Writing is an inspiring and creative subject, which engages and encourages children to write for relevant and meaningful purposes. Our core text approach provides children with the knowledge and enriched vocabulary to produce beautifully published writing of a consistently high standard.
In Writing, our intent is to:
- Provide a clear sequence, building on children’s prior knowledge and skills, and making meaningful connections with reading.
- Develop a love for writing with a sense of pride when children publish their work
- Teach national curriculum objectives in meaningful and inspiring ways
- Children to write in a range of styles and genres
- Use a consistent approach to teaching spelling
Our English approach is implemented through carefully chosen, quality texts that inspire us as teachers, enthuse our children and stretch their learning. In writing, we follow the CCC’s Collect, Connect and Create approach and have the highest expectations of children's learning.
When we are focusing on the ‘Collect’ stage, we ponder and predict what might happen in the story, analyse WAGOLL’s for word, sentence and organisational features as well as collect high quality vocabulary from the text in which the children can utilise in their own writing. Teacher's use creative and innovative methods and resources to inspire children.
In the ‘Connect’ stage of our learning, we use the collected vocabulary and model it into sentences including grammar skills from the national curriculum. We also develop ideas by manipulating sentence structures, constructing paragraphs and use higher-level punctuation.
In the ‘Create’ stage of their learning, we draft sections or paragraphs of text using writing skills checklist and then edit and improve these pieces of writing before publishing a final piece for their intended purpose and audience. This produces a high quality published piece of writing with all feedback embedded. Children’s writing opportunities are carefully thought out to make a positive impact on transforming our world and sharing our core values with our local and global community.
The importance of nurture and relationships allow teachers to ‘challenge’ children by giving them immediate, direct feedback. We put great emphasis on children taking pride in their writing and having a critical, editorial eye to create the best work they can.
In EYFS, well-sequenced phonics teaching supports letter formation and spelling of words. We follow Little Wandle and writing is an important and valued part of each phonics session. In the early stages of EYFS mark making is valued and writing is implemented in the moment, engaging children in purposeful writing through their play. Adult modelling is key to children segmenting words accurately and forming letters correctly. Environment enhancements always include chances for writing to encourage learning and opportunities to meet individual children’s needs.
Spelling, punctuation and grammar
SPaG is taught daily and links with the genre which the children are currently learning.d the children understand the elements taught in greater detail rather than if it was taught stand alone. Teachers plan for the SPaG coverage using the National Curriculum. Spellings are taught through the No Nonsense spelling scheme which has a clear progression of teaching units from Years 2-6. The children are taught a range of spelling strategies throughout the year which they can apply and build on as they progress throughout the school.
Click here to view our English Progression Document.