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Writing - Intention, Implementation and Impact

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 reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

 

Intent

These are the objectives for writing. We would like children to have achieved the following before they leave our school:

  • For pupils to be able to communicate ideas, facts and emotions confidently through writing
  • For pupils to be able to write at an age appropriate level or higher
  • For pupils to be proud of their writing and enjoy the process
  • For pupils to develop a continuous cursive handwriting style
  • For pupils to be able to use a keyboard efficiently when writing using a computer
  • For pupils to acquire skills to enable them to learn independently eg note-taking, making educated guessing about how to spell unknown words through a knowledge of spelling rules and patterns, how to lay out work appropriately for the genre
  • For pupils to be able to adapt their writing appropriate for the task and the audience
  • For pupils to develop an understanding of grammar and punctuation and amass a wide vocabulary and use these in their writing

We use Power of Reading, Jolly Grammar and Jolly Phonics in addition to any other resources we deem appropriate to structure and sequence lessons for each year group in accordance with the National Curriculum guidelines.

We have chosen Power of Reading because we think teaching through texts engages children’s love of story and this enriches their writing and expands their vocabulary. Books are a gateway for lifelong learning and mental health. We are lucky enough to have a wide mix of cultures in our school community and we endeavour to ensure this is reflected in our lessons. Every child from whatever socio-economic or cultural background has an equal opportunity to succeed within the walls of this school and hopefully beyond.

All staff are highly skilled and are shareholders in the curriculum by having a say in how they implement the NC learning objectives through the resources. All know what they need to teach and have compiled their medium term plans as a team.

Cedarwood’s values, ARK – Attitude, Respect and Kindness are communicated at every opportunity. These values are currently labelled ‘British Values’ but we stress that they are values for humanity as a whole as we strive to be a global community. Teaching through texts is a prime opportunity for showing through various characters and situations that choices have consequences and that we all need to be considerate. Fiction enables a reader to empathise and consider, ready for real situations in the future.

We ensure that we include writing for a real purpose regularly in every year group’s curriculum. We also try to offer the opportunity for writers to share their work with real audiences, not just their teacher. This makes writing come alive and gets across the fact that it is a real tool for life and not just a lesson in school.

Implementation

This is how our aims and objectives are translated into practice.

  • Teach a daily English lesson
  • Create a positive writing culture in school where writing is considered important and a pleasurable process
  • Writing is celebrated and pupils show exceptional writing efforts to teachers other than their class teacher
  • Writing for a real purpose is undertaken throughout the whole school
  • Writing is prompted also by the study of a class novel using the Power of Reading strategies
  • Writing tasks set are varied and exciting
  • Children have regular opportunities to choose what they write about
  • Children in EYFS, KS1 and those who need it in KS2 have a daily phonics lesson, others have regular lessons of spelling rules and patterns and NC word lists using a variety of methods
  • Children are taught the art of punctuating their writing to enable the reader to understand the message more clearly and easily
  • Children are taught through writing techniques, how to produce writing which is clear, interesting and can provoke a reaction or emotion from the reader when intended
  • Children’s written work is monitored for errors and these are discussed verbally or by written feedback with the pupil
  • Children are exposed to a wide variety of writing through class novels and staff writing when modelling writing in the teaching process
  • Children are taught the writing process, including planning, writing, editing, spotting errors, drafting and refining their work
  • Children are exposed to as many words as possible through topic words, plenty of reading, displays, early morning word work, word mats are easily accessible in all classrooms.
  • Dictionary and thesaurus skills are taught and their use encouraged

Our strengths

  • Children generally enjoy their English lessons at school
  • Children are engaged with their writing
  • Children like to share their writing with their peers
  • Children work collaboratively with each other in lessons before, during and after the writing process to improve one another’s standard of work.
  • We use exciting and engrossing resources which combine a love of literature and writing – Power of Reading
  • Children leave the school with a good knowledge of SPaG – as evidenced by KS2 scores
  • Teachers are enthusiastic, highly skilled and knowledgeable.
  • High levels are attained in writing by children before they leave Cedarwood.
  • Cedarwood promotes a continuous cursive handwriting style to aid children with presentation and spelling, especially those who struggle including children with dyslexia.

 

Areas for Development

  • Review assessment for writing
  • Giving more regular opportunities for children to be autonomous writers – allowing them what they write about.
  • Children to have the widest vocabulary possible to ensure they can access more written texts and express themselves more precisely in writing and orally.
  • More technical accuracy in writing – grammar and punctuation
  • Spelling attainment in tests and spelling accuracy in writing

 

Impact

  • Pupils enjoy writing and write daily throughout the curriculum. They enter competitions, self publish books and go on to take lead writing roles in the secondary schools. Our children go into the community to share their writing, for example reading their stories in the residential home, Alice Grange.
  • For pupils to write to the very best of their ability at all times requires remembering past learning and implementing it. We strive to refer back to previous learning and teach in such a way that learning is ‘sticky’ and is embedded in the long term memory.
  • Pupils produce writing that fulfils a purpose across all curriculum areas, to write evaluations in DT, a balanced argument in history, an explanation of a process in Maths. Pupils are taught to adapt their writing to suit the purpose and audience. We provide opportunities for children to write for a real purpose, to campaign and to complain about environmetal issues or to write invitations and letters of thanks.
  • Pupils need to produce writing that is technically accurate grammatically and in spelling. Pupils also need a wide lexicon of words to precisely encapsulate their intended meaning in words on a page – this is something that we are trying to develop.
  • Pupils have a joined, fast and clear handwriting style that is pleasing to read – we are proud of the handwriting our pupils and this has been remarked upon by teachers from other schools. This element of writing is valued by all staff and we work hard as a staff team to ensure each child leaves with a legible joined handwriting style as this increases their life chances –people make quick judgements from other people’s handwriting.
  • We try hard to make sure English as a subject, is vibrant and this includes visits and visitors. KS2 visit the panto annually, write as a response to visits to castles, local woods, farms, beaches and activity centres. We have welcomed poets and authors and visiting performers to the school.  We have produced some stunning writing from using our own outside spaces as a stimulus, from building snowmen on the field to lying under our trees.
  • Pupils will be able to produce writing to be proud of.

 

The National Curriculum

https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study#spoken-language--years-1-to-6

 

Long Term Plan

Spellings for all year groups

Below is the Current National Curriculum for Primary Education.

All spellings, rules and word lists, can be found on the following pages :- 

English Appendix 1 - Spelling    Page 49
Spelling Work Year 1  Page 50
Spelling Work Year 2  Page 55
Spelling Work Year 3 & 4  Page 59
Word List  Year 3 & 4  Page 64
Spelling Work Years 5 & 6  Page 66
Word List  Years 5 & 6  Page 71

Non-negotiables for Writing

Non-negotiables for Year 6: to learn non-negotiables from years 2 to 5.

Writing Progression

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