Writing Curriculum Statement of Intent
At St Mary’s Island CEA Primary School, we aim to teach children to leave as confident, capable and independent writers, who not only understand the purpose and importance of writing but also enjoy the writing process. We intend for children to use their writing skills across the curriculum. Expectations of writing remain high across all subjects developing a sense of pride within the children.
Following the aims and objectives of the National Curriculum, we plan a progressive programme, which builds upon previous teaching and ensures that each child’s needs are met. We want our children to draw upon a rich exposure to quality literature so that throughout the writing process, they can write as a reader and read as a writer.
We intend for our children to be able to communicate and express themselves effectively for a variety of purposes and audiences.
We plan opportunities for children to develop their oracy skills by:
- Listening and responding appropriately to adults and their peers
- Using relevant strategies to build their vocabulary
- Articulating and justifying answers, arguments and opinions, giving well-structured descriptions, explanations and narratives for different purposes
- Using spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- Speaking audibly and fluently with an increasing command of Standard English
- Participating in discussions, presentations, performances, role play, improvisations and debates
- Considering and evaluating different viewpoints, attending to and building on the contributions of others.
Our curriculum cultivates a sense of independence in writing, whilst being inclusive and enriching. St Mary’s Island CEA Primary School recognises the importance of children acquiring a wide vocabulary.
We also want all of our children to be able to spell new words by effectively applying spelling patterns and rules. They will have a solid understanding of grammar and apply it effectively to their writing. We believe that all children should be encouraged to take pride in the presentation of their writing by developing a legible, cursive, handwriting style in preparation for their move to secondary school. Ultimately, we aim for all children to reach their full potential in writing.
Writing Curriculum Implementation
At St Mary’s Island CEA Primary School, we believe that providing a curriculum which is engaging and hands-on is key. From Early Years to Year 6 we use a range of teaching strategies to engage and inspire the children in the writing curriculum.
Within each unit of work, carefully sequenced lessons ensure that prior learning of grammar, punctuation and spelling is revisited and developed. Each year group have a yearly overview of writing across a range of genres, ensuring that children are able to write for a range of purposes and audiences.
We follow the EEF’s ‘Five a Day Approach’, particularly for children who are identified as working below age-related outcomes, those on the SEN register or those with English as an additional language. These children are provided with interventions or support to help them develop their writing, at a level that is matched to their individual needs. The nature of the intervention will be decided by the teacher, with support from the SENCO. Provision in class may include working in a small group work with an adult, using scaffolds or using technology to assist with completion of work.
Genre
It is not an expectation that children will be writing in every writing lesson as they need to develop their knowledge and understanding of the context as well as time to form and articulate their ideas.
In writing lessons there should be a balance between teaching and learning about different genres and their features, and the technical aspects of writing (sentence construction, grammatical structures, vocabulary, punctuation).
Marking and feedback
We know that effective marking and feedback can have a significant impact on children’s progress and is an integral part of the teaching and learning process. We ensure that children are aware of their strengths and areas for development in writing so that learners can take ownership of their progress. Teachers leave next steps when marking to ensure that children know exactly what they need to do to make progress; children are encouraged to respond to this. We also ensure that appropriate scaffolds are put in place for children who need it. (See marking and feedback policy for more information).
Editing
Effectively editing a piece of work can often be a difficult skill to master. Being able to identify where you have made mistakes and know how to improve something you have already finished can be difficult. For this reason, we will ensure the children at St. Mary’s Island CEA Primary School learn to become independent editors of their own work by the time they leave St Mary’s Island CEA Primary School.
In order for children to become independent, effective editors, direct teaching of this skill is needed. Editing lessons focus on the different skills children need to acquire to edit their own work.
Assessment
Summative assessment of grammatical knowledge and spelling using GPaS tests (3 x per year. Three times a year, writing moderation takes place within the key stages during a staff meeting. Year groups also undertake moderation three times a year within their own year groups. In Year 6, we use the statutory exemplification criteria. In all other years we use an assessment criterion devised from the curriculum. The assessment criteria for the appropriate year group will be ticked off so that teachers can see which elements they are achieving and where the gaps are.
GPaS and handwriting
At St Mary’s Island CEA Primary School, we equip the children will all the skills they need to be capable writers. Each year group has a spelling word list, that is taught over the year, taken from the spelling patterns and list of common exception words (as listed in the curriculum). These are taught in weekly blocks and the spellings will be taught regularly throughout the week in short bursts. In Key Stage 2, Children will have a weekly test on the spellings. Explicit grammar and punctuation lessons are taught from Year 3 onwards. In addition to this, every writing lesson has a grammar or punctuation-based objective.
In handwriting, children in Nursery are given varied opportunities to develop their gross and fine motor skills as well as chances to mark-make. This continues into Reception alongside moving onto correct letter formation when children are ready. In Year 1, focus on accurate letter formation on the line is emphasised. Children are taught handwriting joins at the end of Year 2, if they are deemed ready. In Year 3, handwriting is taught daily and children are expected to have fluent, cursive, legible and speedy handwriting. As well as the daily teaching of handwriting there will be many opportunities for the children to practise their handwriting. Moving through Key Stage 2 the opportunities for children to practise their handwriting continues with handwriting support put in place where needed.
Writing Curriculum Impact
As a result of well-structured lessons, a clear vision for the subject and quality teaching, children at St Mary’s Island CEA Primary School will leave as happy, confident writers, who have the key skills and knowledge necessary for the next stage of their learning. Through the use of assessment, children’s progress will be measured to ensure they are meeting expectations and achieving within the subject.
