WRITING
CURRICULUM
Our writing curriculum is shaped by our federation vision which aims to develop the whole child so that all pupils leave our schools as creative, confident, curious members of their communities. We want them to leave with the skills needed to be active life-long learners by developing strong foundational skills in writing, ready for their next stage in life and beyond. We aim to foster a love of learning, including interests and passions, and develop a sense of identity in what they are writing, equipped with the knowledge and skills to view themselves as a writer.
INTENT
At Kingswood Primary School, we strive to help our children develop into articulate and imaginative communicators, who are well-equipped with the basic skills they need to communicate their knowledge, ideas and emotions effectively through their writing. We aim to ensure that our children develop a love of language and the written word by providing exiting writing opportunities that engage and enhance all pupils. Careful links are made across the curriculum to ensure that children’s English learning is relevant and meaningful; where possible linking our reading, writing and the topic that we are covering in the wider curriculum.
Through our teaching we aim for all children to:
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Acquire a wide vocabulary and to be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school.
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Have a solid understanding of grammar and apply it effectively to their writing.
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Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
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Be encouraged to take pride in the presentation of their writing, in part by developing a legible, cursive, individual handwriting style by the time they move to secondary school.
IMPLEMENTATION
Long, medium and short term planning and the use of progression maps ensure that a variety of genres are progressively taught and built upon both throughout the year and throughout the school.
Teachers plan writing learning journeys around high-quality texts, which are often linked to half-termly cross curricular themes, giving children opportunities to apply Science, Geography or History knowledge to the content of their writing. Teachers also use and adapt The Literary Curriculum book-based planning sequences, which are based on a range of high-quality and significant children’s literature chosen to engage, challenge and support children to be confident and informed writers. All National Curriculum requirements of grammar, spelling, vocabulary, iterary language and composition are embedded leading towards a variety of purposeful and exciting, shorter, longer and extended writing outcomes where the audience and purpose is clear.
Teachers clearly model writing skills and document the learning journey through consistent working walls; guided writing sessions are used to target specific needs of both groups and individuals. Children have opportunities to write at length, in extended, independent writing sessions at the end of a unit of work – applying their taught skills to an unsupported piece of writing.
Spelling
From the beginning of Year 2, children who are proficient in phonics move on to learning about spelling patterns. Spellings are explicitly taught weekly. Teachers use the Babcock Spelling Scheme to inform their planning and assess their spelling through the ability to apply the words in their independent writing. The children also receive words to practise at home, have a chance to practise their spellings in their spelling books and handwriting sessions.
Handwriting
Handwriting is explicitly taught weekly from Reception onwards. Children are given opportunities throughout the week to practise handwriting to improve their stamina and legibility.
Children are taught correct letter formation from the very
beginning of their time in school. Children are taught to sit properly in order to have the correct posture for writing, hold a pencil in the correct position and develop a legible handwriting style.
IMPACT
By the time children leave our school they will:
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Make good progress from their starting points and KS1 results
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Have a love for writing and write for enjoyment
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Be able to produce written work in all areas of the curriculum to a high standard
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Be confident to write for a range of different purposes and audiences