Writing

Intention

At Ling Bob School, we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing.  We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school.  We want our children to write clearly, accurately and coherently, across the curriculum, adapting their language and style for a range of purposes and audiences.  We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined handwriting style.  We acknowledge that all good writers refine and edit their writing over time so we want children to develop independence in being able to identify their own areas for improvement, editing their work effectively during and after the writing process. The curriculum is adapted appropriately for those children with SEND so that skills and knowledge are developed alongside children’s confidence.

In Practice

At Ling Bob School, writing is taught through a quality range of texts which are selected based on children’s interests, relevance to the writing genre being taught, ambitious vocabulary and age appropriateness. These texts are linked to other curricular areas wherever possible so that learnt vocabulary is reinforced and to give children a context for their writing.

Pupils are taught age related expectations as set out in the National Curriculum. Lessons are carefully sequenced so that knowledge and skills are revisited, introduced and practised within cohorts and across school to embed learning and build pupils’ confidence and stamina for writing. Well thought out planning ensures clear progression through the skills.

Visits and workshops enhance our writing curriculum by giving pupils first-hand experiences and a real purpose for writing. Film and imagery are also used to deepen children’s understanding, facilitate debate and spark imagination.

Speaking and Listening

We believe that spoken language plays an important role in the development of writing skills.  From Reception to Year 4, we follow ‘Talk for Writing’ by Pie Corbett where children orally rehearse stories before writing to improve the structure of writing and to extend vocabulary. We have also incorporated a wide range of speaking and listening games and activities into the curriculum for example, role play, hot seating, discussions and debates.

Spelling

Spelling is taught using Little Wandle in FS and KS1, then discreetly in KS2 using Purple Mash in Y3/4 and Rising Stars Spelling Scheme in Y5/6. These schemes support children as they progress from phonics with a rigorous pathway that builds knowledge year on year. Spelling is taught using lively, engaging activities making the sessions fun and enjoyable for pupils.  Children are expected to apply their developing knowledge of spelling patterns and spelling rules when writing across the curriculum.

Handwriting

The PenPals Handwriting Scheme is used to teach handwriting across school. In Reception, children begin to learn how to form letters correctly and it is expected that by the end of Year 4, children can write neatly and fluently using the correct cursive script. Rewards are presented in our weekly achievement assembly for good effort in this area.

Marking and Feedback

Feedback and marking is completed, wherever possible, within the lesson. All marking and feedback is given in-line with our Marking and Feedback Policy.

Summative Assessment

Summative assessments are entered on the school tracking system each half term.  Teachers use their professional judgements to determine whether a child is working below, within or above age related expectations.  Judgements are based on the quality of extended pieces of independent writing produced at the end of a unit of work.  At the end of each year, an overall teacher assessment will be awarded.

Outcome

Our ambitious, flexible curriculum is designed to ensure that when pupils leave Ling Bob School they can write confidently across a range of subjects, the percentage of pupils working at age related expectations or above will be in-line with national averages and pupils will have developed the necessary skills and knowledge to succeed in high school and beyond.