Writing

Intent

At Goldfield Infants’ and Nursery School we aim to nurture a love for writing. Our aim is for children to be informed, articulate and empowered: finding their writers’ voice is at the heart of this aim. At Goldfield, we understand oracy, reading and writing are inextricably linked. Writing is not taught in isolation but rooted in rich topics stimulating pupils’ imagination and deepening their motivation to write. Our writing teaching sequences are enhanced though shared high-quality texts, drama, visitors and visits; this ensures our children have exciting experiences to write about – be they real or imaginary. When children leave Goldfield, they will be able to write effectively for different purposes (to entertain, to inform and to persuade).

Implementation

 In EYFS, children are introduced to The Message Centre in Nursery and progress to participating in Drawing Club in Reception. This supports the children’s curiosity and desire to put meaning to their marks and begin to understand that they can communicatee through their writing. In Reception, children are exposed to a variety of texts and use this as a hook for their own writing, with each series of lessons following the same structure: the first day focusses on the characters, then the setting and leads onto an adventure. Children are encouraged to use their learning of phonemes and graphemes taught in Phonics to apply this knowledge to their writing of code words and sentences.

In KS1, daily English lessons build towards quality outcomes in writing. The teaching enables children to think like a reader and think like a writer. Teaching of writing includes the following elements:

· Immersion with the text type using pictures, drama and oracy

· Ambitious vocabulary teaching

· Deconstructing and analysing a quality model

· Teaching grammar and punctuation within the context

· Teacher modelling and shared writing

· Guided writing

· Capturing ideas and independent writing

· Assessment for learning used throughout the writing process.

Assessment for Learning strategies are central to the effective teaching of writing:

· Planning and sharing focussed learning intentions + learning skills

· Constructing Success Criteria from a model of excellence

· Opportunities for in-lesson feedback (mini plenaries/sharing work under the visualiser/individual verbal feedback)

· Specific marking based on the LO, identifying areas of success and improvement.

· Planned time for responding to marking as part of the learning cycle. Children are taught how to use ‘pink and green’ marking to improve their writing. Children should refer to the ‘marking code’ when responding to their work. This is introduced in Reception and built upon each year. ‘Polishing pens’ are used in Y2 for children to begin editing their work.

· Children are taught to self/peer assess work, with opportunities built into the writing sequence and supported with school designed success criteria prompts (Ryan Reflectiveness checklist).

By following this sequence children move from a supportive context to a more independent one. SEND pupils are supported by quality-first teaching. Communication and language skills are the first essential step in supporting children to make progress in writing as they allow children to communicate their ideas to others. Oral rehearsal, sentence stems and explicit teaching of vocabulary enables all children to make good progress. Some children have additional visual support including Widigit Symbols, learning mats, writing frames or additional adult support. Supporting children gross and fine motor skills are also key to support children’s development in writing and their stamina.

Teaching Grammar and Punctuation

Grammar and punctuation are key parts of the writing process and children need to know these elements in order to write effectively. We teach grammar in line with the National Curriculum requirements. Our grammar teaching is explicit and then integrated within the writing sequence so that children apply their new learning in a purposeful way. Correct terminology is used consistently throughout the school in order to empower children as writers.

Spelling

We follow the spelling sequence and statutory requirements of the National Curriculum. We use the following sequence to teach spelling:

· Teach, model, define

· Practise, explore, investigate

· Apply, assess, reflect

Children are supported with spelling through daily Phonics lessons in EYFS and KS1. Children who pass the Phonics Screening Check in Year 1, move onto daily Spelling lessons in Year 2 that explore spelling rules to meet the requirements detailed in the National Curriculum.

Teaching Handwriting

Handwriting is timetabled in short, regular sessions and where possible is integrated across the curriculum, e.g. practising phonics, an awareness of grammar or topic vocabulary. Teachers model correct formation and ensure that children use the optimum pencil grip from EYFS onwards.

Impact

High expectations and quality teaching of writing lead to passionate writers who are inspired to write. Children’s writing is high quality and exciting to read. They understand the conventions of different genres and write purposefully to entertain, to inform and to persuade. Children can discuss why their writing is successful and make changes, thinking carefully about word choice, sentence structures and the impact on their reader.

Please click the button below to see our Writing Knowledge Map.