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Writing

Writing at Valentine Primary School

Intent:

At Valentine Primary, we understand how a strong grounding in English will impact the future learning and development of a pupil in all aspects of their life. We want to prepare children with the essential writing skills they will need for later life by providing an enriched and engaging English curriculum, where they write with a clear purpose across all subjects.

 

End of Key Stage Expectations:

Early Years
Writing - Children will leave the EYFS being able to write simple sentences that can be read by others.
Spoken Language - Children will be comfortable using a rich range of vocabulary.

 

Key Stage 1 
Writing - Children will leave KS1 being able to write a range of sentence types that are grammatically correct using the SPaG features that they have been taught.
Spoken Language – Children will be able to listen carefully and respond with increasing appropriateness.

 

Key Stage 2
Writing - Children will leave KS2 being confident writing for a range of purposes and audiences using the SPaG features that they have been taught appropriately.
Spoken Language – Children will be able to articulate and justify answers with confidence.

 

We intend:

  • To create confident writers who develop stamina for writing throughout school and are able to write at length.
  • For all of our children to be independent writers, building on a range of skills as they work through each journey of writing.
  • That all of our children are exposed to high quality texts that model excellent writing practises across a broad range of genres.
  • For our children to have a secure understanding of the purpose of a text type, the purpose and intended impact of writing skills/tools and the ability to carefully select vocabulary with focus on the desired effect on the readers’ thoughts and feelings so that the impact of their writing is positive.
  • Ensure that all pupils know how to plan, practise, evaluate their work as well as carry out an effective edit and improvement process using feedback from the teacher.
  • That our children are challenged and encouraged to take risks and view mistakes as a positive part of the learning process.
  • To celebrate writing at each stage through the learning process to encourage children to take pride in their work.
  • To provide a balanced and broad curriculum, which encompasses writing practice and equips children with the skills and knowledge of writing processes including handwriting, spelling, grammar, widening vocabulary and writing for different styles.
  •  To be inclusive of all children, including SEND by providing the appropriate scaffolding, support and writing tools those children need in their writing process to experience success.
  • That our children have high expectations of themselves where they take pride in all aspects of learning and in everything they produce.

Implementation:

Writing Process

As a school, we have a writing process that every class follows when introducing a new genre of writing. Children will know who their audience will be and why they are doing a particular piece of writing, giving them that purpose. Even though we teach children about different types of genres, the main focus across the school is on writing skills. A copy of these can be found at the bottom of the page along with the writing process. During the immersion stage of the process, close links are made with reading so the children can understand how to structure their writing and magpie ideas for themselves. Children will publish their work in different ways depending on the audience and purpose.

Writing in Year R

Within the first few days of starting school we start Clever Hands, which is a programme of gross and fine motor development to support children in becoming controlled writers. This programme is taught three times a week and then activities are provided during child-initiated time to allow children to embed these taught skills. To ensure all children access these activities they are provided with tasks that match their interests. Alongside Clever Hands children are taught how to form the letters in their name, using specific letter rhymes, and in PE, the children have opportunities for ‘tummy time’ to draw and write while laying on their tummy’s with their head raised. Writing is also taught through phonics. When a new sound is introduced, the children are taught what the letter looks like and words that contain that letter. By the end of the year the children in Year R have been introduced to capital letters, full stops and finger spaces within sentences, as well as understanding that their writing is there to be read.

 

 

Writing in Years 1 and 2

Writing at Key Stage 1 is based on experiences the children have had to ensure they can write about what they know. At the beginning of Year 1, the children build on their skills they have learnt from Year R to begin with, especially linked to phonics and using their sounds to write words. As they learn new sounds they can start writing more complex words and then think about which alternative sound they need for particular words. As they head into Year 2 the focus becomes more on the spelling and understanding different spelling rules, such as soft c. Children are also taught how to use prefixes and suffixes. All of this links closely to the daily phonics that is taught, showing the children the links between reading and writing. There is an expectation in Year 1 and Year 2 on writing basic skills and children being able to use them correctly in all their work. This includes cross curricular writing.

 

Writing in Years 3 and 4

In Years 3 and 4, writing is focused on ensuring the basic skills taught in previous year groups are still embedded and children are using them confidently. From here they can then move onto basic writing skills for their year group.

 

 

Writing in Years 5 and 6

In Years 5 and 6, there is more of a focus on developing the child as a writer by drawing on everything they have previously been taught. Even in Years 5 and 6, the main focus is still on the basic skills and ensuring these are natural to the child, however more emphasis is placed on the use of language and word choices. They pull apart pieces of text to see how authors control what they want the reader to know at different points. Through doing this, children can manipulate their writing for effect and create visual images in the heads of their reader

 

Spelling

Spelling is taught in all year groups. Each year group has a set of words that every child needs to know how to spell within their writing by the end of the year. A copy of these can be found at the bottom of the page. Each class has word banks, dictionaries and thesauruses to support children in getting the words correct. In addition to these resources, the adults in class pick up on any misspelt words in their marking.

 

Spelling is taught through phonics in Year R, 1 and 2. Children are taught all the phonemes and words that these phonemes are in. They are shown how to segment the phonemes in these words. Children are also taught that some words in the English language are tricky words that cannot be segmented to spell. Spelling is taught daily in these year groups.

 

In Years 3 to 6, spelling is specifically taught 5 times a fortnight. In addition to this, spelling is taught as and when needed to individual children through feedback.

 

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