Intent
At Barley Lane Primary School, we deliver an engaging, innovative writing curriculum, linked to our reading and foundation subject curriculum, which enables and empowers children’s written and oral communication and creativity. Our writing curriculum also reflects current ideas which are prevalent within our society today such as sustainability and diversity. We aim for all children to be avid and enthusiastic writers wanting to develop their skills.Writing is taught in a cross curricular way linking to most other parts of the curriculum centring on the development and application of vocabulary.
By the time children leave Barley Lane we aim for them to;
- Think about the purpose of their writing, the audience that they are writing for and be able to adapt their style of language and use of vocabulary for this.
- Have the ability to write fluently and use a writer’s voice.
- Use ambitious, engaging and appropriate vocabulary, which is suited to the style of writing being used and therefore know how to change from one style/genre to another fluidly.
- Be accomplished in the editing and redrafting process meaning they are able to both self and peer assess their own and other children’s/author’s work. They will be able to do this in terms of up levelling their own vocabulary, punctuation grammar and style.
Implementation
To support children in moving towards independent writing we provide a wide range of activities including use of film and imagery, modelled, shared and guided writing, peer editing and discussion. Through early writing, children are encouraged to write familiar and unfamiliar words using the phonics learnt. High frequency words are constantly modelled and displayed for children to become familiar with. By the end of KS1, children are able to write in a variety of different styles ranging from narratives to letter writing. These acquired skills are further complimented as children transition from KS1 to KS2. Furthermore, talk and discussion prior to writing is used to encourage pupils to express their ideas, exchange ideas and to develop vocabulary that is more sophisticated. In addition, we provide opportunities for writing for purpose and we encourage pupils to see themselves as authors. All teachers expect the highest standard of writing from the children when writing in all subjects.
As we believe consistency and well-taught English is the bedrock of a valuable education, at Barley Lane we ensure that the teaching of writing is purposeful, robust and shows clear progression for all children. In line with the national curriculum, we ensure that each year group is teaching the grammar, punctuation and spelling objectives required for that age group. As well as teaching the objectives, teachers are able to embed the skills throughout the year in cross-curricular writing opportunities and ensure that most children are achieving the objectives at the expected level and that some children can achieve at a greater depth standard.
All children, including SEND are provided with opportunities to develop their writing skills. Teacher may focus on appropriate objectives from other year groups or pre-key stage targets to plan activities to meet the needs of children. Resources are adapted and created to support children’s writing development as well as to challenge when needed. Targets from individual education plans are also used to support planning for SEND pupils.
Vocabulary is developed across all key stages through use of texts in English lessons and across all areas of the curriculum linked to each year group’s big question. New vocabulary is introduced to the children and is displayed in the classrooms, both on the walls and through the use of word mats, to support the children when they are writing. In EYFS and KS1 phonic displays support the children as well. Word Aware supports the introduction of vocabulary in EYFS and KS1 with the children given opportunities to repeat new words. This continues into KS2 and the meanings of new words introduced are discussed with the children and visited regularly to ensure understanding.
Further information on Implementation can be found in our Writing Policy
Impact
The impact on our children is clear: progress, sustained learning and transferrable skills. With the implementation of the writing journey being well established and taught thoroughly in both key stages, children are becoming more confident writers and by the time they are in upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.
In EYFS, teachers assess writing against the Development Matters statements and Early Learning Goals at the end of reception. Across KS1 and KS2, teachers assess writing against objectives stated in the National Curriculum for their specific year group as well as TAF statements for years 2 and 6. Teams will internally moderate writing books to ensure consistency with judgements on children’s attainment levels on a regular basis. Opportunities to moderate writing with other schools may take place in the year. Termly attainment for writing is recorded for each child and year group data is analysed by English leaders as well as senior leaders. Progress meetings each term with teachers outline strengths and areas requiring further support or improvement within writing. English leaders monitor planning, lessons and books to ensure objectives are being covered and progress is evident which in turn is monitored by senior leaders.
As all aspects of English are an integral part of the curriculum, cross curricular writing standards are also improved and skills taught in the English lesson are transferred into other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives. We hope that as children move on from us to further their education and learning that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.
