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Writing at Horizon Primary Academy

 

Writing in the Foundation Stage

The aims for our children in the Foundation Stage are that children will:

  • learn to differentiate between print and pictures
  • understand the direction of print in the English language
  • recognise the connections between speech and writing
  • understand the symbolic nature of writing, the sounds and names of letters and how to write them
  • (with differentiation to developmental stage) start to write letters, words, captions and sentences – recognising and using full stops and capital letters.

Writing in Key Stage One

By the end of Key Stage One pupils should be taught to:

  • develop positive attitudes towards and stamina for writing by:
    • writing narratives about personal experiences and those of others (real and fictional)
    • writing about real events
    • writing poetry
    • writing for different purposes
  • consider what they are going to write before beginning by:
    • planning or saying out loud what they are going to write about
    • writing down ideas and/or key words, including new vocabulary
    • encapsulating what they want to say, sentence by sentence
  • make simple additions, revisions and corrections to their own writing by:
    • evaluating their writing with the teacher and other pupils
    • rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
    • proofreading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)
  • read aloud what they have written with appropriate intonation to make the meaning clear

Writing in Key Stage Two

By the end of Key Stage Two pupils should be taught to:

  • plan their writing by:
    • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
    • noting and developing initial ideas, drawing on reading and research where necessary
    • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • draft and write by:
    • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
    • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
    • précising longer passages
    • using a wide range of devices to build cohesion within and across paragraphs
    • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • evaluate and edit by:
    • assessing the effectiveness of their own and others’ writing
    • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
    • ensuring the consistent and correct use of tense throughout a piece of writing
    • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proofread for spelling and punctuation errors
  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Spelling, Grammar and Punctuation

 

At Horizon Primary Academy we are using No Nonsense Spelling. The No Nonsense Spelling Programme was devised to offer teachers a comprehensive yet accessible progression in the teaching of spelling. The focus of the programme is on the teaching of spelling, which embraces knowledge of spelling conventions – patterns and rules; but integral to the teaching is the opportunity to promote the learning of spellings, including statutory words, common exceptions and personal spellings.

The programme is for classes 2 to 6 and provides a teaching sequence for teachers and pupils to follow. It is a scheme which is designed to be flexible, but each lesson last approximately 10 to 15 minutes.

 

 

Grammar is concerned with the way in which sentences are used in spoken language, in reading and in writing. Sentences are the construct which help give words their sense. The purpose of grammar teaching is to enable pupils to become conscious of patterns of language which they can apply in their own work to enhance meaning.

The purpose of punctuation is to clarify the meaning of texts. Readers use punctuation to help make sense of written texts while writers use punctuation to help communicate intended meaning to the reader.

Drama

Drama is a key part of literacy learning. It builds on the imaginative play children develop in the Foundation Stage and allows all children a level of success, developing their self- esteem and ability to express their ideas. Drama promotes creativity with language and develops speaking and listening skills. By recreating familiar stories, the children develop their voice as a writer and gain direct experience of plot, character and setting. Devising pieces of theatre allows the children to consider the quality of their writing in the light of performance and the need to write for a specific audience. Drama also teaches children to work as part of a team, to communicate their ideas clearly and give constructive feedback. Performing can offer a sense of real achievement and boost confidence. Drama can take place as both a speaking and listening activity in a literacy lesson or as a precursor to writing, as well as a stand- alone lesson related to the literacy topic.

Handwriting

Children must be able to write with ease, speed and legibility. If they have difficulty, this will limit fluency and inhibit the quality and quantity of their work. It is important that the child’s handwriting becomes a skill that requires little effort and thought so that creative and physical energy can be focused on the content of writing rather than upon the act. Cursive handwriting teaches pupils to join letters and words as a series of flowing movements and patterns. The style is quick and easy to learn, particularly when it is practised from an early stage. Pupils will learn to form individual letters appropriately and accurately first, and then during Year 1, begin to learn to join letters. This will usually be linked to phonic development. There is a clear link between spelling and handwriting.

 

Handwriting skills are taught regularly and systematically through the use of the PenPals handwriting scheme. PenPals schemes of work, relevant to each year group, and associated guidelines and resources are stored on the “Teachers Resources” area of the school’s server. These can be accessed in the classroom via the computers and the interactive whiteboard.

The vision for Writing at Horizon Primary Academy

It is our vision that every child will learn to write by being given real and exciting materials and opportunities. We will share excellent writing to inspire children to emulate styles. We encourage children to read their work for enjoyment, to read it aloud to others and provide audiences for writing. We want children to have an understanding that writing has a real purpose and that word choice and style can bring about change.

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