Writing

Subject Lead: Mr Steele            Email: ssteele@blacko.lancs.sch.uk

  

 

Teaching of writing develops pupils’ knowledge and skills in transcription and composition, with a deep integration of planning, reviewing and editing.

 

It is important for children to develop as independent, enthusiastic and expressive writers, who are able to write in a meaningful way. Children will be able to use a range of forms for a variety of purposes and audiences, therefore developing confidence in their choice of genre and language style. A strong emphasis on grammar and spelling will be visible throughout the school, ensuring grammatical styles match genres and explicitly taught with opportunities for children to apply these to their writing.

 

At Blacko, we endeavour to instil the following writing skills and knowledge in all our children: 

 

  • Upholding our PENNiNE Trust Values of Innovate, Include and Inspire in every aspect of our teaching and learning,
  • Have a strong foundation of early writing which ensures pupils form letters and simple words effectivelyand with a secure understanding.
  • Have a strong understanding of phonics and spelling.
  • Have a strong understanding of grammar
  • Develop the habit of writing widely and often, for both pleasure and development.
  • Develop a clarity, awareness of their audience, purpose and context in their writing.
  • Appreciate our rich and varied literary heritage.
  • Ensure that our pupils are confident and prepared for the next step of their educational journey and application of skills in the wider world.
  • Pupils to be able to write clearly and develop a fluent and legible handwriting style.

  

 

To ensure a broad and balanced coverage, writing will be taught across all subjects. It is expected that the high standards present in stand-alone writing sections must be carried over to the wider curriculum areas. Ensuring these opportunities are carefully planned to deepen the national curriculum year group outcomes. When monitoring pieces of writing both stand-alone and topic writing must be brought. This will ensure standards are being monitored across English and the wider curriculum areas.  will be assessed through moderation meetings of both English and wider subject writing.

 

4/5 hours will be dedicated to stand-alone writing sessions each week. The purpose of these sessions is to upskill children through a more scaffolded approach, allowing them to slowly master key writing skills, which are to be applied in the wider curriculum subjects with growing independence.

 

At Blacko we ensure clear progression is evident from the start of a new topic to the desired outcome through our 7 phases or writing:

  • Creating Interest 
  • WAGOLL
  • Skill Development 
  • Drafting/Planning
  • Sharing and Evaluating
  • Revising and Editing  
  • Publishing

 

 

Punctuation

Punctuation is essential in relaying meaning and expression. Therefore, it is important that children follow the correct punctuation progression path, using prior understanding to build new learning. Under no circumstances must a child skip a skill. A deep knowledge of how each skill is to be applied must be witnessed before moving them on. Below is break down of what is expected of children by the end of each Key stage (new learning for each key stage is in blue and non-negotiables are in black and non-negotiables in black):

 

  • EYFS – capital letters and capital letters and full stops (.)

 

  • Key Stage 1 – capital letters, capital letters, full stops (.), question marks (?), commas (,) and explanation marks (!)

 

  • Lower Key Stage 2 – capital letters, capital letters, full stops (.), question marks (?), commas (,), explanation marks (!), ellipsis (…), apostrophe (‘) and speech marks (“ ”)

 

  • Upper Key Stage 2 - capital letters, capital letters, full stops (.), question marks (?), commas (,), explanation marks (!), ellipse (…), apostrophe (‘), speech marks (“ ”), colon (:), semi-colon (;), brackets (( )), dash (-) and hyphens (-).

 

Grammar

Grammar is a fundamental skill that provides clarity and interest in our writing. Therefore, it is important that children follow the correct grammar progression path, using prior understanding to build new learning. Under no circumstances must a child skip a skill. A deep knowledge of how each skill is to be applied must be witnessed before moving them on. Below is break down of what is expected of children by the end of each year group (prior year group learning must be a non-negotiable in the following year groups):

 

  • EYFS – simple sentence writing

 

  • Year 1 – simple sentence writing, form questions, form exclamations (how or what), use simple joining words (and, but and or), use ‘s’ and ‘es’ to mark singular and plural nouns, add suffixes to verbs where no spelling change is needed and to add the prefix ‘un’ to verbs.

 

  • Year 2 – form simple and compound sentences using and, but, so and or, use statement, question, command and exclamation sentences, use commas in a list, use apostrophes for contracted forms and singular possession, use subordination for time, effectively use nouns, adjectives, noun phrases, adverbs and verbs, use the progressive form of verbs, use past tense for narrative, use present tense for non-chronological reports, use the suffix -ful, -less, -est, -ly, -ness and -er and create compound words from nouns.

 

  • Year 3 – identify the main and subordinate clause in sentences, use a range of conjunctions, use prepositions, effectively use adverbs, use inverted commas for direct speech, use the determiners ‘a’ and ‘an’

 

  • Year 4 – create complex sentences with adverb starters, use and punctuate fronted adverbials for when and where, identify, select and use determiners, effectively use pronouns, use nouns for precision, use apostrophise for singular and plural possession.

 

  • Year 5 – create complex relative clauses with relative pronouns, use similes, -ed and -ing openers, use commas to avoid ambiguity, use brackets, dashes and commas to indicate parenthesis, link ideas across paragraphs using adverbials, use modal verbs and adverbs to indicate degrees of possibility and use the suffixes -ate, -ise and-ify.

 

  • Year 6 – manipulate sentences to create an effect, build cohesion between paragraphs in narrative, persuasive, discursive and explanatory text, use ellipsis to link between paragraphs, use word repetition to link ideas between paragraphs, use semi-colons, collect a range of synonyms and antonyms, identify the subject and object of sentences, explore active and passive, punctuate bullet points, use colons, use hyphens and explore formal and informal grammar features. 

 

Phonics

 

Our Phonics Curriculum comes from the Department for Education Letters and Sounds in conjunction with Little Wandle. 

 

Teachers are to ensure that phonics is taught daily in EYFS and Key Stage 1 to ensure skills are not lost throughout the rest of the curriculum and that a minimum of 1.25 hours a week should be dedicated to teaching isolated phonics. This should be spread out into short manageable sessions in line with metacognitive strategies. 

Daily phonics lessons in EYFS and Key Stage 1 will occur for 15/20 minutes each day. Each year group will master the following phonics phases:

  • Reception focus on phase 2,3,4
  • Year 1 focus on phase 5

 

Spelling

Teachers are to ensure that spellings are taught throughout the lessons. This is within SPAG sessions and writing sessions. 

 

Handwriting

Teachers are to ensure that cursive handwriting is taught across the academic year. 

To ensure that handwriting is addressed within written work. This includes outside of the Writing Lessons in other areas of the curriculum. This must be monitored by teaching staff and addressed/intervened if children are repeatedly struggling with handwriting. 

   

 

Assessment for Learning takes place in all classes, continuously throughout the year.

 

Impact of this practice is:

  • Children will have an enthusiasm to write.
  • Children will express their creativity in the written form.
  • Children will be able to write both gripping and informative pieces independently.
  • Children will be confident and equipped with the relevant skills needed to enjoy and apply high quality Writing.
  • An increase in writing for pleasure. Therefore, reflecting an increase in the Key Stage 1 and 2 Writing SATs results.
  • Children will leave Blacko Primary School with a body of writing skill knowledge which has prepared them to access and succeed in their secondary school education.
  • Children are able to apply their writing learning contextually into life experiences beyond their core education.

      Writing Phase Plan