English Writing- Becoming Writers!

Our long term planning documents can be accessed through the links below:

Intent:

Our intent for our children at Dunchurch is to develop children who write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair. We want our children to be able to write with grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style. We aim to expose our children to a wide range of vocabulary so that they able to decipher new words and then use them when speaking both informally and formally. 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 age appropriate contexts by the end of KS1. Teachers make sure the content is relevant and stimulating by delivering through themes and topics. 

We also aim for our children to apply all of these English skills to all areas of the curriculum. 

Implementation:

The Writing Cycle 

Our writing cycle is based on topic related hooks and text drivers. Topic mats, CEW word mats and phonics mats are readily available in all classes to support this process. Planning and writing session follow a 1 week, 2 weekly or 3 weekly pattern depending on the expectation of the piece of writing based on its purpose and audience. Writing tools including counters, talking tins, lolly sticks are used to support early and emerging writing skills. Children are encouraged to share their writing with peers and promote achievements. Children are given individualised next steps through marking and individual spoken feedback. 

Grammar, Punctuation and Spelling

Spelling is taught through EYFS and KS1 and we ensure that the children are able to spell their high frequency words and common exception words.  Phonics spelling are taught in phonics sessions with opportunities to practise in writing sessions reinforced by using sound mats. Grammar and punctuation is taught within writing sessions for year R and 1 appropriate to the writing purpose but also planned to ensure coverage of the EYFS and year 1 national curriculum and progression statements. Year 2 also have separate grammar sessions following the year 2 national curriculum and progression statements and then apply these in writing sessions depending on the writing purpose. 

Vocabulary 

Working walls are updated linked to these genres and topics allowing the children to make independent choices in their own writing. Vocabulary is promoted through displays within the classroom and the use of topic vocabulary mats enhancing and encouraging their wider use of vocabulary.  

Writing is displayed throughout the school in classrooms and shared areas to encourage pride in work and to show that all the work is valued. 

Whole class texts 

Every year group has high quality texts that is selected from a database of text drivers or recommended book lists. Writing work is then planned and delivered through the context of this text or topic. 

Impact:

Pupil voice 

Through discussion and feedback, children talk enthusiastically about writing and understand the importance of this subject. They can also talk about different types of writing and their purpose. 

Evidence in knowledge 

Pupils can make links between texts and the different themes and genres within them and begin to apply them to their writing. They can recognise similarities and differences. Children understand the writing process at their own level. 

Evidence in skills 

Children are taught writing progressively and at a pace appropriate to each individual child. Teachers subject knowledge ensures that skills taught are matched to National Curriculum objectives. 

Outcomes 

At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention. 

Assessment and Monitoring 

At Dunchurch, assessment and monitoring comes in many forms. These include: 

• lesson observations, book monitoring and learning walks; 
• skills progressing throughout the school is evident in children’s books; 
• gathering pupil voice through pupil interviews; 
• moderating pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made; 
• tracking pupils’ progress each term and this informs planning and any intervention needed; 
• pupil progress meetings ensure different groups (including EAL, PP and SEND) and individual progress is monitored, and interventions organised to support good and better progress; 
• parents and carers will understand how they can support spelling, vocabulary, reading and writing and contribute regularly to home learning; 
• monitoring is also used to identify gaps in the curriculum that may need to be addressed across the school, or within individual year groups. 

Monitoring is an ongoing cycle, which is used productively to provide the best possible English curriculum for our children and to ensure it is inclusive to all.