Writing

Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.’ (National Curriculum 2014)

 

The NEW National Curriculum 2014

Expectations in English

The New National Curriculum focuses on the mastery of the skills of writing – handwriting, spelling, sentence construction and punctuation.  Genres, topics, or novels are now simply a vehicle in which to develop these skills. The message is now, not to rush through coverage, but rather ensure the mastery of the writing skills.

English

The English Curriculum is delivered using the National Curriculum 2014 and the Early Learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.

SPEAKING AND LISTENING

The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction, and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.

READING

Reading feeds the children’s imagination – the more they read the greater the writer they will become. The opportunities, organisation and provision for the teaching and learning of reading are as follows:

Shared reading

Guided reading

Independent reading

Phonics

Teachers also take time to read class novels and model reading for pleasure. It is important that children enjoy reading and also have the opportunity to experience books from classic and modern classic authors such as Michael Morpurgo, Roald Dahl and Anthony Browne among others.

Reading/Phonics are mainly supported by the following published resources: Oxford reading Tree, Phonics Bug, Jolly Phonics and Letters & Sounds. Other schemes are utilised throughout the school to supplement these.

  • Resources – A book banded reading scheme operates across the school which comprises of a range of different schemes. Children work their way through the Key Stage One and Two schemes and then become free readers.
  • Links to parents – Each child has a reading record book which logs books they have read and comments about their reading. Parents and teaching staff write in this book.
  • Class books: Stories are read to the children on a daily basis throughout the school.
  • Reading at home: Children are encouraged to read at home every day.

WRITING

Opportunities, organisation and provision for the teaching and learning of writing are as follows:

  • Phonics and spelling: Five daily 30 minute Phonic sessions in Reception and Key Stage One.
  • Emergent writing: In Reception and Key Stage 1 children are given regular opportunities to write freely within a particular genre and across the curriculum. This gives them the opportunity to become emergent writers.
  • Shared Writing: Within each teaching sequences shared writing is a key part.
  • Guided Writing/Independent Writing: Each teaching sequence ends with an opportunity for guided and independent writing. There are also frequent opportunities for independent writing throughout the other curriculum areas.
  • Extended writing: Throughout the term there are opportunities for extended writing. On a termly basis samples of these extended writing outcomes are used for assessment purposes. Children are immersed in a plethora of stimuli in order to ensure they are truly inspired to write.
  • Handwriting: The school has adopted a cursive handwriting script and this is taught and reinforced regularly in Key Stage 1. As children move through the school opportunities to practice handwriting continue and when the class teacher feels a child is able to join fluently they are encouraged to write in pen.
  • Spelling, Punctuation and Grammar: Children from Years 3 to 6 are given lists of spellings each week to learn at home. Children are tested on these words weekly.

Work is marked and assessed in line with the Marking and Assessment policies and three yearly meetings involve teachers moderating the assessment of this work.

Work is assessed, at present, using Learning Ladders criteria. The findings of the assessment are used to inform planning to help the teaching and learning process.

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