Writing
As part of our curriculum, writing has been mapped out for types of writing to be covered once in Year 3/4 and again in Year 5/6 at a higher, more complex level. These can be see on the Curriculum Overviews.
Throughout the year, various other opportunities are planned for to allow Real-life purposes for writing as well as creative projects. These allow children to think about different audiences of their writing as well as exposure to a relevant, exciting topic. All writing is mapped out using the PFAI documents (Purpose, Format, Audience and Intent) so children are always writing for a purpose.
The Progression in Writing skills documents can be seen below. These are regularly used by staff to plan sequences of lessons and ensure curriculum coverage.
Intent
To promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. Children should be able to write accurately, clearly and coherently making conscious choices based on audience and purpose and explain their ideas as well as using speaking & listening activities.
Implementation
- Clear progression of text types (non-fiction, fiction and poetry written pieces). All completed in Y3/4 and repeated in Y5/6 with higher expectation
- Use of high quality WAGOLLS
- Editing progression document to ensure children are taught how to edit
- Before/after writing slips – writing as a reader
- Sentence progression following Alan Peat
- Grammar progression documents followed & recapped
- Spelling – Spelling Shed
Impact
Essential, basic and fundamental skills achieved to allow children to achieve ARE before moving on to next year group.
All children to be competent writers using high standards of English and can explain deliberate choices made when writing.
Exposure to a range of high quality reading literatures and WAGOLLS to support writing.
Pupils enjoy writing. – pupil voice
