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Intent |
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Our core purpose is for children to develop a love for writing and become independent, fluent writers who cultivate personal style throughout their time in school. Through the design of our curriculum, underpinned by the principles of ‘Talk for Writing’ and Babcock Texts that Teach, we aim to create a writing culture where children: see themselves as writers; become inspired by high quality texts and authors; apply rich and varied vocabular discerningly; edit with skill, accuracy and purpose; develop stamina and resilience; are ready for their next stage in learning. With clarity of purpose and audience, we structure the teaching of writing progressively and sequentially in order that pupils see and reflect on their progress from elicitation to final piece. We celebrate writing!
A writer at our school will: · Take pride in their writing and presentation · Reflect on the use of language to write with purpose and effect · Consider author voice and intent through shared, quality texts · Articulate and talk their writing confidently · Select vocabulary deliberately · Adjust writing appropriately to a range of genres and across the curriculum · Apply spelling, punctuation and grammar conventions accurately and independently · Respond effectively to feedback, co-construct and take ownership of writing targets · Take risks to write creatively
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Vocabulary Children’s command of vocabulary is fundamental to learning and progress across the curriculum. Vocabulary is developed actively, building systematically on pupil’s current knowledge and deepening their understanding of etymology and morphology (word origins and structures) to increase their store of words. Simultaneously, pupils make links between known and new vocabulary, and discuss and apply shades of meaning. In this way, children expand the vocabulary choices that are available to them. It is essential to introduce technical vocabulary which define each curriculum subject. Vocabulary development is underpinned by an oracy culture. High value is placed on the conscious, purposeful selection of well-chosen vocabulary and appropriate sentence structure to enrich access to learning and feed into written work across the curriculum.
Implementation |
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English sequences English teaching is underpinned by the principles of Talk for Writing. Texts are selected primarily to address focused learning needs, including SPaG but should be engaging and ‘hook’ pupils into learning. Purpose for writing is an essential feature. Pupils start and end each sequence with an independent writing task to generate targets. |
Target setting Targets are set in a number of ways. Cohort-based targets identify focused teaching and learning within the next sequence of English. Personal targets identify specific gaps in learning – the ‘thing’ that will moving their learning on next. They are approached in a fluid way and updated regularly through teacher/pupil collaboration and conferencing. |
Guided Writing (GW) Guided writing is the time where the teacher really gets to unpick and move children’s learning on. Children will work in a focused way on specific learning outcomes or targets. GW may be undertaken as a whole class, in small groups or at times individually based on need and context. GW may also be used to address year-group specific learning within our mixed classes. |
Shared writing (SW) Teachers and children collaborate to unpick the text used in the teaching sequence. They may look at specific features, such as: author intent, vocabulary choices, grammatical devices, shades of meaning, composition, effect and impact of writing on the reader. They rehearse ‘writing as a reader’ so that they can ‘read as a writer’. |
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SPaG Spelling, punctuation and grammar is taught with the support of ‘No Nonsense’ spelling and grammar. This supports a progressive approach particularly within our mixed-age classes. Application of phonics is a key feature of early spelling. |
Progression in editing We take a meticulous approach to editing, ensuring that we teach specific editing skills visibly and progressively, alongside SPAG and vocabulary expectations. Pupils develop independence in editing in an age (or stage) appropriate way. We use rainbow editing grids to underpin this process. |
Writing across the curriculum Writing is not restricted to English lessons or writing books. You should expect to see good quality writing across all curriculum subjects where standards and expectations of writing are the same as in English lessons. Evidence can then be gathered from a wide range of sources. |
Feedback and marking Feedback is given verbally and in written form, based on visible learning. It is timely and designed to move learning on at speed. All feedback is designed to support and underpin independent learning. Conferencing is used as a tool to support individual pupil progress. |
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Purpose for writing Writing with purpose is an essential part of teaching and learning. Giving pupils an authentic audience and clear purpose, such as to express, persuade or entertain, helps to develop motivation and skill.
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Interventions Interventions are used when pupils need further support as identified by ongoing assessment. Specific interventions will be relevant to children achieving individual targets. Conferencing is used as a tool to support individual pupil progress. |
Handwriting Handwriting is taught progressively to support the development of a joined, neat handwriting style. This is introduced from EYFS with Phonics Bug and taught through Letter-join from Y1-6. |
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Impact |
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Children talk positively about writing; editing and improving confidently to achieve quality outcomes.
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By investigating high quality, engaging texts, children understand what it means to be a writer and how to appeal to the right audience. They apply their ever-growing vocabulary, grammatical patterns and ideas in their writing. |
Writing is taught progressively and covers National Curriculum objectives. English NC appendices and our ‘writing progression’ document support a structured approach to ensure that learning makes sense to pupils and builds on their skills. |
Attainment is measured using the statutory tests in Year 2 and Year 6. Each year, children are expected to have made good progress and meet ARE. Some will achieve greater depth and those not meeting ARE will receive specific intervention. |
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Assessment evidence - a guide |
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EYFSP
Observations of writing behaviour including through Tapestry.
