Online Payment
mobile menu
Navigation

Writing

Key Stage One

Intent

Writing skills are usually taught during the morning session within each year group, alongside a range of opportunities to apply them in cross curricular sessions. Skills are taken from English Programmes of Study for Key Stage 1, National Curriculum. We intend to provide a wide and varied curriculum in which writing is used for a range of purposes to allow children to establish and extend their written language skills. Children access their spelling and phonics learning during this session so that skills are transferred into their written work. Children leave Key Stage One with the core sentence and word level writing skills in order for them to build upon these and flourish as writers throughout Key Stage Two.

Implementation

Writing opportunities are carefully planned around class books where both non-fiction and fiction is balanced across the academic year. Throughout the school, we provide many opportunities for children to access a variety of age appropriate texts to inspire the children to write. These texts are carefully selected by the class teacher alongside English leaders, with consideration given to the individual needs of a specific cohort. Teachers also manage text choices to identify where values of SMSC can be promoted, though choice of focus text or specific author or genre.

Leaders ensure that the writing curriculum implementation is effective so that children are motivated to write and inspired to learn and that engagement is high. In order to promote this, wherever possible teachers plan real and purposeful reasons for writing, giving the children a sense of audience and purpose. Expectations of well presented work, along with correct age related spellings and grammar, are promoted and monitored by leaders. Children plan, draft and write pieces of writing which are awarded bronze, silver or gold award based on the skills included in their final piece.

Impact

Leaders ensure that the impact of the writing curriculum is positive in terms of outcomes and personal/ social development where SMSC values are promoted. Pupil outcomes are assessed across independent pieces of writing, generally on a fortnightly basis, to ensure that children receive teaching in response to needs and all make progress. Leaders work alongside teachers to ensure that the writing opportunities and outcomes are appropriate for the needs of all children. By the end of each Key Stage, children’s outcomes should be in line with age related expectations and their writing should demonstrate the appropriate grammatical and language features for their age.

Writing - Key Stage Two

Intent

Writing skills are usually taught during the morning session within each year group, alongside a range of opportunities to apply them in cross curricular sessions. Skills are taken from English Programmes of Study for Key Stage 2, National Curriculum. We intend to provide a wide and varied curriculum in which writing is used for a range of purposes to allow children to establish and extend their written language skills. Children access spelling, punctuation and grammar at an age appropriate level on a daily basis so that these skills are routinely transferred into quality pieces of written work. Children leave Key Stage Two with the ability to confidently use and control a range of age appropriate language and structure features across a range of well written pieces.

Implementation

Writing opportunities are carefully planned around class novels where both non-fiction and fiction is balanced across the academic year. Throughout the school, we provide many opportunities for children to access a variety of age appropriate texts to inspire the children to write. These texts are carefully selected by the class teacher alongside English leaders, with deliberation given to the individual needs of a specific cohort. Teachers also manage text choices to identify where values of SMSC can be promoted, though choice of focus text or specific author or genre.

Leaders ensure that the writing curriculum implementation is effective so that children are motivated to write and inspired to learn and that engagement is high. In order to promote this, wherever possible teachers plan real and purposeful reasons for writing, giving the children a sense of audience and purpose. Expectations of well presented work, along with correct age related spellings and grammar, are promoted and monitored by leaders. Children plan, draft, write and edit increasingly longer pieces of writing which are awarded bronze, silver or gold award based on the skills included in their final piece.

Impact

Leaders ensure that the impact of the writing curriculum is positive in terms of outcomes and personal/ social development where SMSC values are promoted. Pupil outcomes are assessed across independent pieces of writing, generally on a fortnightly basis, to ensure that children receive teaching in response to needs and all make progress. Leaders work alongside teachers to ensure that the writing opportunities and outcomes are appropriate for the needs of all children. By the end of each Key Stage, children’s outcomes should be in line with age related expectations and their writing should demonstrate the appropriate grammatical and language features for their age.


  • Part of:Inspire
  • Aspire Teaching School
  • National Teaching School
  • Code Club Logo