they see in different places.
â– â– The marks children make and the meanings that they give to them, such as when a child
covers a whole piece of paper and says, ?I?m writing?.
â– â– Make books with children of activities they have been doing, using photographs of them as illustrations.
â– â– Write poems and short stories with children, scribing for them.
â– â– Support children in recognising and writing their own names.
Encourage the children to use their phonic knowledge when writing consonant-vowel consonant (CVC) words.
â– â– Provide activities during which children will experiment with writing, for example, leaving a message.
â– â– Include opportunities for writing during role-play and other activities.
40-60+
months
Early
learning
goals
â– Begin to break the flow of speech into words.
â– â– Use writing as a means of recording and communicating.
â– â– Use their phonic knowledge to write simple regular words and make phonetically
plausible attempts at more complex words.
â– â– Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.
â– â– Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using
punctuation.
â– â– How children use writing to record things or to communicate, for example, Marcus writes ?Marcus, fz (Faraz) and tm (Tommy)? on a
drawing of himself and his two friends playing together.
â– â– Instances of writing for different purposes such as labelling the contents on the outside of a box.
â– â– How children make use of phonic knowledge as they attempt to write words and simple sentences, for example, ?I went to see fiyuwercs and hat to pc by the hut? (I went to see fireworks and had to park by
the hut).
â– â– Act as a scribe for children.
After they say a sentence, repeat the first part of it, say each word as you write, and
include some punctuation.
â– â– Encourage children to use their ability to hear the sounds at the beginning of words and then in the order in which they occur through words in their writing.
â– â– Play games that encourage children to link sounds to letters and then write the letters and words.
being pedantic it certainly fits your definition...
â– â– Encourage children to re-read their writing as they write.
â– â– Provide materials and opportunities for children to use writing in their play, and create purposes for independent and group writing.
â– â– Plan occasions where you can involve children in organising writing, for example, putting recipe instructions in the right
order.
â– â– Provide word banks and other resources for segmenting and blending to support children to use their phonic knowledge.