English – Writing

Intent

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Implementation

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Impact

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“You don’t write because you want to say something, you write because you have something to say.”
F.Scott Fitzgeral

1. Intent

At Arunside, we aspire for all pupils to become confident, creative and original writers who are able to apply their knowledge to writing across the curriculum. We hope to achieve this by enabling our children to acquire a clear understanding of grammar rules, develop a wide, varied and ambitious vocabulary and be able to spell new words through applying their understanding of phonics, spelling patterns and spelling rules. We also support children of all abilities through relevant modelling and scaffolding to empower them to express themselves through their writing.

We belive that children should be empowered and be given more choice over their writing so that it is relevant to their lives today.

We have high expectations and teach children to how to plan, write and edit their work. We want to foster independence that will carry them through life.

The key concepts for Writing follow the National Curriculum: Transcription, Spelling, Handwriting, Composition and Vocabulary, Grammar and Punctuation.

Phonics and Spelling

At Arunside Primary School, we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to read and becoming a good writer.

Phonics is taught in EYFS and in Key Stage 1 using Scholfields & Sims My Letters and Sounds Programme. Our children make great progress with their phonics and enjoy their phonics sessions, which is taught every day. This is evident through the progress they make in reading and writing, and in the way they use and implement it in their work. Year after year our phonics screening check is above the national average.

2. Implementation

Early Writing

In EYFS, children begin to learn the intial sounds through our phonics programme (My Letters and Sounds) and start using them to read and write words. Their learning and skills are developed progressively as the children gain more confidence in uisng different writing tools and gain more strength in their fine motor control.

Key Stage 1 and Key Stage 2

When planning writing lessons, teachers often make links to other areas of the curriculum to ensure that cross curricular links provide further context for learning. Topics are chosen to ensure they are relevant and exciting to the children, and we aim to give children as much choice as we can during the final writing outcome. Teaching blocks focus on fiction, non-fiction and poetry, in line with the 2014 National Curriculum. The lessons themselves build progressively towards an extended piece of writing.

Grammar and punctuation are taught through English lessons as much as possible. Teachers plan to teach the required skills through the genres of writing that they are teaching, linking it to the genre to make it more connected with the intended writing outcome.

Feedback and marking are completed, where possible, within the lesson, giving the children instant, clear and direct feedback. All marking and feedback are given in line with our marking and feedback policy.

Handwriting

In Early Years, letter formation is taught as part of the phonics sessions, which is then continued and rehearsed throughout Year 1. Children begin learning cursive handwriting in Year 2, which is again practised in KS2 in regular handwriting lessons. Once children have met the expectation in handwriting, they can earn their pen licence.

Phonics and Spelling

Daily, systematic phonic teaching happens in Early Years, Year 1 and in the first half of the autumn term in Year 2. Through daily phonic sessions, children learn to segment words to support their spelling ability and blend sounds to read words. Children work through phases within differentiated phonics groupings, led by class teachers and teaching assistants. In years 2 to 6, spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculumt. Teachers use Purple Mash to support their teaching and to provide activities that link to the weekly spellings. Children are given spellings to learn each week and are given a spelling test the following week. Children who need extra support with their phonics remain in differentiated phonic groups and receive interventions if needed to ensure they learn and can apply their phonics in their reading and writing.

3. Impact

Writing

The quality of our children’s writing, including content, range of genres, grammar, spelling and handwriting can be seen in our english books, on displays around the school and in other books across the curriculum. It is our belief that children will make good progress from their starting points, and by the time they reach year 6, they will develop a love of writing and be well equipped for their future.

When assessing writing, teachers look at each child as a writer. They do this through ongoing formative assessment throughout the year, revising planning where necessary and adding any additionaly learning as required. They will also carry out a summative assessment, using the Teacher’s Assessment Framework, which will be completed every half term.