Our writing curriculum is rooted in reading, with all writing opportunities linked to a high quality class text which the children study in their reading lessons. Our writing lessons ensure that our children have exposure to a wide range of genres and learn to write for different audiences and purposes. In order to make secure links between writing and reading, pupils are made aware that they should ‘read as a writer’ and ‘write as a reader’. In discrete grammar lessons, the children are taught the knowledge of grammatical features they will need to apply to their writing that week. This ensures that they make purposeful links and build on the skills they have learnt in order to progress.
The Writing Process
As a school, we draw on 'Talk for Writing' so that the children can rehearse and learn exemplary models of writing at the beginning of a unit. They will dissect and evaluate these models, analysing the grammatical rules and tools that make the piece of writing a success. The rules for writing are the non-negotiable year group expectations we expect the children to include in every piece of work, whilst the tools are the genre specific grammatical features that the children should include.
The next step in the writing process is the planning stage, where the children formulate their ideas, vocabulary and secure their understanding of the grammatical concepts they will need to use.
As the writing process continues, the teacher models writing and the children take part in shared writing opportunities with their peers, as well as guided writing opportunities with their teachers, to develop their knowledge and skills in readiness for their independent writing.
When the children write independently, they may be expected to use the 'Talk for Writing' strategies of imitation, where they change some elements of an original piece, or innovation, where they are expected to have planned a new piece of writing from scratch based on the model genre. By the end of KS2, we expect that the children will be confident in selecting their own writing genres to present their work based on a given stimulus, whilst keeping their audience in mind.
Editing within writing is a key skill taught to all pupils and the children use editing acronyms to support them with this. They are encouraged to explain and reason why they have edited particular parts of their work.
Classrooms are inviting, vocabulary rich environments, where pupils feel comfortable to ask questions and share ideas; they are places where great examples of writing are celebrated.
Please see the 'Writing Curriculum Overview' uploaded at the bottom of the page which sets out the genres taught in each year group and links to class text and topics.
In EYFS and KS1, the children learn to spell as part of their daily phonics lessons where they learn to apply the sounds taught. In Year 1, the children take weekly spelling tests based on the sounds they have learnt at school that week. In all other areas of the curriculum, the children are encouraged to apply their phonic knowledge when writing independently.
For Year 1-6, we have a clear progression of spelling expectations in line with the National Curriculum. The spelling objectives are taught through our school spelling scheme where a comprehensive package of investigative spelling games have been created. Through an enquiry-based approach, the children will discover rules and spelling patterns and will be expected to use these to practise spellings within context. Each week, the children in Year 2-6 will complete a weekly spelling test. These are based on either the spelling rule they have learnt at school or the National Curriculum word lists. Spellings may be personalised to individual children's needs.
Word lists and visual prompts are used in classrooms to assist children with their spelling. In all work, spelling is given a high priority. Children are encouraged to use different strategies to help them spell correctly including phonics, use of word lists or mats and dictionaries. When marking work teachers pick out spellings for children to correct.