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Writing

Intent

At Asquith primary School we strive to ensure that writing is a purposeful and enjoyable process. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately, and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.
We believe that children need to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high-quality education and will give our children the tools they need to participate fully as a member of society.

 

Implementation

 

Writing:

At Asquith Primary School we follow the Talk 4 Writing approach by Pie Corbett. We cover a wide range of genres including fiction, non-fiction and poetry units. Each unit of work is based on three phases: Imitation, Innovation and Independent. During the imitation phase, children will learn and analyse a model text. Children draw text maps, and immerse themselves through drama and art. They learn the necessary skills that they require for their writing through the innovation phase, where they write a new version of the model text with teacher support. Finally, they reach the independent phase where they plan and write a text on their own. Key Stage 2 pupils, are expected to edit their work carefully and produce a final copy as we strongly believe that children should have both responsibility for, and pride in their writing.  Foundation Stage follow a similar structure, where children become confident orally retelling stories using a model text, then create their own versions by making simple changes. Foundation 2 pupils begin to record their stories. From year 1 we teach English as whole class lessons, so that all children have access to age-related skills and knowledge contained in the National Curriculum. Where necessary, we put in support for children who are learning at a slower rate, so that they also have the opportunity to achieve their targets.

Pupils in Foundation Stage and Key Stage 1 also follow our Read Write Inc. Phonics program which supports them to write and edit simple sentences.

 

Spelling:

From year 2 we follow the No-nonsense approach to learning spelling. This involves daily lessons where children learn both the statutory spellings for their year group as well as common spelling patterns. Children have the opportunity to explore where words come from and how they have been amended over time, as well as explore different methods of learning spellings. Each child in Key Stage 2 is given spellings to learn and has a spelling test the following week. This is supplemented by the use of Spelling Shed so that children can continue their learning at home.

Foundation 2 and Year 1 are taught spelling predominantly through Read Write Inc. These spelling are then embedded in Talk 4 Writing lessons.

 

Grammar and Punctuation:

Grammar and punctuation skills are essential building blocks in the development of effective writing. Knowledge and skills are taught explicitly through Talk 4 Writing in English lessons and linked to the genre being studied. Our English progression map ensures that skills are built upon in a systematic and rigorous manner.

Year 1 are also taught grammar and punctuation as part of Read Write Inc.

 

Handwriting:

Handwriting is undertaken daily through out school, in order to ensure correct letter formation and practice the prescribed joins, as well as increase legibility, neatness and fluency of speed.

 

Impact

  • Pupils will understand the different purposes of writing and have a clear understanding of different audiences
  • Pupils will be able to effectively communicate through their writing
  • Pupils will have a rich and varied vocabulary that they can use with impact both verbally and in writing
  • Pupils will be able to spell accurately
  • Pupils will be able to use grammar both accurately and for effect
  • Pupils will be independent thinkers
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