Writing

Intent

Our aim is that Eastfield pupils will develop a love for writing whilst gaining the communication skills necessary to be successful learners and citizens. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.

We believe that children need to develop a secure knowledge-base in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high-quality education and will give our children the tools they need to participate fully as a member of society. We will strive to equip pupils with the skills needed to write effectively across a variety of genres and for a range of different audiences. Pupils will discuss and refine their ideas through speaking and listening activities. Using accurate spelling, grammar, punctuation and handwriting, written pieces will be clear, fluent and engaging. Pupils will edit and improve their work, taking pride and care in producing high quality final drafts. Through the use of adventurous vocabulary, varied sentence structure, careful planning and imaginative flair, pupils’ writing will aim to engross and enthral the reader.

Read (as a writer) – High quality examples of the genre are shared and explored.

Features – Identify features of the particular genre of writing (style, tone, tense, person, vocabulary etc).

Model & Shared Writing – Teachers provide high quality modelled writing. This moves naturally into shared writing.

Drafting – Pupils begin to draft their own pieces of writing.

Edit & Improve – Teacher feedback given at this stage. Peer critique and self-assessment used. Pupils use blue pens to amend and improve their work.

Final draft – Pupils produce their final draft.

Implementation

National Curriculum Programmes of Study are covered across the school. They are planned and delivered by teachers to inspire and challenge our pupils. Transcription and composition skills are progressive, enabling children to consolidate learning and acquire new skills as they journey through the school. Pupils learn to write accurately and coherently, adapting their language and style in, and for, a wide range of contexts, purposes and audiences. Across the school, the following Eastfield Writing Process is followed for each genre.

In EYFS, a strong emphasis on the teaching of phonics contributes to the development of writing. Teaching begins with the formation of letters. At Eastfield, because we take pride in achieving high-quality outcomes and strongly believe writing is still the preferred and most suitable method for some tasks, pupils are taught the print script to write letters and subsequent words.

There are many planned opportunities in EYFS to support the development of writing and pre-writing skill acquisition for example, speaking and listening activities, tasks that develop fine and gross motor skills and activities exploring media and materials.

In EYFS, pupils are exposed to basic marks of punctuation, as a pre-load for using it correctly by the end of key stage 1. Children learn to read and write high frequency words and words with phases 2, 3 and 4 graphemes so they can write and spell these by the end of the year. The teaching of writing is structured in a similar way to the rest of the school; pupils are exposed to quality texts for reading as a writer, to promote a growing knowledge of language and vocabulary, a requisite for high outcomes in writing. Writing activities are planned with purpose to encourage pupils to write with purpose.

In key stage 1 pupils develop their letter formation through learning the pre-cursive script, beginning to join letters in words in line with demonstrating readiness through handwriting sessions. Pupils are exposed to a range of genres throughout key stage 1 as a preload for a greater understanding of the different purposes of writing and transition into key stage 2 where pupils are expected to write proficiently in an increasing range of genres. Pupils are expected to build stamina in writing, using the correct basic marks of punctuation and write an increasing amount of sentences with their growing vocabulary. Spelling is taught through daily phonics lessons, segmenting to spell, during the modelled writing lessons, teaching will focus on applying this strategy. By the end of key stage 1, pupils are expected to build on their composition of several sentences to produce more sustained examples of writing in both fiction and non-fiction genres. Poetry is taught in key stage 1 to develop language and vocabulary.

In key stage 2, pupils are required to write with a fluent and joined style of handwriting. Grammar is planned and taught progressively across key stage 2 and embedded within the teaching of specific genres of writing. Spelling is taught as a dedicated weekly session using the No-Nonsense spelling programme. In daily literacy lessons pupils are taught the requisite skills to write competently across a broader range of genres with purpose. Pupils are taught to use high-quality language features, often unpicked from the study of the class text. In key stage 2 pupils produce six pieces of independently completed, final drafts over the year.

Impact

Eastfield primary school has a community of enthusiastic writers who enjoy showcasing their developing writing knowledge and skill. They are confident to take risks in their writing and love to discuss and share their ideas. Attainment in writing at the end of key stage 2 is well above national expectations as well as in Grammar, Punctuation and Spelling.

Further Information

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