WRITING

Intent

At Carlton Miniott Primary Academy we recognise that writing is essential for effective communication. We want our children to develop a love of writing and to write with flair and imagination. We endeavour to ensure that our children develop the skills they need to write clearly, accurately and coherently for a range of purposes and audiences. We ensure that our pupils develop their compositional skills by exploring a wide range of different genres, closely linked to our wider curriculum themes. We aim for children to have a rich vocabulary, excellent knowledge of writing techniques, awareness of structure and organisational devices and deep understanding of grammar. We place a strong emphasis on developing the children’s ability to re-read, edit and improve their writing. We have high expectations regarding transcriptional skills and encourage our pupils to develop accurate spelling and punctuation, neat handwriting and excellent presentation.  We expect the highest standards of writing every time a child writes in any subject. We want our children to recognise that writing is a life-long skill.

Implementation

Writing Genres

At Carlton Miniott Primary Academy our units of writing are driven by the wider curriculum themes.  As children become immersed in the theme, they develop relevant subject knowledge and build the vocabulary they need for writing.
In KS1 three writing genres are taught each half term; narrative, non-fiction and poetry. In KS2 three writing genres are taught each half term; over the year, there is a balance of narrative, non-fiction and poetry. 

Teaching and Learning Sequence

Our teaching and learning sequence is based on the SOLO taxonomy. Children are led through four phases of inquiry in order to develop the knowledge and understanding they need to be able to write effectively for a wide variety of purposes and audiences. We call these Collect, Connect, Create, Evaluate.

Unit Checklists

1. At the beginning of each writing unit the children first explore the text type and develop a checklist of features specific to that genre of writing. Attention is also drawn to sentence and text level features which are not specific to the genre but which will be an area to develop and practise within the unit.

        In order to help children understand the features that are specific to the genre, the checklist is split into two sections – genre features and SPAG.  These are also clearly displayed on the working wall. 

2. As the unit progresses each lesson will focus on elements from both sections. These are presented in the WALT and the WILF. Throughout the unit, the writing gets progressively better as the WILF builds up and expectations of what should be included increase each day.  Examples of each element are displayed on the working wall.

3. The entire checklist comes into play during the final phase of writing. The children use this to evaluate their final piece and use it to edit and improve their work before publishing.

Handwriting

We believe that neat, fluent handwriting with correctly formed letters and accurate joins is important to support the development of accurate spelling, ensure high standards of presentation and to foster a sense of pride.  

EYFS

The gross and fine motor control needed for writing, hand-eye co-ordination and vocabulary of movement are initially promoted through activities such as dough disco and ‘scribble while you wiggle,’ as well as many opportunities to make marks using a wide range of brushes, pens and pencils on both flat and vertical surfaces.  Correct letter formation is modelled from the start of phonics teaching. In the spring term all letters are taught and practised in handwriting ‘families.’ Details are shared with parents via the home-school link book. In the summer term all children are encouraged to develop an effective pencil grip, sit at a table and write on lined paper.

Y1

In Y1 correct letter formation is taught and practised in handwriting ‘families.’   Handwriting is linked closely to spelling practice and phonics.

Y2-Y6

Handwriting is taught using the Pen Pals scheme from Y2 to Y6.  There are two discreet 15 minute handwriting lessons per week.  Children first learn to join letters in Y2.  In Y3 children move from using pencils to pens.

Spelling

We value and promote accurate spelling. When children build a wide repertoire of known spellings it reduces cognitive overload and allows them to focus on other aspects of writing. Spelling skills build up systematically, starting with phonics in Reception and Y1 and then using the Spelling Shed scheme from Y2 to Y6.

EYFS

• In EYFS there is a daily phonics lesson.
• Phases 2, 3 and 4 of ‘Little Wandle Letters and Sounds’ provide the basis for systematic synthetic phonics.
• Children are taught to segment words by listening for sounds in order.
• Common exception words from Phase 2, 3 and 4 are taught as whole words.
• Our school non-negotiable words are taught and practised regularly.

Y1

• In Y1 there is a daily phonics lesson.
• Phases 4 and 5 of ‘Little Wandle Letters and Sounds’ provide the basis for systematic synthetic phonics.
• Common exception words from Phase 4 and Phase 5 are taught as whole words.
• Our school non-negotiable words are taught and practised regularly.
• A list of spellings is sent home and tested each week.

Y2-Y6

• In Y2 there is a daily discreet spelling lesson.
• In KS2 there is a discreet spelling lesson three times per week.
• The Spelling Shed scheme is used from Y2 to Y6.
• In KS2 flashbacks are used to revisit previous content, including Phase 5 of Little Wandle Letters and Sounds.
• Words from the National Curriculum English word list for Y3 and 4 are divided between the two year groups, linked, where possible, to the spelling patterns being studied and practised regularly.
• Words from the National Curriculum English word lists for Y5 and 6 are taught in the summer term of Y5 and revised in Y6. Our school non-negotiable words are taught and practised regularly.
• A list of spellings is sent home and tested each week.

Punctuation and Grammar

Our English long term plan identifies the grammar, punctuation and terminology children should master in each year group.  Units of work identify the grammar to be taught. This enables grammar to be firmly embedded in the teaching of writing genres. Within the 'connect' phase of the writing sequence, children receive direct instruction and modelling of grammar and sentence construction and are given opportunities for extensive, deliberate practice.  English lessons begin with a grammar 'flashback' to help children remember previously learned grammar content.  

Writing Expectations

Expectations for writing presentation are displayed in the front of each child’s writing book.

All phases of the writing process are in the writing book. If a piece of work is chosen for display, then a photocopy must be placed in the book.

Each unit of work is usually no more than two weeks long.

All green marking is acted upon by the child. 

Non-negotiable spellings are picked up every single time. 

All children have a pen as soon as they are ready in Y3. Only school pens are used.

Date and WALT are underlined in pen with a ruler.

Impact

The impact of our writing approach is that children are confident, enthusiastic writers who can write for a wide variety of purposes and audiences.

Writing Progression

Return to Curriculum Page.