Writing

Teachers plan high quality lessons to meet the objectives laid out in the National Curriculum. Pupils have access to a wide range of writing opportunities that include: shared writing, guided writing, independent writing, collaborative writing, choosing their own text type and narrative style, writing across the curriculum, writing from a variety of stimuli, including visual texts and use of technology. 

Teachers will also use shared writing to model the writing process, this provides a discussion around and demonstration of grammatical features at word, sentence and text level. Activities are adapted for learners through the use of writing frames, scaffolding, spelling and word banks, collaboration and peer or adult support.

Wherever possible, there will be a real life context or purpose for the writing that our pupils produce.  It is important for children to share their writing, for example if they write a letter we will post it, if they write a story it is read to others, this could be a partner in class or, as in the picture to younger children in the school.

In EYFS mark making materials are available and children are supported in a range of ways to develop their gross and fine motor skills needed for correct gripping a pencil to write. 

We want our children to:

• enjoy writing
• develop a legible handwriting style
• write for a range of purposes
• develop a lively and expressive written vocabulary
• begin to understand and use punctuation
• spell correctly using their knowledge of phonics and spelling   patterns
• read and evaluate their own writing
• use a dictionary and thesaurus as directed
• use word processing when appropriate
• begin to have a knowledge about the structure of language and of the variety of ways in which meaning is made.

Strategies

• We use the EYFS Framework and the National Curriculum for English as a basis to plan our learning sessions.
• Writing is planned to link where possible to cross-curricular topics.
• Dedicated writing sessions in years 1 and 2.
• Children are given the opportunity to write across the curriculum.
• Foundation stage children are encouraged to develop as writers through free play and some directed activities including ‘Drawing Club’.  They use a variety of materials to explore mark making.
• Writing tasks have a purpose and an intended audience
• Where possible teachers mark work with children
• Curricular writing targets are set at least termly in order to improve weak areas.
• Individual targets are set at least termly and shared with children and parents
• Children are encouraged to talk and share their ideas before beginning a writing task.
• Children are encouraged to read and self correct their writing

Spelling

The children are taught spellings through their daily phonics session.

In year 1 and  2 children are given weekly spellings to learn at home.

Intent

• To help children to become independent and accurate spellers.
• To encourage children to think about spellings and give them opportunities to develop what they know.
• To create an environment in which children feel confident enough to ‘have a go’ at spellings while at the same time supporting them by teaching strategies to use when spelling.
• To give equal opportunities to all children.

Implementation

• We encourage children  to ‘have a go’ – therefore making them think about spelling and giving them a chance to demonstrate acquired skills.
• By teaching strategies to use when spelling
• Using phonological awareness
• Using word banks around the classroom
• Using dictionaries
• Learning to write words from memory
• By encouraging children to look for patterns in words, recognise letter shapes, identify words when within words
• By giving children activities involving looking closely at different print
• By ensuring the children become familiar with alphabetical order
• By collecting and talking about words containing common letter patterns
• By encouraging children to verbalise their attempts at different words
• By pointing out patterns and letter strings during handwriting sessions
• By discussion with children regarding written work, redrafting and spelling common words.

Assessment

1. Weekly spelling test – Year 1 and 2
2. National Curriculum Key Stage 1  writing assessment

Printed copies of this page can be provided free of charge upon request from the school office.