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)
|
