Writing at St John’s

TEACHING WRITING

•  Teaching is embedded within meaningful contexts. Positive attitudes to writing are fostered through carefully designed teaching activities and classroom provision. The need for pupils to perceive writing as a meaningful and immediate form of communication underpins decisions taken in relation to this provision.
• Teachers adopt a text-based approach to writing lessons whereby a variety of writing tasks are drawn from the book.
• Teachers use a balanced approach. Teaching is designed to reflect the need for pupils to be
  taught explicitly about writing and the separate skills and knowledge involved in writing, whilst recognising the need to provide pupils with the time to experiment and master writing for themselves. Pupils are encouraged to take risks and experiment with writing as a means of expressing their own ideas and understanding.
•  The school believes that effective teaching of writing is closely linked to speaking, listening and reading. The teaching of writing emphasises these links. Pupils learn about writing by exploring how other writers develop texts.
• The teaching of writing takes account of the need to scaffold pupils’ writing. The process of writing is considerably enhanced by providing pupils with scaffolds in the form of writing frames, specific vocabulary, words and phrases and models of sentence structures. Teachers encourage pupils to identify purpose, structure and language features for themselves and apply them, in the form of writing frames, to their own work.
• The school adopts an emergent approach to the teaching of writing. Pupils are encouraged to write independently from the earliest age. Teachers teach segmenting skills using Read Write Inc; knowledge of graphic representations of phonemes is systematically developed through the scheme. Emergent writing requires that pupils are happy to apply their knowledge of speech sounds and how they are represented in writing.
• Teachers teach pupils about writing by examining how writing is used in everyday contexts; in fiction and non-fiction material, books, leaflets, menus, newspapers, computer generated texts etc.

Writing Progression

The progression of skills in EYFS are based on the early adoption of the new EYFS Framework in September 2020, guided by the new Development Matters guidance and assessed against the Early Learning Goals in Summer Term of the Reception Year. Key Stage 1 and 2 is based upon the National Curriculum 2014.

St John’s Writing Progression

Great Women Scientist information pages by Year 6

Writing at St John’s

TEACHING WRITING

•  Teaching is embedded within meaningful contexts. Positive attitudes to writing are fostered through carefully designed teaching activities and classroom provision. The need for pupils to perceive writing as a meaningful and immediate form of communication underpins decisions taken in relation to this provision.
• Teachers adopt a text-based approach to writing lessons whereby a variety of writing tasks are drawn from the book.
• Teachers use a balanced approach. Teaching is designed to reflect the need for pupils to be
  taught explicitly about writing and the separate skills and knowledge involved in writing, whilst recognising the need to provide pupils with the time to experiment and master writing for themselves. Pupils are encouraged to take risks and experiment with writing as a means of expressing their own ideas and understanding.
•  The school believes that effective teaching of writing is closely linked to speaking, listening and reading. The teaching of writing emphasises these links. Pupils learn about writing by exploring how other writers develop texts.
• The teaching of writing takes account of the need to scaffold pupils’ writing. The process of writing is considerably enhanced by providing pupils with scaffolds in the form of writing frames, specific vocabulary, words and phrases and models of sentence structures. Teachers encourage pupils to identify purpose, structure and language features for themselves and apply them, in the form of writing frames, to their own work.
• The school adopts an emergent approach to the teaching of writing. Pupils are encouraged to write independently from the earliest age. Teachers teach segmenting skills using Read Write Inc; knowledge of graphic representations of phonemes is systematically developed through the scheme. Emergent writing requires that pupils are happy to apply their knowledge of speech sounds and how they are represented in writing.
• Teachers teach pupils about writing by examining how writing is used in everyday contexts; in fiction and non-fiction material, books, leaflets, menus, newspapers, computer generated texts etc.

Writing Progression

The progression of skills in EYFS are based on the early adoption of the new EYFS Framework in September 2020, guided by the new Development Matters guidance and assessed against the Early Learning Goals in Summer Term of the Reception Year. Key Stage 1 and 2 is based upon the National Curriculum 2014.

St John’s Writing Progression

Great Women Scientist information pages by Year 6