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Writing

Writing - the WHAT

Writing - the HOW

Pupils need to be ready developmentally to write. Writing follows talk and reading. For a child to be able to write something, they need to be able to say it first. This is achieved through a programme of play where young children learn to interact, talk and understand as well as develop physically. The correct foundations, established in Reception, equip pupils with the skills and motivation to become writers.

 

In the early stages of writing, children learn to make marks, which develops into the application of sounds and correct letter formation. Children need to learn to spell accurately. This involves applying the correct graphemes to represent sounds, as well as learning to spell common exception words. Pupils should develop a range of spelling strategies through the exploration of rules and patterns in order to spell with accuracy. Children’s physical strength should develop through the correct provision, enabling them to sit and write with increasing independence and hold a pencil correctly. Pupils will learn a consistent script in order to develop handwriting speed, fluency and legibility.

 

Through varied exposure to literature, children’s reading should influence, inspire and inform their writing. Throughout their primary education, pupils need the opportunity to write for a range of purposes and in a variety of forms. As pupils learn skills in grammar and broaden their vocabulary, they will learn to skilfully apply these in context in order to achieve their purpose. It is essential that pupils acquire grammatical skills in context, rather than as disconnected exercises. This will enable pupils to make meaningful links between what they have been taught and its application into writing.

 

Pupils will develop their confidence to communicate effectively through writing for a range of audiences. This will influence the writing choices that they make. Time for feedback and reflection will enable pupils to be evaluative and make improvements to their writing by editing and redrafting the content.

 

We achieve the above by:

- Ensuring our curriculum in English (and beyond) is text-led - teachers carefully select and plan with rich text drivers to stimulate engagement and hook the children into their learning. These also provide great models to inspire the children in their writing. These offer stimulating starting points for all children - from novels to poetry or film stimulus, hooks provide a great immersion.

- Making sure that meaning is at the centre of teaching - children consider purpose, audience and form when writing and teachers take these into account when designing tasks too. 

- Vocabulary is explicitly taught for breadth and depth. 

- Grammar is taught in context in order for children to make meaningful links. 

- Explicit modelling enables children to see how to reflect upon their learning behaviours and strategies.

- A varied diet and rich experience of literature - we consider representation when selecting texts and provide a wide range of genres including fiction, non-fiction, poetry and more.

- Reading opportunities - visit our reading page for more information on how we encourage children to read wide and often.

- Cross-curricular links, where possible, so that children can make links to the wider curriculum.

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