St John's Primary School
Writing at St John’s
THE IMPORTANCE OF WRITING
Writing is a key skill, enabling pupils to express themselves creatively and imaginatively.
It enables them to communicate ideas and understanding effectively in all curriculum areas.
INTENT
1. Self – Children will develop their writing skills so that they are able to communicate their ideas and emotions fluently to others
2. Others – Children will have opportunities to write for a range of purposes and audiences showing empathy and understanding of others who are different to themselves
3. Wider world – We believe writing is a fundamental part of communication in an ever more connected world. An ability to write coherently and also understand the intention of other writers is essential as they progress into the next stage of their learning
IMPLEMENTATION
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.
TEXTS USED IN ENGLISH LESSONS
| Name | Format | ||
|---|---|---|---|
| Files | |||
| 23.24 Literature Spine y1.pdf | |||
| 23.24 Literature Spine y1 Class 2.pdf | |||
| 23.24 Literature Spine y2.pdf | |||
| 23.24 Literature Spine Y3.pdf | |||
| 23.24 Literature Spine Y4.pdf | |||
| 23.24 Literature Spine Y5.pdf | |||
| 23.24 Literature Spine y6.pdf |
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.
Great Women Scientist information pages by Year 6
