INTENT - OUR VISION FOR WRITING
IMPLEMENTATION – WRITING PLANNING & SEQUENCING OF KNOWLEDGE & SKILLS
Teachers plan sequences of lessons to build towards a longer writing outcome that is linked to reading, drama and other shorter writing tasks. The teaching and learning of writing is sequenced and structured through a process of immersion (hooks), planning and ideas, drafting, editing/redrafting and publishing.
Writing is evident in every aspect of our curriculum and varying text types are taught throughout the school. Wherever possible, writing is linked to the termly class topic and, therefore, the wider curriculum. There is a balance between fiction, non-fiction and poetry with an emphasis on whole texts.
The objectives of the National Curriculum are closely followed to ensure that the skills learnt in spelling, punctuation and grammar are embedded and transferred into writing. Lessons are carefully planned so that skills are taught, embedded, revisited and then developed in a sequential way which promotes learning and retention of knowledge and skills.
Pupils are given a language rich curriculum and are encouraged and shown how to effectively use interesting and adventurous language in their writing. All classrooms have a vocabulary display which includes ‘Word of the Day’ and relevant vocabulary for the current topics.
We expect and encourage children to present their work neatly so handwriting and fine motor skills are taught throughout the school. Pupils are expected to start using a joined script in Year 3 and continue to develop this into Year 4, 5 and 6.
Spelling is an important skill both in and out of school. Spelling rules are explicitly taught in the classrooms as part of dictated sentences and through modelled and shared writing. There is an expectation that children will spend time at home learning their spellings.
To find out how writing is planned & sequenced in order that our children can progress through the building blocks for learning, please click below:
WHY WRITING IS IMPORTANT?
Improving writing helps children to become a better communicator overall and it also improves reading, which is another essential skill. Grammar, spelling, and punctuation, gestures, paralinguistic, and so on, which are major parts of communication, can also be improved upon when we learn how to use writing as means of expressing our ideas and messages clearly and directly to our listeners.
NATIONAL CURRICULUM PURPOSE OF STUDY
Writing
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:
Spelling, vocabulary, grammar, punctuation and glossary
The two statutory appendices – on spelling and on vocabulary, grammar and punctuation – give an overview of the specific features that should be included in teaching the programmes of study. Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. References to developing pupils’ vocabulary are also included within the appendices. Pupils should be taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons. A non-statutory Glossary is provided for teachers. Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.
IMPACT OF OUR WRITING CURRICULUM
Through the teaching of writing, the aim of our provision will impact children in the following ways:
Writing assessment is ongoing throughout every lesson and cross curricular themes to help teachers with their planning, lesson activities, targeted pupil support and enable appropriate challenge to all children. Pupils are given feedback and next steps to respond to in order to personalise learning and provide the children with opportunities to edit and improve their own writing.
We use National and summative testing to assess pupils’ outcomes for Grammar, Punctuation and Spelling as part of the Statutory Assessment Tests (SATs for Year 2 and Year 6 pupils) and through termly teacher assessments across school which enables pupils’ progress and attainment in the subject matter to be evaluated. The impact of the curriculum can be seen through pupils’ national assessment results.
School improvement leaders closely monitor pupil’s books and hold individual termly meetings with all teachers to assess every individual child’s learning needs and progress. In addition, pupil voice is used to enable leaders to assess the impact of writing across the curriculum.
National data show that children at Porter Croft perform in line with or above National Expectations and that children with SEND or from a social disadvantage are achieving above National expectations.
INCLUSION
USEFUL WEBSITES
https://www.bbc.co.uk/bitesize/subjects/zv48q6f - English games and learner guides for KS2
https://www.bbc.co.uk/bitesize/subjects/zgkw2hv - English games and learner guides for KS1
https://literacytrust.org.uk/ - Charity supporting the development of Literacy skills. Tips and advice for parents