Writing

Our intent is that all pupils will be able to write fluently, develop, and use a vivid imagination which make readers engage with, and enjoy their writing. To achieve this, we aim to develop a deep understanding and use of a range of vocabulary appropriate to the genre and form of writing. We want the children to have an excellent knowledge of writing techniques to extend details or description. We aim for our children to be able to organise and structure their writing, ensuring it is well presented and with the correct use of punctuation and spelling. Overall, we aim for our children to develop a love of writing, to understand and use it as a way to communicate and an appreciation of its educational, cultural and entertainment values.

 

To develop these characteristics, they will explore the following key concepts:

•Write with purpose, understanding the purpose or purposes of a piece of writing.

•Use imaginative description, developing an appreciation of how best to convey ideas through description.

•Organise writing appropriately, developing an appreciation of how best to convey ideas through description.

•Use paragraphs, understanding how to group ideas to guide the reader.

•Use sentences appropriately, using different types of sentences appropriately for both clarity and for effect.

•Present neatly, understanding of handwriting and clear presentation.

•Spell correctly, understanding the need for accuracy.

•Punctuate accurately, understanding that punctuation adds clarity to writing.

•Analyse writing, understanding how grammatical choices give effect and meaning to writing. •Present writing, learning to reflect upon writing and reading it aloud to others.

 

Within each unit of work, carefully sequenced lessons ensure that prior learning of grammar, punctuation and spelling is revisited and developed. Each year group have a yearly overview of writing across a range of genres, ensuring that children are able to write for a range of purposes and audiences.

 

We ensure that children are aware of their strengths and areas for development in writing so that learners can take ownership of their progress. Teachers share next steps through the marking framework to ensure that children know exactly what they need to do to make progress. We also ensure that appropriate scaffolds are put in place for children who need it.

 

We follow the EEF’s ‘Five a Day Approach’, particularly for children who are identified as working below age-related outcomes, those on the SEN register or those with English as an additional language. These children are provided with interventions or support to help them develop their writing, at a level that is matched to their individual needs. The nature of the intervention will be decided by the teacher, with support from the SENDco. Provision in class may include working in a small group work with an adult, using scaffolds or using technology to assist with completion of work.

 

The impact of our writing curriculum will be measured through:

• Pupil outcomes are monitored through deep dives, where evidence is gathered in the following ways: pupil voice interviews, book scrutinies, drop- ins, discussions with staff etc.

• Assessing children’s knowledge of key component learning as set out within schemes of work

• Assessing children’s understanding of grammatical vocabulary and rule

• Summative assessment of grammatical knowledge and spelling using GAPS tests (3 x per year) and the Single Age Spelling Test

• Moderation and scrutiny of pupil’s books and professional dialogue between teachers to assess the quality of children’s learning

• Sharing good practice among staff

• Marking of written work in books against the school’s marking policy

• The writing lead identifies clear next steps, which are determined by a cycle of monitoring, evaluating and reviewing

• Teacher assessment of writing using independently written pieces to provide evidence of national curriculum skills and understanding

• Monitoring of progress from year to year ensuring pupils remain ‘on track’ from their starting point