express their ideas clearly and creatively through the written word.
We engage and motivate children through exposure to different forms and models of writing in order that they develop the
and so we have embedded evidence-based, oracy techniques across our writing curriculum. We ensure that children have a broad and rich vocabulary gained from reading, ‘talk’ and from their broader learning which is employed and embedded within their writing.
inclusive of all pupils through, for example, supporting writing through inclusive ‘talk for writing’ strategies; these enable all children to produce the best writing they can and to experience success. for a range of different purposes and improve their written work, developing their own
To ensure breadth and depth within the coverage of genres, a long term plan is mapped out with deliberate progression of a range of specific genres which are appropriate to the year group, focusing on less challenging genres earlier in the year, and more challenging towards the latter half of the year. Genres are revisited throughout the year so that pupils can apply the skills in different contexts. Writing skills are regularly reinforced within lessons across the wider curriculum. We use scaffolds to guide, support and structure all children’s writing, differentiating these for SEND pupils, those with specific learning needs and pupils who are currently lower attaining, and these are gradually withdrawn as children make progress. With our more able writers, opportunities are given to be as adventurous and confident as possible in their writing, and in some case write from an alternative viewpoint to the rest of the class. The context chosen for the genres both engage and challenge children to want to write; children are drawn in via an appropriate and engaging stimulus to give their writing a purpose and these come, for example, from novels, high-quality picture books, trips and visits, or from the purposeful, cross-curricular links with the broader curriculum.
Grammar and Punctuation
All children are taught discrete punctuation and grammar skills that are appropriate to the year group and text type. These skills are taught progressively to ensure children have a secure understanding. Children are encouraged to identify, practice and consolidate grammatical understanding through the reading of specific texts, and skills then developed and embedded throughout the writing journey.
Reading as a reader and reading as a writer
At Spinney Hill, we know how important it is to expose children to a range of texts in order to immerse the children in the language and structure of the piece pupils will write. After reading an example for meaning and applying their reading skills, children examine in depth a range of high quality examples/models of the same genre. They focus on the language, punctuation and grammar and discuss the impact this has on the reader. The PVA is discussed and children ‘magpie’ words and phrases that they wish to include in their expanded success criteria.
Planning, drafting, editing and publishing
During the writing journey, children plan, draft, edit and improve their writing. Teachers have high expectations for all pupils and reinforce these throughout the writing process by modelling. In Key Stage 2 teachers model on a different context or perspective to encourage greater independence. As teachers model, they ensure the language features and the effect on the reader is explicit as they write, modelling both their thoughts and the editing process out loud, and always referring back to the PVA when doing so.
Talk for writing
‘Talk for writing’ is an essential component of the writing process and all teachers ensure that talk and oracy strategies are embedded across all writing lessons. Teachers know that talk for writing is crucial to the development of ideas, grammar, syntax and vocabulary, so a variety of structured talk strategies are employed both before and during the writing journey. This gives the children the opportunity to structure and sequence their ideas and develop the necessary vocabulary and phrases they will use in their writing.