Writing

Intent:
  • Ensure all children become literate and progress in the areas of Reading Writing, Speaking and listening.
  • Be aware of the different groups of learners and vulnerable groups of children to ensure teachers can plan and teach English lessons which focus on the particular needs of each child.
  • For pupils to be exposed to a variety of literature, genres and authors
  • Ensure every child can celebrate their success through following their learning journeys which are assessed through the use of self-created target sheets.
  • For pupils to acquire strategies to enable them to become independent learners in English (spelling rules and patterns and how to tackle unfamiliar words when reading).
  • For pupils to enter into discussion and to present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates.
  • Pupils to take pride in their writing and present their work to a high standard.
  • For pupils to read and write daily.
  • For pupils to be confident when writing and read easily, fluently and with good understanding.
  • For pupils to develop an understanding of grammar and punctuation and to acquire a wide vocabulary and to use these appropriately.
Implementation:
  • Use the visible learning approach which involves the teaching of all subjects taught around a core text, which changes half termly. Pupils will have a deeper understanding and learning will be embedded through making links via the core text.
  • All pupils to receive a daily English lesson.
  • To create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.
  • For pupils in EYFS and KS1 to have daily phonics sessions, following Read Write Inc
  • Pupils to use ‘talk for writing’ to discuss ideas with each other prior to writing.
  • Working Walls – all classes to have an English display to aid pupils and guide them through the process of Reading and Analysing, Gathering Content, Planning and Writing.
  • Vocabulary – displays in class, all curriculum areas, to have vocabulary displayed. Classes to encourage a wider use of vocabulary by having a ‘word of the week’ Thesauruses and dictionaries to be easily accessible for pupils to use.
  • Units of work to be planned around a core text with a thematic approach where planning and writing will and cover a variety of genres and literary styles.
  • Displays of writing to encourage pride in work, give a purpose and audience and to show that work is valued.
  • To encourage and promote enjoyment in reading and writing events take place often throughout the year. These include: writing workshops, handwriting weeks, World Book Day, library visits, visitors to assemblies, author/poet
  • visits, Book Fairs and clubs.
Impact:
  • Pupils enjoy reading regularly, for information and for enjoyment/pleasure.
  • Pupils discuss books with excitement and interest.
  • Pupils enjoy writing and use the features of different genres and styles. They can write for different purposes and audiences.
  • Pupils are proud of their writing.
  • Pupils know that others value their writing; they see it on display.
  • Skills progress (grammar and punctuation) throughout the school is evident in children’s books.
  • Pupils are being adventurous with vocabulary choices.
  • Writing across the curriculum is the same standard as in English books
  • Impact meetings with Headteacher and teachers each term ensure different groups and individual progress is monitored and interventions organised to support progress.

At Christ the King we believe in providing children with the opportunity to be enriched by language, therefore in 2016 we introduced the ‘Talk 4 Writing’ process at our school. All staff embraced the process and we saw it as a real opportunity to develop children’s vocabulary and bring excitement into writing.

Talk 4 Writing enables children to imitate the key language they need for a particular topic orally before they try reading and analysing it. Through fun activities that help them rehearse the tune of the language they need, followed by sharing writing to show them how to craft their writing, children are helped to write in the same style.

Talk 4 Writing follows three stages:

Stage 1 – Imitation
Stage 2 – Innovation
Stage 3 – Independent Application

Teachers use stories, film, drama and role play through a ‘Talk for Writing’ approach to allow children to become immersed in their English lessons and give their reading and writing a real-life purpose. They also take advantage of the many other inside and outside space available to them to enhance children’s learning and enjoyment of English. Links to other curriculum topics are made when possible to deepen understanding and apply important skills.

English is taught on a daily basis from EYFS to Year 6. Teaching and learning mostly takes place within a whole class setting, where children are taught fundamental reading, writing and speaking and listening skills by their class teacher. They learn about the ingredients of a successful piece of writing including grammar, punctuation, vocabulary and structure for various text types and the features of different genres. Children are also given regular opportunities to share high quality books within guided reading sessions, where they have the opportunity to enjoy and discuss books. We aim to inspire and motivate children to gain further experience of reading and writing outside school for their own enjoyment.