English - Writing
Writing
Our School Offer for Writing
Within the Purpose of Study for English (National Curriculum 2014), we know that ‘English has a pre-eminent place in education and in society. A high-quality education in English will enable pupils to speak and write fluently so that they can communicate their ideas, thoughts and feelings to others.’
What do we mean by Writing?
In Key Stage 2, we focus on the two dimensions of writing both transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing). It is vital that we develop competence in these two dimensions and also ensure that pupils are taught how to plan, revise and evaluate their writing.
Transcription:
Handwriting:
When children start at the Junior school, they should be able to form some letters and recognise some joins. By the end of KS2, children should be able to write fluently (in joined up handwriting) and form letters of a consistent size and shape. Our aim is to encourage fluent, legible and, eventually, speedy handwriting.
Spelling:
During Key Stage 2, children continue to use their phonic knowledge to underpin their spelling. However, they also need to learn and understand the role of morphology (word structure) and etymology (spelling structure). Spelling rules and patterns are carefully taught within each year.
Composition:
Effective composition involves forming, articulating and communicating ideas and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.
How do we teach writing?
Each child, in Year 3 & 4, participates in weekly handwriting sessions; the school uses the ‘Nelson’ handwriting scheme (commercial). Children in Year 5 & 6 continue to hone their writing style as they progress throughout Upper KS2.
Each child has a ‘Wonderful Writing’ prompt at the front of their Learning Journal; this states the expected progress from printed to joined
Daily spelling sessions take place across all year groups covering the NC statutory objectives and statutory ‘Word lists’ from each year group.
Each child participates in weekly punctuation and grammar sessions, linked to the NC objectives. This explicit knowledge of grammar gives all children more conscious control and choice in their language. We call this ‘SPAG’.
Staff plan a variety of text types across the year eg. Poetry, Persuasion, Recount, Explanation, Non-Chronological Report
Each child participates within shared writing sessions to ensure they have an awareness of the text type they are writing and how best to present this to their audience. These sessions will include a focus on the key vocabulary, punctuation and the grammar needed in each text type. Each classroom has a ‘CPOW’ board (Conjunctions / Punctuation / Openers / Words).
Writing is purposeful and linked to both class reading books, other subjects and to National events such as Anti-Bullying week and National Story Telling Week
How do we inspire a love of Writing?
We believe that writing is an essential skill and look to foster a love of writing in all children by basing it around stimulating and engaging texts. We make clear and purposeful links between what we are reading and what we are writing to ensure the best possible outcomes for each child.
How do we help children who find writing difficult?
If children struggle to form a neat and joined handwriting style, children may receive additional support/resources such as a pencil grip, support line guides for ascenders and descenders and multi-sensory teaching eg. letter formation within a sand tray.
If children struggle to spell correctly, they may receive individual word lists that are tailored to their level eg. 100 High Frequency Words. They may be identified for 1:1/group additional support. Classrooms also aid visualisation with display prompts eg. Wall of Words. For those children who struggle to compose, staff support with a range of strategies such as writing frames, sentence starters, oral retelling & then recording.
How do we assess Writing?
We continually assess writing skills; this may be through day to day tasks or through independent writing opportunities. Each child has a writing assessment document (linked to the NC objectives) which enables teachers to assess their work against given criteria. At the end of independent pieces of writing, children are given written feedback (which consists of targets or next steps) to further their development as a writer.
We assess Spelling through weekly tests (linked to week’s spelling pattern); children will also complete a short written close-procedure twice within the year. In Year 6, each child will take the Key Stage 2 Grammar, Punctuation & Spelling Test (1 x Spelling Paper and 1 x Grammar & Punctuation paper).
We assess Grammar & Punctuation through weekly tasks; children will also complete a short written test twice within the year.
How can Parents/Carers help?
Parents/Carers can support their children by encouraging them to write wherever and whenever possible. Fostering a love of writing at home will only encourage their child to write with more passion at school.
