Writing

Meet our Writing co-ordinator, Mrs Wright.

Writing at Alresford Primary School

Writing is an essential tool in the learning process.  Children write to express their emotions, to convey their
thoughts and opinions and to present evidence of research. By developing these skills we can equip our children to use writing across the range of curricular activities in which they are involved. Our main aim is that our children will enjoy writing and will develop the ability to write effectively in various forms according to purpose and audience.

In EYFS and KS1, children are taught the essential skills for writing (and reading) through daily phonics sessions and activities.  

In EYFS, weekly planning is regularly linked to stories and stories are read daily in class. The ‘Write Stuff’ pedagogy we follow in our writing curriculum at Alresford Primary, is linked to both communication and language and literacy (word reading, comprehension and writing) objectives in EYFS.  Writing skills are continually modelled and developed across the curriculum.  Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and to use drawn and written symbols for themselves.  The children begin write words and sentences using their phonics and tricky word knowledge. Sentence structure (including capital letters, full stops and finger spaces) is taught and modelled right from the beginning. Using the ‘Write Stuff’ Fantastics a focus is placed on communication and language and these skills are then used to support their writing.

Continuous provision and enhancements in EYFS ensure children are regularly practising their writing skills whilst also being appropriately challenged. This approach fosters an enthusiasm and independence in writing, right from an early age.

In KS1 and KS2, Jane Considine’s ‘Write Stuff’ pedagogy is followed during writing lessons with a key emphasis on the teacher modelling and the children having the opportunity to apply these skills. Teachers explicitly model writing strategies and the use of phonics and spelling strategies in these writing sessions. Teachers follow a sequence of initiate, model and enable which supports the children with learning and applying new writing skills and knowledge.  The 'Fantastics', 'Boomtastics' and 'Grammaristics' are visuals from the 'Write Stuff' and they displayed in all classrooms to support the children with their writing.

We recognise that children write best when it is made meaningful to them and they are writing from experience.  Teachers use 'hooks' and experiences and often pre-cede writing with quality speaking and listening and drama activities to engage and inspire the children.

So that we may provide outstanding teaching, planning is designed to offer a balance of teaching and learning approaches ensuring that a wide range of genres are studied. Every year group follows a ‘Programme of Genres’ to ensure a balance of genres is taught across the school which support the year group’s objectives.  Each genre is a teaching sequence and through this new skills will be taught.  At the end of each teaching sequence, children write a 'hot task' which is a chance to show off their writing skills and what they have learnt.

Spelling
Children in EYFS and KS1 have daily phonics lessons.  Towards the end of year 2 and throughout KS2, No-Nonsense Spelling is used as a resource. Through this, there is a focus on spelling rules and patterns and ideas and strategies to support children in learning these spellings.  The skills that children develop in spelling are linked to, and applied in, every subject of our curriculum.

Spelling Homework
In KS1 and KS2, children will be sent home spelling words weekly to be practised at home. The spelling words will be taken from the statutory spelling lists and the spelling rule and/or pattern will be taught in school before they are sent home.  Children are not tested on their spellings weekly, instead we look for the application of these spellings in their writing.  Teachers will do half termly spelling tests to support their planning.

Grammar and Punctuation
Grammar is fundamental in order to promote effective communication. Therefore grammar is taught explicitly
through well planned and purposeful lessons based upon the progression of word and sentence level objectives as well as discretely through shared and modelled writing. Modelling both reading and writing in lessons, provides a helpful context for the discussion and demonstration of grammatical features.  

Handwriting
EYFS focus on the importance of gross and fine motor skills in developing pencil control. Fine motor and gross motor activities are available daily.  Handwriting is taught initially by mark-making with a variety of tools and using multisensory methods. Pencil handwriting activities are taught regularly and children have the opportunity to write daily. Correct pencil hold and letter formation are taught from the beginning.

In KS1 and KS2, handwriting skills are taught systematically through the use of the PenPal handwriting scheme.  Our expectation is that by the end of KS1 children will be able to join their writing with emphasis on presenting writing that is neat and legible. During Key Stage 2 the children continue to improve quality, speed and stamina of handwriting.

In KS1 and KS2, children are encouraged to use neat and joined handwriting through the ‘Pen License’ award in which children earn the right to use a handwriting pen.  Each year group has their own success criteria specific to that year groups expectations.  When a child has achieved all the criteria on this list and use this handwriting consistently across all subjects, they are awarded a certificate and a pen.

Programme of Study

Below you will find the national curriculum programme of study for each year group and appendix 1 and 2 which is referred to in each programme of study.

Genre Programme of Study

English Policy

Below are examples of writing from different year groups.  Please click on the images to have a read.  

These are examples of Reception writing in the summer term. 

These are examples of Year 1 writing in the summer term. 

These are examples of Year 2 writing in the summer term. 

These are examples of Year 3 writing in the summer term. 

These are examples of Year 4 writing in the summer term. 

These are examples of Year 5 writing in the summer term. 

These are examples of Year 6 writing in the summer term.