Writing Curriculum

Intent

Across the federation we aim to deliver a high-quality writing curriculum that enables our children to write for a range of purposes.  We want our writers to be enthusiastic, reflective, skilful and confident in their writing so that they are well-equipped with the literacy skills that they will need in life.  Children are taught to write in a variety of forms and to write for both an audience and a purpose.  This means that children are taught to identify the appropriate skills, tone and form to meet the needs of their intended writing outcome.

Through the provision of exciting writing opportunities and experiences that engage and enhance all pupils, as well as immersion in new and exciting texts from a diverse range of authors, we aim to guide and nurture each individual on their own personal journey to becoming successful writers.  We want all children to acquire a wide vocabulary and to be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time with the federation.  We work to ensure that children have a secure understanding of grammar, and children are expected to apply this understanding effectively to their writing to write clearly, accurately and coherently, adapting their language and style in a range of contexts.  We believe that all children should be encouraged to take pride in the presentation of their writing, by developing a legible, cursive handwriting style by the end of Year 6.  We want every child to have a good knowledge of phonics which provides a sound platform for our children to develop their writing fluency.

Implementation

Our whole school approach to the teaching and learning of writing involves the following:

• Writing in EYFS is taught using the Read, Write Inc. phonics scheme.  The scheme includes both a reading and a writing focus.
• Lesson objectives are skills based.
• In Years 1-6, writing is taught in 2 x 2 hour blocks over the week, following a sequential pattern: identifying and using a skill; identifying and using text features; planning, drafting and editing; independent writing and evaluating; sharing and performing writing.
• Spelling, punctuation and grammar is taught weekly in discrete lessons linked to writing.
• Each year group studies a new, different high-quality text each half term. We passionately believe that reading and writing are inextricably linked therefore studying the text in both reading and writing lessons encourages children to make links and become empathetic and ambitious writers.
• Long, medium and short-term planning and the use of progression maps ensure that a variety of genres are progressively taught and built upon both throughout the year and the federation.
• Exploring the features of different text types and modelled examples (E.g.  spotting features in a WAGOLL – What a good one looks like, or identifying what is missing in a WABOLL – What a bad one looks like).
• Handwriting practise.
• Vocabulary development including WOW (Word of the Week).
• Shared writing (modelled expectations).
• Children are also given the opportunity to transfer and build upon their knowledge of a genre studied during writing lessons and apply this learning to a topic focus.
• Opportunities to participate in drama & spoken language activities.

Impact

Our writing curriculum is planned to demonstrate progression year on year. In addition, we measure the impact of our curriculum through the following methods: 

• The use of Formative assessment grids (statements taken from progression map) to assess independent writing.
• Constructive marking with positive praise and ‘next steps’ to ensure that children know exactly what they need to do next to make progress in their writing and children are encouraged to respond to this.
• Verbal feedback during the lesson.
• A combination of peer and self-assessment during lessons.
• Book monitoring.
• Learning walks.
• Moderation of writing across the federation and with other schools in our area.