Writing

Living to learn, learning to live.  

Aim: That all children read fluently and can communicate well, using spoken and written English.

We have designed a vocabulary rich curriculum that connects learning by building an understanding of ideas, concepts, chronology and themes through the framework of ‘here, there and then, now, next’. These thinking threads link learning meaningfully to create opportunities to learn from the past and present as well as equipping children for an ever-changing and exciting future.

Writing allows us to express ideas rooted in the here and now, reflect on experiences from then, and imagine possibilities for next, creating powerful narratives that connect the past, present, and future

At Sithney School, we understand how a strong grounding in English will impact the future learning and development of a pupil in all aspects of their life. We want to prepare children with the essential writing skills they will need for later life by providing an enriched and engaging English curriculum, where they write with a clear purpose across all subjects. The National Curriculum (2014) states that:

“The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment.” 

Books are the catalyst for our curriculum and provide the spark of inspiration for further writing. Quality texts are vital, and we use books as a springboard for writing (of all types), not just reading.

We intend:
• To create confident writers who develop stamina for writing throughout school and are able to write at length.
• For all of our children to be independent writers, building on a range of skills as they work through each journey of writing.
• That all of our children are exposed to high quality texts that model excellent writing practices across a broad range of genres.
• For our children to have a secure understanding of a text type, they will be taught the purpose and intended impact of writing skills in a genre and the ability to carefully select vocabulary when writing.

• Ensure that all pupils know how to plan, practise and evaluate their work as well as carry out an effective edit and improvement process using feedback from the teacher.
• That our children are challenged and encouraged to take risks and view mistakes as a positive part of the learning process.
• To celebrate writing at each stage through the learning process to encourage children to take pride in their work.
• To provide a balanced and broad curriculum, which encompasses writing practice and equips children with the skills and knowledge of writing processes including handwriting, spelling, grammar, widening vocabulary and writing for different styles.
• To be inclusive of all children, including SEND by providing the appropriate scaffolding, support and writing tools those children need in their writing process to experience success.
• That our children have high expectations of themselves where they take pride in all aspects of learning and in everything they produce.

By placing books at the core of our curriculum, we ensure that reading is valued across the school and that curriculum time is devoted toward the acquisition of vocabulary and the teaching of reading related skills. We believe that a context for learning is vital –our chosen approach ensures that objectives for reading and writing, including those for grammar, can have purpose.

We always aim for our writing opportunities to be meaningful, whether short or long and that the audience is clear. Books offer an opportunity for our children to have real reasons to write, whether to explain, persuade, inform or instruct and that where possible, this can be embedded within the text or linked to a curriculum area. Using a range of writing genres is key to our approach along with writing skills that will support children in preparation for their time in secondary school.

Implementation

At Sithney, we have deliberately selected and designed our scheme of learning using the Literacy Tree and Literacy Shed from Years 1-6 with our EYFS children using Drawing Club to support their introduction to writing. We have created a writing curriculum that encompasses a thematic approach to the teaching of primary English that places children’s literature at its core and has wherever possible, links to either History, Geography or Science topics being taught during the term.

As a whole-school approach, children explore a variety of texts, from different genres and a vast array of different authors. This is in addition to the wealth of books they will encounter through reading sessions and story time. Texts are always selected for their quality and significance, including classics, award-winning texts and celebrated and significant authors such as children’s laureates and poet laureates. The range includes novels, novellas, picture books, wordless texts, narrative poems, playscripts and narrative non-fiction.

At Sithney, our curriculum is mapped out across each year to ensure progression and National Curriculum coverage and expectations are met (for writing composition, reading comprehension, grammar, punctuation and vocabulary) for all year groups through a two-year rolling programme or writing spine.  Children in the EYFS meet objectives through Drawing Club. Children will experience aspects of the National Curriculum on multiple occasions and will write for a range of audiences and purposes, embedding knowledge and skills by over-learning.

The teaching of writing is delivered through an ‘S’ plan recipe where children experience grammar and writing-focused activities daily. By following this structure, the children revisit and recap prior learning before accessing new skills, in a format that is sequential and methodical.

Collectively the ‘S Plan’ sequence and thematic approach for writing helps children build a literary repertoire; develop a knowledge of significant authors and prepares them for the subject content of critical reading at Key stage 3.

Early Years Foundation Stage (EYFS)

When children enter Reception, we take the time to get to know them, perform baseline assessment and set specific next steps across all areas of learning.  We take time to focus on pre-writing skills, developing vocabulary through rich storytelling, and developing pencil control through gross and fine motor activities. We introduce RWI phonics immediately and immerse children in rich phonics-based activities to develop their reading and writing skills.

During the second half of the Autumn Term, through to the second half of the Spring Term, the children are taught using the ‘Drawing Club’ approach where they are introduced to a range of texts, animations, and traditional tales to support their early writing development. ‘Drawing Club’ is an approach that puts vocabulary, imagination, and storytelling at the heart of literacy learning.  Children are immersed in a range of high-quality texts, with a focus on developing rich language and imagination through the magic of drawing.

To focus on longer pieces of writing, and develop the grammar and punctuation, children begin to move towards a more formal approach as the year progresses, using either Literacy Shed or Literacy Tree units of work relating to their class topic.  This continues to be book focused but allows for greater refinement of writing skills in preparation for Year 1.

Year 1 to Year 6

From Year 1, children are exposed to the Alan Peat ‘Sentence Types’ which help pupils develop their understanding of different aspects of grammar and sentence formation.  It is expected that these will then be used within their writing focus.  A grammar focus is explored daily with an introduction on a Monday and then opportunities for children to practise and hone their skills throughout the remainder of the week.  This focus will also link to learning within the main body of the lesson and embed grammar skills firmly within the context of the book, therefore bringing a relevance to the different elements that contribute to becoming an effective writer.

Spelling is explicitly taught using the Spelling Shed Programme which exposes the children to spelling patterns and rules through investigations and activities. Teachers ensure that these patterns and rules are discussed and modelled during English lessons to continue to keep spelling at the forefront of the repertoire of skills needed to be a successful writer.

At Sithney, we want children to take pride in their work and presentation.  To support this, pupils work towards gaining their pen license. We use the Letterjoin programme to scaffold the development of handwriting progressively, moving from forming letters correctly, to pre-cursive handwriting and finally resulting in correctly joined cursive handwriting.

At a glance

• National curriculum guiding principles form the basis of planning
• Literacy Tree and Literacy Shed are our chosen scheme to support the delivery of teaching from EYFS to Year 6.

EYFS participate in Drawing Club to support early writing.
• Writing is mapped across year groups in small sequential steps and end points identified (to know, do and experience). Key skills and knowledge are revisited multiple times.
• A daily lesson activates prior knowledge, introduces, uses and applies specific vocabulary. Learning is demonstrated through speaking, listening and writing.
• Alan Peat ‘sentence types’ are taught from Year 1 through to Year 6 to further develop sentence structure and grammatical awareness
•There are links to other subjects, including Geography, Science and History.