Our English approach is implemented through high quality core texts that inspire us as teachers and enthuse our children. In writing, we follow the CCC’s (Collect, Connect and Create) approach.
During the first week children will Collect and Connect.
When we are focusing on the ‘Collect’ stage, we analyse WAGOLL’s (what a good one looks like) for word sentence and organisational features as well as collecting high quality vocabulary from the text in which the children can magpie.
In the ‘Connect’ stage of our learning, we use the collected vocabulary and model it into sentences. We also develop ideas by manipulating sentence structures, constructing paragraphs and using higher-level punctuation.
During the second week, children then begin to Create their work through planning, drafting, editing and publishing.
In the ‘Create’ stage we draft sections or paragraphs of text using the writing skills which have been taught in the connect stage and then build on this knowledge as we edit and improve these pieces of writing before publishing a final piece. This produces a high quality published piece of writing, which all children are proud of, with all feedback embedded.
Staff give constructive, direct feedback to the pupils and have high expectations of all children. We put great emphasis on children taking pride in their writing and having a critical, editorial eye to create the best work they can. Teachers will put a yellow box around particular sections of writing and the children, building on their learning throughout the week, will independently edit and improve upon these sections. At the end of every two week cycle the children then produce published work on the walls which they value and are incredibly proud of.
Spelling, punctuation and grammar
SPaG is taught daily and links with the genre which the children are currently learning. It is therefore purposeful and 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.
In EYFS, well-sequenced phonics teaching supports letter formation and spelling of words. We follow letters and sounds 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.