Clifford Primary School

Clifford Primary School

WRITING

INTENT

What writing looks like in our school: 

  •       Learners being encouraged to write
  •       Daily writing sessions which link to class text
  •       Shared writing sessions for the entire class
  •       Guided writing sessions for small groups of children
  •       Children learning actions, symbols and words of set texts following the Talk 4 writing approach
  •       Clear objectives being taught
  •       Children engaged in activities to help them internalise texts such as role play and hot seating
  •       Clear feedback to the children
  •       Examples of text, children’s work and other  appropriate resources  on working walls
  •       Children referring to  the working wall and other resources
  •       Motivated learners who enjoy writing
  •       Homework tasks match objectives recently covered in writing 

End of EYFS:

Children use their phonic knowledge to write words in ways which match their spoken sounds

•        They also write some irregular common words

•        They write simple sentences which can be read by themselves and others. Some words are spelled             correctly and others are phonetically plausible

 

 End of KS1:

End of Key Stage 1: use key stage 1 exemplification 2019 writing
• Write simple, coherent narratives about personal experiences and those of others (real or    fictional)
• Write about real events, recording these simply and clearly
• Demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required
• Use present and past tense mostly correctly and consistently
• Use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses
 • Segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others
• Spell many common exception words
• Form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
 • Use spacing between words that reflects the size of the letters.
 

 

End of lower KS2:

• In narratives, describe settings and characters.

• Use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns,              synonyms) within and across paragraphs

• Use the range of punctuation taught at key stage 2 mostly correctly^ (e.g. inverted commas and other         punctuation to indicate direct speech)

•  Integrate dialogue in narratives to convey character and advance the action

 

End of Key Stage 2

• Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)

 • In narratives, describe settings, characters and atmosphere

 • Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility)

 • Use verb tenses consistently and correctly throughout their writing

 • Use the range of punctuation taught at key stage 2 mostly correctly (e.g. inverted commas and other punctuation to indicate direct speech)

• Spell correctly most words from the year 5 / year 6 spelling list

• Use a dictionary to check the spelling of uncommon or more ambitious vocabulary

• Maintain legibility in joined handwriting when writing at speed.

 

 

   

IMPLEMENTATION

 

This is how it works:

  • In every class, children learn set texts in the style of Talk 4 writing and follow the three stage approach which is imitation, innovation and independent application
  • Children in YR follow learn to write upper and lower case letters as they are taught through the Letters and Sounds program
  • Children from Y1 onwards learn how to write in a cursive hand-writing script
  • Y1 to Y4 follow a structured cursive hand-writing programme
  • Teachers model writing through shared writing sessions
  • All classes follow the long term plan
  • Opportunities are planned so that children can write in genres which have been previously taught
  • Any children that are fall below there are, are supported with guided writing sessions and/ or catch up interventions
  • Homework is set which supports and reinforces the learning
  • Parents receive updates on their children’s writing levels three times a year and are invited in to parents’ evenings

 

 Interventions

Teachers use assessment to identify children who need extra support or catch up with their writing skills, understanding or fluency. Children are put on an intervention programme which could be guided writing, build a sentence or letter formation work.

  

IMPACT

This is what you might see in a typical lesson:

  •    Children who enjoy learning about writing
  •    Teachers who enjoy teaching writing skills
  •    Carefully planned and structured lessons which are appropriately resourced
  •    Recapping of previous learning
  •    Feedback on learning
  •    Adults skilfully supporting all learners
  •    Referencing to the working wall

  

How do we know how well children are doing in writing at Clifford Primary School?

Pupil tracking

Pupil progress meetings

Observations

Book scrutiny

Teacher assessment

Pupil interviews

Working wall

Moderation

Video evidence

 

This impact of the teaching:

Children who enjoy writing

Children who are skilful writers who enjoy sharing their work with others

Children who can communicate their thoughts via writing

Children that have a good level of understanding