Writing

Intent

At Rosedale Primary School, we strive to help our children develop into articulate imaginative communicators, who are well-equipped with the basic skills they need to become life-long learners; English learning is key to this. We aim to ensure all our children develop a genuine love of language and the written word, through a text-based approach; this links closely to the way we teach reading, as the text we use in writing lessons, where possible, is the same as the one we use in our Destination Reader lessons (Year 2 – Year 6).

Careful links are made across the curriculum to ensure that children’s English learning is relevant and meaningful; where possible linking our reading, writing and the topic that we are covering in History and Geography. We ensure that children develop an understanding of how widely writing is used in everyday life and, therefore, how important and useful the skills are that they are learning.

Our intentions in writing are for children to:

  • Write for a purpose
  • See themselves as real writers
  • Take ownership of their writing
  • See writing as a process, not just the end result
  • Acquire the ability to organise and plan their written work
  • Develop the grammatical skills to use in their written work

 

Implementation

Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability and additional needs, and to flourish to become the very best version of themselves they can possibly be.

We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children.

We aim to develop children’s ability to produce well-structured, detailed writing in which the meaning is made clear and which engages the interest of the audience/reader. Particular attention is paid throughout the school to the formal structures of English; grammatical detail, punctuation and spelling. Teachers clearly model writing skills and document the learning journey through consistent working walls; guided writing sessions are used to target specific needs of both groups and individuals.  Pupils are taught discrete punctuation and grammar skills, appropriate to their year group, allowing opportunities to identify, practice and consolidate grammatical understanding, whilst also being immersed in a text. Children then have opportunities to write at length, in extended, writing sessions at the end of a unit of work – applying the grammar and punctuation skills that they have learnt to a piece of writing.

Throughout the Early Years, Key Stage 1 and Key Stage 2, we teach writing through a text-based approach, which allows us to meet the needs of the children we are teaching – through choosing a text that will engage, motivate and inspire. As well as reading a wide variety of genres, children are given frequent opportunities to develop their skills in writing in different genres. Through covering one text per half term in depth, children are given the opportunity to put their writing skills into practice through a range of fiction and non-fiction pieces of writing per term. They may also present and publish their finished work for the classroom walls, so that they know they are writing for a purpose and are being seen as real writers.

Impact

By the time children leave our school, they will:

  • Make good progress from their KS1 results
  • Have a love for writing and write for enjoyment
  • Be able to produce written work in all areas of the curriculum to a high standard
  • Be confident to write for a range of purposes