Writing

Implementation

English is taught daily using resources including HFL and Literacy Shed resources. Children are taught a range of fiction, non-fiction and poetry texts according to the 2014 National Curriculum. Lessons are sequenced to allow children to regularly complete extended pieces of writing, and for discussion to take place. Grammar and writing are embedded into each lesson. Children take an active role in editing their work and are encouraged to strive to improve.

We use a wide range of quality texts and resources to motivate and inspire our children to ensure they are being exposed to traditional tales and other cultures. Teachers also ensure that extended writing takes place across the curriculum, allowing children to continue to practise their skills.

Teachers continually model the writing process so children understand the expectations that are needed at the end point. We use a range of process to help support the children:

• modelled writing – this is where the teacher demonstrates the writing and the children observe
• shared writing – the teacher and children share ideas to work together to produce  written piece
• guided writing – this takes place in small groups where children are supported to write
• Independent writing – children write independently and the teacher monitors.

Details of genres, texts to be taught can be found on the whole school curriculum overview.

Children are taught to join their handwriting in a neat and legible style. Children are encouraged to sustain this level of presentation across all subjects. Assessment for learning continually takes place daily to inform planning and at the end of each term.  Children take an active role in editing their work and are encouraged to strive to improve.

The National Curriculum for English aims to ensure that all pupils:

• 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
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debates.

At Wilbury, we identify children who need support and provide intervention in the most effective and efficient way. Teachers plan and teach English lessons which are differentiated to the particular needs of each child. We help each child maximize their potential by providing help and support where necessary whilst striving to make children independent workers.

Feedback is given during the lesson in English to allow children to act up on this immediately, and this helps inform future planning.

We love to celebrate children’s writing at Wilbury. Writing is celebrated around the school on displays, for all learners. Throughout the year, we have a whole school focus on a particular text and writing competitions take place.

Impact

We want children to be enthusiastic and confident writers. We want them to make progress and to have transferrable skills to be lifelong learners. Children will be exposed to different cultures, our literary heritage and have a wealth of knowledge of different genres. Children will have a stamina for writing and be confident applying grammar and punctuation.

All of aspects of English are an integral part of the curriculum and skills taught in English are identifiable in other subjects: this shows consolidation of skills and a deeper understanding of when to apply specific grammar, punctuation and spelling.

We hope children leave Wilbury having a passion for writing and being excellent communicators as they grow and develop.