Menu
Home Page

Writing (Statement of intent, implementation and impact)

Goldenhill Primary Academy

2020 – 2021

Statement of Intent, Implementation and Impact

Intent

At Goldenhill Primary Academy, 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, coherently, and creatively, adapting their language and style for a range of meaningful contexts, purposes and audiences.
Handwriting, spelling and grammar will be explicitly taught to ensure that children are able to understand the conventions of writing and manipulate language to create effects for the reader.
We believe that all pupils should be encouraged to take pride in the presentation of their writing. From Y1, children will learn the cursive script and will present their writing in variety of ways and write for a variety of genres for both English lessons and the wider curriculum. Through the ‘differentiated texts’ writing process, children will acquire and learn the skills to plan, draft and refine their written work over time and are encouraged to develop independence in being able to identify their own areas for improvement in all pieces of writing.

 

Implementation

During 'English lessons’, the use of quality differentiated texts is used to teach the core skills in-line with the expectations of the National Curriculum through a combination of approaches/opportunities

 

  • Shared writing
  • Guided writing
  • Whole class modelled writing
  • Independent writing
  • Writing different text types and narrative styles
  • Writing across a variety of curriculum areas
  • Handwriting Practice
  • Planning, drafting, editing, up-levelling and presenting
  • Unpicking WAGOLL (What a good one looks like)
  • Stepping out the story
  • Talk 4 Writing approaches
  • Key Skills

 

Handwriting

It is paramount that children are rigorously taught correct letter formation from the very beginning of their time in school. During the foundation stage at Goldenhill Primary Academy, the children are taught to sit properly in order to have the correct posture for writing, hold a pencil in the correct position and develop a legible handwriting style. From KS1, the school adopts a cursive handwriting style. Teachers are expected to role model the school’s handwriting style when marking children’s work, writing on the board and on displays around the school.

Spellings

From Year 2, classes follow the Read Write Inc. Spelling Programme for 15 minutes per day. Through exploring spelling patterns and rules, we aim to create confident and proficient spellers using a discrete teaching approach underpinned by phonics.

Children are also taught to

  •  Spell accurately and identify reasons for mis-spellings.
  •  Proof-read their spellings
  •  Recognise and use word origins, families and roots to build their skills
  • Use dictionaries and thesauruses. 

 

Grammar, Punctuation and Vocabulary 

Grammar, punctuation and vocabulary skills are taught explicitly during writing lessons and the children identify how authors have used them effectively during their reading lessons. Grammar and punctuation is planned and taught using the 2014 National curriculum year group expectations and children are expected to apply their knowledge in their writing. 

 

 

Impact

Teachers use assessment as an integral part of the teaching and learning process and link it clearly to the children’s next steps. Teachers record and track each child’s progress and use this to set future targets. They use a variety of formative assessment methods and constructive marking strategies. In addition to this, children also complete

  • 5 pieces of 'Best Writing' per term
  • Read, Write Inc Spelling Test
  • Rising Stars SPAG Assessment (End of Each Term)

 

The impact on our children is that they have the knowledge and skills to be able to write successfully for a purpose and audience. With the implementation of the writing sequence being established and taught in both key stages, children are becoming more confident writers and have the ability to plan, draft and edit their own work. By the end of key stage 2 children have developed a writer’s craft, they enjoy sustained writing and can manipulate language, grammar and punctuation to create effect. As all aspects of English are an integral part of the curriculum, cross curricular writing standards have also improved and skills taught in the English lesson are transferred into other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific language, grammar and punctuation

Top