What is Writing?

Technically, writing aims to tell a story, describe, inform, entertain, to express ideas or persuade. At St. Andrew’s, we believe that developing their writing skills helps children tremendously on their lifelong journey of learning. Writing skills are imperative to achieving success across the curriculum. Writing helps to organize thoughts and helps children to express themselves clearly. It is also essential as a creative outlet which supports the development of imagination and cognitive thinking.

Through the eyes of our children, writing is important because:

“ It helps me to escape the real world and show my imagination in writing. It’s like watching a film but using words.“

Curriculum Overview

The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

• transcription (spelling and handwriting)
• composition (articulating ideas and structuring them in speech and writing).

It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves 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. Writing also depends on fluent, legible and, eventually, speedy handwriting.

Curriculum Intent

At St. Andrew’s Church of England Primary School, we view writing as an integral part of the curriculum.  Writing empowers children. It enhances their problem solving and critical thinking, and helps develop organisational strategies depending on the form of the writing. It also increases decision making abilities and helps to develop research and enquiry skills. It is a creative outlet that allows children to use their imaginations – to go anywhere, to do anything.

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread writing for enjoyment.

The national curriculum programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: 

· transcription (spelling and handwriting)

· composition (articulating ideas and structuring them in speech and writing)

It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. 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. Writing also depends on fluent, legible and, eventually, speedy handwriting.

Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than 1 meaning.

Additional basic skills sessions, including spelling and handwriting, are planned. These are specific to the needs of classes, groups and individuals.

Pupils are taught to control their speaking and writing consciously and to use Standard English. They should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed. This is not intended to constrain or restrict teachers’ creativity, but simply to provide the structure on which they can construct exciting lessons. A non-statutory glossary is provided for teachers.

Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.

Implementation 

The teaching and implementation of the writing curriculum at St. Andrew’s C.E. Primary School is based on the Early Learning Goals and National Curriculum; this ensures a well-structured approach. Children in all years have daily exposure to writing. In EYFS, our children learn through a combination of play and focused sessions. In KS1 and KS2, English lessons are explicitly taught and writing is a focus during these sessions. From year 2, discreet spelling is taught daily. Grammar and punctuation lessons are taught once each week in addition to being taught as part of daily English lessons.

Cross curricular writing takes place in a variety of subjects such as History, Geography, Art, Design and Technology and Science. 

Children are encouraged to edit and improve their writing continually and teachers follow the school marking policy so that children can correct errors such as spelling or punctuation and act on their next steps. Children are regularly given time during lessons to act on feedback provided by class teachers.

Our long-term plan ensures a broad range of text types and genres are covered each year. Each term there is a different theme and focus text with all of the writing is based around.

This structure is based around the idea of:

• Reading as a Reader – this is where the children develop an understanding of the text. The children will complete different comprehension-based activities to develop their understanding of the text. This could include written comprehension, drama and role play, oral retelling, character analysis and story sequencing.
• Reading as a Writer – this part of the unit is where the children look at the key features of the text types/genre – grammar, structure, vocabulary
• Skills development – the teacher chooses 1 or 2 (depending on year group) grammar skills to be taught during that unit.
• Writing as a Writer – the children plan and draft their own text based on the one that they have read.
• Writing as a Reader – the children edit and re-draft their writing, and once each term publish a final draft for display.

Although the pedagogical process is detailed for each lesson, teachers have the professional scope to make adjustments where they think they are needed. For example, if more than one lesson is needed to embed a skill then this can be done or if an extra lesson is needed for drama/speaking and listening then teachers have the freedom to do so. There is an expectation that each stage of the learning process takes place and is evident through books, learning environment and planning.

Impact

Assessment of children’s learning in writing is an ongoing monitoring of children's understanding, knowledge and skills by the class teacher, throughout lessons and when reviewing children’s completed tasks.

During lessons, children will be given verbal feedback. This allows them to act promptly on the advice given and has immediate impact on their learning. Written feedback may also be given when the teacher feels it is appropriate. Next steps will be identified in the children’s books for them to act on. These next steps are small, specific, manageable and measurable. They focus on basic writing skills including spelling, punctuation, sentence structure and grammar.

Ongoing assessment of children’s writing is then used to inform differentiation, support and challenge required by the children.  At the end of each term, each teacher completes assessments using FFT. Progressed is measured against key objectives for each year group.