Writing
Intent
|
A high-quality English curriculum is fundamental in order that children develop skills in reading, writing and oracy. This will enable them to express themselves creatively and imaginatively and to communicate with others effectively. The aim of our English curriculum is to promote high standards of literacy through our use of high-quality, engaging and aspirational texts where pupils achieve the following:
EYFS In Reception the foundations for writing are supported and developed through the use of quality texts, developing strong oracy skills, imagination, storytelling and drawing from children’s interests. Children are taught to read and write using the Little Wandle phonics programme which builds up their phonic knowledge and skill of segmenting to spell. The programme is taught daily. The continuous provision environment allows children to have independent mark making and writing opportunities as part of their play. They are taught to write for a range of purposes such as – shopping lists, labelling pictures, writing instructions, letters making their own books
Key Stages 1 and 2
|
Implementation
|
Spelling Initially spelling is taught through the Little Wandle phonics programme from Reception to Year 2. Within these lessons, children learn to form their letters and write simple captions and sentences. From Year 3 to Year 6 spelling is taught using Spelling Shed.
Handwriting In Reception and Year 1, children will learn to form letters using the Little Wandle programme, reinforced with LetterJoin. From Year 2, children will learn cursive formation and begin to join their handwriting. Across the school, we use LetterJoin to continue to practise our cursive writing.
Writing Each class, across Key Stage 1 and 2, spend around an hour a day on writing. Writing units last around 3 weeks, are based around a high-quality text and consist of 3 Phases. Phase 1 is the immersion in the text and learning to apply a sentence-level grammar skill. Phase 2 is looking at the features of the genre, investigating author's voice/style and planning ' boxing up'. Phase 3, utilises the 'slow writing' approach to co-construct a final longer piece of writing, which must include examples of the Phase 1 grammar focus to demonstrate understanding. We are encouraging children to write less, better. The aim is that children are supported to uplevel vocabulary, think about sentence structure, make choices about writing style and incorporate their own ideas into a well-planned, well-structured final unit piece. Children are taught to edit and improve working, through looking at different approaches to editing. When children's work is published and every child has a piece of work displayed to demonstrate that all children's work is valued and they are all respected as learners. As the children progress through the key stages and throughout the year, the levels of scaffolding are slowly reduced to try to increase independence whilst maintaining the quality of the writing.
|
Impact
|
Children’s English books will show the following:
Formative Assessment:
Summative assessment:
|
These enable us to see any children requiring additional support and also informs teachers’ planning.
