Writing (including spelling grammar and punctuation)

We want every child will learn to write by being given real and exciting materials and opportunities. We use real life scenarios to inspire children to write creatively. We aim to share texts that will inspire children to emulate different writing styles. From Foundation – Year 6 we encourage children to read their work for enjoyment, to read it aloud to others and provide audiences for writing. We want children to have an understanding that writing has a real purpose and that word choice and style can bring about change.

The programmes of study for writing at key stages 1 and 2 include the following:

• Transcription (spelling and handwriting)
• Composition (articulating ideas and structuring them in speech and writing)

We aim to equip our pupils with the knowledge and skills needed to:

• Spell words with a high level of accuracy appropriate for their age applying the phonic and spelling knowledge that they have acquired across the curriculum
• Efficiently use a word bank, dictionary and thesaurus (where appropriate) to support the writing process
• Write legibly, fluently and with efficient style
• Write for a specific purpose, planning what they are going to write and then orally rehearsing this before writing
• Share compositions with others, including reading these aloud and reflecting upon what has been achieved
• Extend vocabulary, including and the use of figurative language in their writing
• Control their speaking and writing consciously and use Standard English to communicate ideas effectively
• Understand and use grammatical terminology in order that they have a shared vocabulary in which to discuss their writing.

At. St. Anselm's, writing is taught and learned in specific, meaningful and effective contexts. Children write for a variety of audiences across the curriculum and all writing has a purpose which is shared with them. Our writing curriculum is scaffolded approach so that children can gradually improve their writing. Knowledge and skills are revisited in a variety of contexts to promote a deep understanding of the writing process. Our reading and writing curriculum is carefully linked and children study texts, in depth, to understand how authors have structured their work, used different writing techniques and made vocabulary choices.  They then use this knowledge as a model for their own writing.

The Shared Writing model should be used when preparing and planning for writing:

• Teacher demonstration- writing 3-4 sentences independently to model a good example for children.
• Teacher scribing- teacher improves passage using children's ideas.
• Supported composition- in pairs, children continue the writing/next passage. Encourage and model editing and improving with the use of w/boards. This is also a good opportunity for 'magpie time' - allowing children time to jot down any other key vocabulary and phrased that they may want to use.
• Independent writing- children begin their own writing, using any ideas discussed.  Remember that resources ca be given to children to support writing. E.g. - word mats, vocabulary charts.  As long as  children accessing these resources themselves, this is independent writing.  This is also a valuable time for any verbal feedback during guided writing group work.