Writing intent

The O’Brien International School

Intent  Research  Implementation  Impact
Our essentials:  ∙ We want our children to be   independent, hardworking,   literate and numerate.  ∙ To be able to communicate   their ideas and emotions   effectively.  ∙ To read easily and to develop a  love of books that will last all   their life.  ∙ To write clearly, accurately and  coherently.  ∙ To be able to talk confidently in  different circumstances.  ∙ To listen to others and learn  from them.  Our curriculum offer   ∙ We have worked hard on the  order in which knowledge and   skills are taught to the children.           EEF research (Improving literacy at KS1  and KS2) indicates that:  KS1  Developing pupils’ speaking and  listening skills and wider understanding  of language.  ∙ A focus on developing oral   language skills is especially   important for the development   of a range of reading and   writing skills.  ∙ A range of speaking and   listening activities needs to   include those which: extend   pupils’ spoken and receptive   vocabulary ; and the teacher   encourages children to clearly   articulate what they are going   to say in their writing.  KS2   Developing pupils’ language capability to support their reading and writing. ∙ Writing is taught through   using a range of different   stimuli. These include drama,  visits, visitors, poetry, our   locality and engaging texts;  often the core texts studied   in the class.  ∙ Children are deeply   immersed in a text, with lots   of opportunities given to   retell orally, to listen and talk  about the text and take part   in drama activities to extend   and improve their   vocabulary.  ∙ Key vocabulary is identified,  both for improving writing   and also talking about   writing. What children say about writing: ∙ I love that you can write your  own stories ( Year 2)  ∙ I love English because I find it  very easy. I am a great writer.   (Year 3)  ∙ I like reading new books and  doing book reviews ( Year 4)  ∙ I have loved reading different  books in class and discussing   them. (Year 6)  ∙ I love English because I like to  write and reading is one of the   things I love to do at home and   at school ( Year 6)  ∙ I like being able to make stuff up  and planning a piece of work   
Our curriculum builds on what   has already been learnt: so that   children know more, remember  more and then can apply this to   unfamiliar situations to deepen     their knowledge and skills   further.  ∙ Our scheme of work for writing  is clear and comprehensive. It   set out the expectations for   each year and demonstrates ∙ Purposeful speaking and   listening activities support the   development of pupils’   language capability and   provides a foundation for   thinking and communication.  ∙ Pupils articulating their ideas  verbally before they start   writing.  KS1  Teaching children to use strategies for  planning and monitoring their writing The vocabulary is   specifically taught, modelled   and available for children to   use.  ∙ Children are encouraged to  talk about their ideas before   they start writing and are   encouraged to read their   work to others during the   writing process    ∙ Teachers explicitly share with  the children why the text is  (Year 6)  ∙ I like writing because the writing  is yours- it can’t be wrong (Year   6)  ∙ I like listening to stories then  writing them ( Year 1)  ∙ I like joining up my letters (Year  2)  ∙ My hand feels like it wants to  write ( Year 2)  ∙ We get to write about   interesting things ( Year 5)  ∙ I love writing. I like it because I  want to get neater ( Year 4)
progression though each year   group. Where possible we give   children real purpose and   audience for their writing. ∙ Children’s writing can be   improved by teaching them to   effectively plan and monitor   their writing. Teaching a   number of different strategies,   these include ( pre-writing   activities ;structuring texts;   sentence combination;  summarising; drafting ,editing,  revising and sharing)  ∙ Teachers should introduce   these strategies using modelling  and structured support.  KS2  Teach writing composition strategies  through modelling and supported  practice  ∙ Purpose and audience are   central to effective writing.   Pupils need to have a reason to   write and someone to write for.  ∙ Effective writers use seven   components (planning, drafting,  sharing, evaluating, revising,   editing, publishing) and pupils   should learn how, when and   why it use each strategy.  ∙ The strategies should be   modelled before pupils practise   them with feedback.   KS1  Promote fluent transcription skills by  encouraging extensive and explicitly  teaching spelling.  ∙ Children must develop fluency  in these skills so they have  become automated. ∙ A large amount of practise  ,supported by extensive  feedback, is required to develop  fluency,  ∙ Spelling should be explicitly  taught. Teaching should focus on spellings that are relevant to  the topic or genre being studied.  KS2  Develop pupils’ transcription and  sentence construction skills through extensive practice.  A fluent writing style supports  composition because pupils’ cognitive resources are freed from focussing on handwriting,   spelling and sentence  construction and can be  redirected towards writing  composition,  ∙ Extensive practice, supported  by effective feedback, is   required to develop fluent  transcription skills.  ∙ Spelling should be explicitly taught and assessment should be used to focus effort on the spellings that pupils are finding   difficult.  ∙ Pupils should practise sentence combining and other sentence construction techniques. successful and model the   writing strategies employed   by the author. The children   are encouraged to use the   text as a model and to inspire  their own writing. They are   given opportunities to draft,   edit and publish their work.   Children take the   opportunities offered to   discuss, perform and read   their work aloud with others.  ∙ We try wherever possible to  give the children a ‘real-life’  purpose and audience for   their writing. The writing is   often linked to other subject   areas.  ∙ Our teachers follow a well  thought out process to teach   writing, which includes  teaching the specific skills of   planning, drafting,  evaluating, editing and   publishing. Children are given  time and opportunities to self  and peer edit, as well as   acting on feedback from the   teacher.  ∙ We have high expectations of  children’s handwriting and   presentation and this is   apparent thorough displays   in school and children’s   books. Staff model correct letter formation at all times   and signs around school are   often handwritten.  Handwriting is taught using a   systematic and progressive   SOW and children are given   regular handwriting lessons  where they can practise.  ∙ Spellings and Grammar are  taught in regular daily   sessions and are taught   systematically, building on   previously taught knowledge   and skills.   ∙ The Sequence and   progression of writing can be   seen in the progression grids. ∙ I like it because I can use my  imagination (Year 4)  Children will enjoy writing and want to  improve their writing skills every time they write.  Children will be motivated to write and  be given ‘real-life’ and meaningful and  purposeful reasons to write.  Children will achieve age related  expectations or above in their writing at  the end of the year.  Children will retain the knowledge and  skills they have learned and build on  them year on year.  Children will use appropriate vocabulary  for their year group and have the  confidence to use adventurous  vocabulary in their work  Children will be taught the specific skills  of writing and will be confident in using  these skills when they are working  independently.  Children will be given time and   opportunity to revisit their work, edit  and improve, help friends to improve  their work and understand that this is a  valuable process to make their work the  best it can be.  Children will be given lots of   opportunities for talking about their writing, sharing their writing with others and celebrating their good work.  In 2019 our end of KS2 results in writing  were:  80% achieving the expected standard (  above national)  27% achieving mastery ( above national)  In 2019 our end of key stage results in  GPS were:  90% achieving the expected standard  (above national)  50% achieving mastery ( above national)