Talking to pupils and parents.
Writing books/evidence
Running records to assess fluency and accuracy
Ongoing phonics assessments and checks for application to segmenting to spell. |
KS1
Evidence Gathering Grids (Babcock)
SIMs – in-house data and progress tracking
Teacher assessment - observations of writing behaviour and discussion
English/writing books
Phonics checks
Written responses to activities across the curriculum |
Years 3-5
Non-statutory writing evidence gathering grids for targeted/pivotal children (Babcock)
SIMs – in-house data and progress tracking
Teacher assessment - observations of writing behaviour and discussion
English/writing books
Spelling books and weekly tests
Written responses to activities across the curriculum |
Year 6
Statutory writing evidence for Year 6 SATs - Evidence Gathering Grids for moderation (Babcock)
SIMs – in-house data and progress tracking
Teacher assessment - observations of writing behaviour and discussion
English/writing books
Spelling books and weekly tests
Written responses to activities across the curriculum
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Rolling Programme
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Year 1/2 Writing Progression Curriculum Plan Year A |
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Year A |
Autumn |
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Spring |
Summer |
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Progression of Core Texts |
Oi Frog! |
I Love Bugs! |
Little Red Riding Hood |
Mog’s Christmas
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Augustus and his Smile |
Stella and the Seagull |
How To Wash A Woolly Mammoth |
The Day The Crayons Quit |
Dread Cat |
What Do You Do With A Tail like This? |
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Text Genre |
Fiction |
Poetry |
Fiction |
Fiction |
Fiction |
Non-Fiction |
Non-Fiction |
Fiction |
Fiction |
Non-Fiction |
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Year 1/2 Writing Progression Curriculum Plan Year B |
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Year B |
Autumn
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Spring
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Summer
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Progression of Core Texts |
Three Little Pigs
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Penguins |
Sylvia and Bird |
How To Catch Santa
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My Day At The Zoo/This Is How We Do It
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We’re Going To Find The Monster |
The Boy Who Cried Ninja |
Tell Me a Dragon |
How To Hide A Lion In School |
Orion and the Dark |
My First Book of the Sea |
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Text Genre |
Fiction |
Non-Fiction |
Fiction |
Non-Fiction |
Non-Fiction |
Fiction |
Fiction |
Poetry |
Fiction |
Fiction |
Poetry |
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Year 3/4 Writing Progression Curriculum Plan Year A |
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Year A |
Autumn |
Spring |
Summer |
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Progression of Core Texts |
Grimm’s Fairy Tales |
Until I met Dudley |
The Paper Bag Prince |
Ocean Meets Sky |
Gregory Cool |
An anthology of Intriguing Animals |
Arthur and the Golden Rope |
Dr Fishers About Animals |
Fantastically Great Women |
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Text Genre |
Fiction |
Non-Fiction |
Fiction |
Poetry |
Fiction |
Non-Fiction |
Fiction |
Non-Fiction |
Non-Fiction |
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Year 3/4 Writing Progression Curriculum Plan Year B |
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Year B |
Autumn
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Spring
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Summer
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Progression of Core Texts |
The Beasties
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Dare to Care: Pet Dragon |
Mimi and the Mountain Dragon |
Finn Family Moomintroll |
What a Waste |
Flotsam |
Monster Slayer |
Beachcomber |
Rainforest Rough Guide |
I don’t believe it, Archie! |
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Text Genre |
Fiction |
Non-Fiction |
Fiction |
Fiction |
Non-Fiction |
Fiction |
Fiction |
Poetry |
Non-Fiction |
Fiction |
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Year 5/6 Writing Progression Curriculum Plan Year A |
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Year A |
Autumn
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Spring
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Summer
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Progression of Core Texts |
Alistair Humphrey’s Great Adventures |
Hansel and Getel |
Bethlehem – A Christmas Poem |
Where My Wellies Take Me Part 1 |
River Stories |
Incredible Edibles |
The Lost Words |
Wallace and Gromit’s Contraptions |
How the Whale Became |
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Text Genre |
Non-Fiction |
Fiction |
Poetry |
Non-Fiction |
Fiction |
Non-Fiction |
Poetry |
Non-Fiction |
Fiction |
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Year 5/6 Writing Progression Curriculum Plan Year B |
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Year B |
Autumn
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Spring
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Summer
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Progression of Core Texts |
101 Things to Do to Become a Superhero…or Evil Genius |
Paraphernalia |
Is This a Poem? |
Inspiring Inventors Who Are Changing Our Future |
Kensuke’s Kingdom |
‘The Nameless Holiday’ from Tales from Outer Suburbia |
Flood |
Talking History: 150 Years of Speakers and Speeches |
Earth Verse |
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Text Genre |
Non-Fiction
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Fiction |
Poetry |
Non-Fiction |
Fiction |
Non-Fiction |
Fiction |
Non-Fiction |
Poetry |