Hindley Junior & Infant School
Argyle Street, Hindley. WN2 3PN Tel. 01942 255339 Email. enquiries@admin.hindley.wigan.sch.uk

Writing

INTENT


At Hindley J&I we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We do not put ceilings on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress. We understand the importance of parents and carers in supporting their children to develop both grammar, spelling and composition skills, and so we want to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school.

 

IMPLEMENTATION

 

Classroom organisation:
We teach English as whole class lessons, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants target support to those who need it to enable them to achieve at an age-related level wherever possible. This may involve a greater level of scaffolding and access to additional support materials such as Word Banks or a greater level of modelling. Rapid graspers are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features.
Spellings:
Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. Teachers use the Read Write Inc. Phonic and Spelling Scheme to support their teaching and to provide activities that link to the weekly spellings. Children are given spellings to learn each week and are given a spelling test the following week.
Grammar and Punctuation:
Grammar and punctuation knowledge and skills are taught through English lessons as much as possible. 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 sometimes focus on particular grammar and punctuation skills as stand-alone lessons, if they feel that the class need additional lessons to embed and develop their understanding or to consolidate skills.

 

English Lesson Sequence:
Each year group teaches writing through a range of genres, both narrative and non-fiction. Units will take two to three weeks to complete, and the outcome of each unit will be an Extended Write which will be used to informally or formally assess the pupil’s skills against the agreed writing criteria.
Every narrative unit is either linked to a carefully chosen text/video clip/capture content activity that acts as a stimulus for teaching the identified text, word and sentence level features that children will be expected to include in their extended writing outcome for that unit.  A WAGOLL – What a good one looks like – is shared to support pupils to identify and mimic the identified features in their own writing. Modelled writing supports pupils in how to use the skills taught in their extended piece of writing.
English Lesson Sequence:

  • Capture content (including WAGOLL)
  • Skills teaching
  • Plan
  • Write (including edit and redraft)

IMPACT

 

  • Pupils will enjoy writing for a range of purposes.
  • Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.
  • Pupils will have a wide vocabulary that they use within their writing.
  • Pupils will have a good knowledge of how to adapt their writing based on the context and audience.
  • Pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught.
  • Parents and carers will have a good understanding of how they can support spelling, grammar and composition.
  • The % of pupils working at ARE within each year group will be at least in line with national averages.
  • The % of pupils working at Greater Depth within each year group will be at least in line with national averages.
  • The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs. non-disadvantaged).

 

 

If you have any concerns about something you see online, you can visit CEOP Safety Centre and make a report directly to CEOP by clicking the button below

 

-