Writing

Our Approach to Writing

Rationale

At Bredgar Church of England Primary School, we consider writing to be a fundamental skill that enables all children to develop their ‘voice’ and to ensure that their thoughts, feelings and ideas are fully understood and appreciated by others. Our approach uses speaking and listening as a starting point for writing, “if they cannot speak it, then they cannot write it.” The process of writing requires thought, adaptability, creativity as well as mastering the mechanics of transcription and is nurtured through our planning, teaching and assessment of learning. We believe that the use of rich texts and creative approaches is vital in helping our children to grow into confident, independent and aspiring writers that take joy in the written word.

Our Strategy for Writing

Our approach to writing reflects the needs of our children by supporting them to expand on the vocabulary they have acquired through their shared experiences of reading, and builds upon the statutory content outlined by the Department for Education. It draws upon the Talk for Writing approach, developed by accomplished author Pie Corbett and supported by Deputy Director of the National Literacy Trust, Julia Strong. It is powerful because it is based on the principles of how children learn. The movement from imitation to innovation to independent application is an inclusive approach which can be adapted to suit the needs of all learners of any stage. Alongside developing the skills of composition, we use the Little Wandle; teachhandwriting.co.uk and the No Nonsense Spelling programmes to guide the development of transcription skills.

Teaching and Learning in Writing

Long-term plans will detail the texts and genres to be covered throughout the two-year cycle. Medium-term plans will follow on from the long-term plans, detailing what the focus will be in each of the following areas: writing, spelling, grammar, punctuation and where appropriate letter formation. In addition, Unit Plans will detail the cycle of teaching for each chosen text, under the headings of imitation, innovation and invention/application. You will also be able to clearly see what the outcome and purpose of the writing will be, as well as which spelling, grammar or punctuation feature is being explored through the text. Across the Autumn, Spring and Summer Terms there will be coverage of a variety of Fiction, Non-fiction and Poetry texts through various genres.

Teachers will follow the following ‘Overview of the Talk for Writing Process’, when planning each unit [see below].

KS1 will focus on the areas of imitation and innovation with LKS2 moving into inventing and applying with teacher modelling and UKS2 progressing towards greater independent application.

In lessons there will continue to follow the agreed five-part teaching model of Review, Teach, Practise, Apply and Reflect.

Spelling

Will be taught daily in KS1, LkS2 and UKS2. KS1 follows the Little Wandle approach to teaching spelling. Year 1 focuses on recognising and spelling High Frequency and Common Exception Words, with Year 2 moving on to the five-week programme of Bridge to Spelling, which leads on to the Little Wandle Spelling Units.

LKS2 and UKS will follow the progression for the teaching of spelling as set out in the No Nonsense Spelling programme, on a two-year cycle.

Due to the importance of accurate spelling, in making communication clear and easily understood by other. Teachers provide additional opportunities to practise and applying learnt spellings and rules during early morning work; early afternoon activities and as part of weekly home learning.

Handwriting

We follow the Department for Education Guidance, as set out by the Kent Literacy Consultants [2014], with sitting position, pencil grip and letter formation taught across all year groups. In KS1, teachers use Little Wandle and teachhandwriting.co.uk resources to introduce and support the introduction of letter formation and early stages of muscle memory. LKS2 build on this, by introducing and securing a joined script, which UKS2 then master, moving towards a more fluid independent style of script.

Assessment

Starting points for writing will take the form of Teacher Assessment via “cold tasks” or independent writing tasks. Progress is assessed through a variety of writing including, short-burst writing, extended writing in English books, as well as in other subjects across the curriculum. Attainment is judged against School-based progression documents using Teacher’s professional judgement on “best-fit” for individual pupil. To ensure accuracy and consistency in assessment, we moderate writing within our school at least three times per year, within the Trust twice a year and with KCC Education representatives when required.

Writing in EYFS

Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)

How writing looks in EYFS:

Term 1:

Focus on pre-handwriting skills (mark making, writing patterns, gross motor skills, fine motor skills, variety of tools)
Story telling
Language rich

Term 2:

Formal English lessons start
Talk for Writing

Focus on group work/ discussions
Single words, captions, labels, lists
Large focus on ensuring children are ready to write

Term 3:

Talk for Writing
Guided writing creating sentences in a meaningful context.

Term 4:

Talk for Writing
Simple sentences
Acrostic poems

Term 5:

Talk for Writing
Building independence

Term 6:

Refining sentence writing
Innovation of familiar texts

Within child-initiated time: there are writing opportunities in every area of the classroom (inside and outside) as well as a range of ways children can record (chalk, paper, clipboards etc). Adults model how to bring writing into their play and move their learning forward.

Children all have a ‘learning journal’, which they keep in their trays and they can access at any point of child initiated. This is for mark making and is to encourage a love of writing. It is not marked and only shared when they choose to do so.

Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.

As children grow older, and as their development allows, the balance gradually shifts towards more adult-led activities to help children prepare for more formal learning, ready for year 1.

Teaching is delivered in many ways. It includes interactions with children during planned and child-initiated play and activities, communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It also includes the equipment that adults provide and the richness of the learning environment as well as the structures and routines of the day that establish expectations. Good teaching can only be achieved through understanding each child’s interests and dispositions towards learning as well as an accurate assessment of what they already know and what they need to know next.