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Linacre Primary School

Learning   Progress   Success

English - Writing

Writing:

 

Intent

At Linacre Primary School, English and the teaching of English is the foundation of our curriculum. Our main aim is to ensure that every single child becomes primary literate and progresses in the areas of reading, writing, speaking and listening.

 

We ensure that English is not only taught as a discrete subject but that it is embedded throughout the curriculum. Through using high-quality texts, immersing children in vocabulary rich learning environments and ensuring curriculum expectations and the progression of skills are met, the children at Linacre will be exposed to a language rich, creative and a continuous English curriculum. This will not only enable them to become primary literate but will also develop their love of reading, encourage creative writing and ensure their speaking and listening is purposeful and effective.

 

Implementation

Teachers plan and teach personalised English lessons which focus on the particular needs of each child. We recognise that each child has their own starting point upon entry to every year group and progress is measured in line with these starting points to ensure every child can celebrate success.

 

Approaches to Writing

At Linacre Primary School, we have adopted ‘The Write Stuff’ approach to our teaching and learning of English to ensure clarity to the mechanics of writing. Following a method called ‘Sentence Stacking’, the approach places emphasis on sentences being ‘stacked together’ chronologically and organised to engage children with short, intensive moments of learning that they can then immediately apply to their own writing. Within each genre studied by the children, they will learn to sentence stack, focusing on the style of the author and impact of words and sentences most appropriate for that particular genre. All genres covered within writing sessions are those taken from our Writing Overview.

 

Within each writing lesson, pupils learning is ‘chunked’ into three distinct parts for a writing lesson; initiate, model, enable. The initiate stage is a time to inspire: through the use of a stimulus, pupils are immersed in a rich language discussion and activities to provide a wealth of vocabulary to aid their writing. The model stage is the chunk whereby the teacher demonstrates the thoughts and processes of a writer and articulates writing choices. The enable stage is the opportunity for pupils to showcase what they can do within particular writing parameters known as The Three Zones of Writing: FANTASTICs, GRAMMARISTICs and the BOOMTASTICs.

 

The Three Zones of Writing are essential components to support pupils in becoming great writers. Through the nine idea lenses known as the FANTASTICs, pupils focus on intended purpose of a sentence. The GRAMMARISTICs allow pupils to focus on the grammar element of writing which focuses on sentence structure, grammar rules and punctuation. The BOOMTASTICs allow pupils to capture and create a vivid visual for the reader through the use of poetic devices. Throughout the writing process, children edit and redraft their work in response to feedback from their teacher and peers.

 

Cross curricular writing opportunities are planned for in other subjects to ensure an engaging and purposeful stimulus for children.

 

Grammar and punctuation knowledge and skills are taught through English lessons. Teachers plan to teach the required skills through the genres of writing that they are teaching, linking it to the genre to make it more connected with the intended writing outcome. Teachers also identify areas children need extra support for grammar and punctuation. This will then inform their planning for morning grammar session (20 minutes) and these additional sessions are used to embed and develop their understanding or to consolidate skills.

 

Approaches to Spelling

The systematic teaching of phonics in EYFS and KS1 use RWI program to enable the children to decode, segment, blend, read and spell words effectively – including alien words. Children are taught and expected to use the correct spelling of words as laid out in the national curriculum for each year group. Children are taught how to use checklists, word banks, dictionaries and thesauruses to support the correct spelling of all words. All children in KS2, have a Purple Mash login which is used to practise and apply spellings learnt in school, following the Purple Mash Spelling Scheme of work.

 

Handwriting and Presentation

Children are encouraged to present their work well and with pride. We have a consistent approach across the school of discussing expectations for presentation and this is revisited at the start of each term. The policy includes how to present their work including positioning of the learning objective and dates. Children are taught to write legibly, fluently and at a reasonable speed. We believe a cursive style with correct letter formation must be taught as early as possible (as soon as they come off the RWI program). Children are taught discreet handwriting lessons and are expected to maintain a neat, joined style throughout their writing. Children are able to earn a pen license once they have achieved a consistent, neat, cursive script.

 

 

 

 

 

 

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