Writing

Staff

 

Mr A Cornish
Writing Leader


Mrs V Unsworth

Writing Leader

Intent

 

At Barton Moss, our chosen approach for our writing curriculum is through a Literacy spine that links Reading into Writing and makes connections through the curriculum.

Our curriculum has been developed to address our context and the barriers to learning derived from it. We have a coherent literacy spine from EYFS to Year 6 that reflects this and ensures the writing gaps identified are our main priority. Our spine includes a wide range of texts, including traditional tales. It supports a comprehensive range of opportunities for reading and writing which all support the need for a wider range of vocabulary both for children when they arrive in school.

It is clear through our literacy spine and curriculum how important writing is the vehicle across the curriculum and to their future life opportunities. Through our author studies and visits children are aware that this is a career opportunity that is available to them. Through reading alongside writing they understand the role of the publishers and illustrators and again how this could be a future aspiration.  

Purpose and Aims

 

English has a pre-eminent place in education and in society. A high-quality education in English at Barton Moss will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development.

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

 

By the end of EYFS, all pupils will be able to:

  • Use their bodies through the Squiggles scheme help the children develop the motions they need to learn to form letters first through large dance movements and then onto paper
  • Use Dough disco as a programme to build up finger muscle control which will enable the child to manipulate their fingers
  • Use their phonic knowledge to write words in ways which match their spoken sounds.
  • Write some irregular common words
  • Write simple phrases which can be read by themselves and others
  • Form letters accurately
  • Develop their hand/pencil grip so it can help them be transcribe letters and words.

 

By the end of KS1:

  • Pupils will be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation.
  • Pupils will be beginning to understand how writing can be different from speech.
  • Pupils’ spelling of common words will be correct, including common exception words and other words that they have learnt.
  • Pupils will spell words as accurately as possible using their phonic knowledge and other knowledge of spelling
  • Pupils will use discussion to learn; they should be able to elaborate and explain clearly their understanding and ideas ?
  • Pupils will be able to write letters correctly and begin to join.

 

By the end of LKS2;

  • Pupils will be able to draw upon and build on basic skills from EYFS and KS1
  • Pupils should be able to write down their ideas quickly. Their grammar and punctuation will be broadly accurate.
  • Pupils will be able to display correct spelling of most words taught so far and should be accurate and they should be able to spell words that they have not yet been taught by using what they have learnt about how spelling works in English.
  • Pupils will be able to demonstrate an enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension.
  • Pupils will be able to enhance the effectiveness of their writing as well as their competence by editing and proposing changes to vocabulary, spelling and grammar.
  • Pupils will be able to use the approach of Thinking side and writing side to aid their writing development.

 

By the end of UKS2 pupils will be able to:

  • Write with sufficiently fluency and effort for them to manage the general demands of the curriculum in year 7 across all subjects and not just in English.
  • Reflect their understanding of the audience for and purpose of their writing by selecting appropriate vocabulary and grammar.
  • Consciously control sentence structure in their writing and understand why sentences are constructed as they are.
  • Understand nuances in vocabulary choice and age-appropriate, academic vocabulary. This involves consolidation, practice and discussion of language.
  • Discuss what they are learning and to develop their wider skills in spoken language form part of this programme of study.
  • Display a confidence, enjoyment and mastery of language which is extended through public speaking, performance and debate.

 

Non Negotiables

 

  • Writing book for all children Year N – 6 Blue A4.
  • Phonics A4 blue book for children to practice writing in phonics from RWI Set 1 Sounds Group A in Reception .
  • SPAG book blue A5 for all children Year 2 – 6 once passed the phonics.
  • Writing is an integral part of all subjects and evident in all subjects at least once across a half term.
  • Independent writing to be assessed once every half term against the set criteria

 

Implementation

 

Early Writing

In Nursery, teachers will plan dough disco and squiggles sessions that develop the children’s physical development and mark making as well as letters and numbers and shapes. Teachers in Reception and KS1 will follow the systematic phonic scheme Read Write inc to teach children their phoneme – grapheme correspondence, as well as the children’s blending skills. The transition of hold a sentence will be used in Reception and Year 1 Autumn term and move into fluency of writing. The children will be taught in small groups of similar phonic decoding abilities daily and each phonic session will follow ‘revise, teach, practice, apply; structure. Children will take home decodable books that match the phonics they are doing in class, providing them with the opportunity to practice what they have learnt in school. Teachers will use the school’s writing construct to plan meaningful writing sessions that will increase the children’s love and consolidation of writing skills.

Using the school’s writing construct, teachers will plan a series of meaningful sessions daily that will show a cumulative progressive scheme. This will be close the gap and embed previous term/year group skills and show the buildup on writing application across the course of each week. Please see additional power point for further information.

 

Impact

 

  • All monitoring shows that theory and intent is being implemented as planned by the subject leader and the writing construct is clearly having an impact on progress
  • Pupil voice and surveys show that there is an increase in the number of pupils engaged in writing
  • Monitoring and pupil voice will show that staff know which children are engaged in the writing process
  • By the end of EYFS at least 77% will achieve the physical development and writing.
  • At least 82% will pass the phonic screening test in Y1
  • At least 91% will pass the phonics screening test in Y2
  • By the end of KS1 and Year 3 at least 70% of children will be age related with at least 6% achieving above (Year 2021/2022)
  • By the end of Year 4/5/6 at least 75% of children will be age related with 15% achieving above (Year 2021/2022)