INTENT - OUR VISION FOR WRITING

Our aim at Porter Croft school is to encourage children to be independent writers for a range of audiences and purposes across different text types using the grammar knowledge and spelling they are taught. Pupils will be taught to apply their writing skills across all curriculum subjects and themes which have been carefully developed around quality, diverse and challenging texts. Children need to take pride in their writing developing a fluent handwriting style and a good standard of presentation.

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:

 Long term planning Y1

Long Term planning Y2

Long term planning Y3

Long term planning Y4

Long term planning Y5

Long term planning Y6

English Policy

KS1 progression in grammar

KS2 progression in grammar

Progression through the genres

Action Plan English

WHY WRITING IS IMPORTANT?

Writing is an essential skill.
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

To find out more information about the National Curriculum for this subject & others, please click.

Writing
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:
  • transcription (spelling and handwriting)
  • composition (articulating ideas and structuring them in speech and writing).
    • It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

    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

    Impact

    Through the teaching of writing, the aim of our provision will impact children in the following ways:

  • Leaners are able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. Through this process they will build a wide range of vocabulary and understanding of grammar knowledge.
  • Learners build curiosity through rich texts and appreciate a rich and varied literary heritage.
  • Learners will grasp all opportunities to develop their writing skills across the curriculum as well as in dedicated writing lessons.
  • Learners build resilience in the writing process and appreciate that editing and improvement discussions are part of the process of writing and communicating clearly to an audience.
  • Learners are brave and courageous with their choices when communicating in spoken or written form.
  • Learners focus on their learning and are proud of what they achieve. Their work is well organised with excellent presentation across the curriculum.

    • 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

    All ENGLISH lessons/activities are designed and planned to include all children through a range of approaches. Lessons are planned to facilitate the best possible outcome for all children within the class.

    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