Subject Leader – Miss June Lowther
At Selside Primary School, we believe that writing and communication are key life skills. We provide a broad and balanced curriculum. Literacy is at the heart of all children’s learning. Writing enables children both to communicate with others effectively for a variety of purposes and to examine their own and others’ experiences, feelings and ideas, giving these orders and meaning. Writing is central to children’s intellectual, emotional and social development, it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive. Writing has meaningful links to other subjects such as Science, History, Geography and Art and Design.
We aim for all children to develop a love of and enthusiasm for the English language. We use a Talk for Writing approach. It places the learner, through formative assessment, at the heart of the planning, teaching and learning process. The Talk for Writing process moves from imitation through innovation into independent application. The imitation stage is centre around getting the children to learn a text orally which enables a child to internalise language patterns, grammar features and vocabulary. The children are then taken on a journey from imitation to innovation to independent application. It helps children become better speakers, listeners, readers, writers and thinkers with an understanding of a variety of texts and genres. Our Long Term Plans (LTP) ensure that fiction and non-fiction genres have good coverage across the year groups and across the school. The writing genres for each term are closely linked, wherever possible, to other curriculum areas.
Grammar and punctuation is taught as part of the writing process and teachers decide which genre of writing is best to cover each of the elements. The Talk for writing approach has a progression of grammar and punctuation grid. The grid helps teachers to plan for next steps, teach to any gaps in skills, and to be aware of the ‘bigger picture’ across the key stages.
Each class teaches spelling to the year group expectations. We use the planning, resources and strategies Spelling Shed. Following this programme across the KS1 and KS2 classes ensures consistency of teaching and pupils become accustomed to the various ways of acquiring good spelling skills. The teaching sequence is based on the Revise, Teach, Practise, Apply principle.
Teachers develop a writer’s toolkit with the children for each genre of writing which has a set of ‘Success Criteria’. These are based on the typical required features for a genre of writing to be successful as an example of that genre. Success Criteria are displayed on each class’ learning walls and referred to throughout the writing process to move the child’s writing on and provide progression.
Enrichment and Capital Culture
Above all, our ultimate aim is for children to develop a love of writing, and to take this into their adult lives, both as a necessary life skill and as a means of simply enjoying the art of being creative with words. Our core values are golden threads throughout all our teaching and learning. We approach every area of the curriculum with this in mind. This includes Writing which has awe and wonder within it that should be shared constantly with the pupils to encourage them to develop a love of writing. Our Writing curriculum not only develops our pupils educationally, but we plan in experiences to develop our children’s cultural capital such as:
-Real life audiences (Parish magazine, letters to parents/charities, Posters)
We want our Pupils to become writers who have: