Curriculum
Writing
Curriculum intent, implementation, and impact
Intent
At Wrekin View we believe that a quality writing curriculum equips pupils to develop a love of the written word, challenges their understanding of grammar and spelling and is underpinned by secure communication skills. Our priority is to help pupils succeed in grasping the English spelling system, understanding, and implementing a range of grammar skills and be able to communicate through writing for a range of audiences ready for their next stage in learning.
We want our pupils to develop a curiosity of the range of communication through writing and to take pride in their presentation. Our writing curriculum will inspire pupils to be confident in the art of speaking and listening and to use discussion to communicate as well as to further their learning.
We believe that pupils need to develop a secure knowledgebase in writing, which follows a clearly structured curriculum where pupils can use practice and retrieval techniques to secure learning. A secure basis in writing is crucial to a high-quality education and will give our pupils the tools they need to participate fully as a member of society.
Implementation
In addition to following the national curriculum, our key aims lay the foundations for our well-sequenced, progressive writing curriculum. At Wrekin View, we provide purposeful learning opportunities to facilitate progress in writing across our academy. The purpose of writing is fostered from the earliest stages in each pupil’s time at Wrekin View.
The national curriculum for writing aims to ensure that all pupils:
- Effective transcription through knowing spelling (phonics) and learning handwriting
- Effective composition by forming, articulating and communicating ideas and then organising them coherently for a reader
- Enhance their vocabulary
- Control speaking and writing consciously to standard English.
- Have a structure for writing through punctuation and grammatical features in English
Through the effective implementation of the single systematic synthetic phonics programme, read, write, inc., we begin the teaching of phonics in nursery. This gives the pupils the knowledge and confidence to independently attempt reading and writing from the earliest possible stages. There are many opportunities for our pupils in nursery to build their gross and fine motor skills well before moving on to holding an instrument with which to write. Moving forward into reception and key stage 1, we continue to teach phonics daily using the read, write, inc. programme. The pupils are taught in small sized ability groups where they participate in speaking, listening, reading, and spelling activities that match their current needs. Strong links are made between reading and writing. Fidelity to one scheme ensures that the teaching of reading is consistent and effective. We have a designated writing lead who oversees the quality of teaching writing, tracks progress, and ensures that targeted interventions are delivered to rapidly close any gaps. All staff are trained to deliver read, write, inc., and the write stuff, they receive regular training updates to maintain high quality delivery. Additionally, the writing lead supports and mentors staff delivering the lessons daily through regular drop-ins and team teaching.
Through teaching pupils to effectively link their reading with spelling at an early age, we then build stamina in writing through ‘hold a sentence’ strategy. We recognise the importance of pupils mastering this early writing stage, and we ensure that children are regularly exposed to opportunities to write throughout the school day.
Writing lessons occur daily in key stage 1 and key stage 2 classes. From spring term year 2, our whole class writing is structured to mirror aspects of read, write, inc. such as a speed sound session on a particular spelling pattern and ‘tick and fix’. Following this, the pupils then use a sentence stack model to build up their writing. The class teacher will model a piece of writing, articulating their thought process and asking for suggestions off the pupils in ways to innovate the writing. This modelled writing supports pupils’ understanding of grammar and punctuation as well as how to structure their writing. The lessons follow a carefully sequenced curriculum that has been designed to ensure that writing skills are revisited, embedded, and built upon. During these sessions, pupils are exposed to a wide range of age-appropriate genres, themes, and authors. These high-quality books have been purposefully selected to immerse our pupils in a wealth of vocabulary, and where appropriate, they are linked to the subject units and LRR learning from the previous half term. Through equipping our pupils with the background knowledge necessary to access and make sense of the vocabulary they are reading and writing, we provide them with opportunities to then develop the fundamental skills and subtle nuances of writing. Teachers assess and level each independent piece of writing to identify strengths and to narrow gaps in learning. Lesson drop-ins take place to ensure that our high expectations are being upheld, and subsequently, that the pupils are achieving their maximum potential.
At Wrekin View, we identify pupils who need support and provide intervention in the most effective and efficient way possible. We deliver intervention writing groups to ensure that all pupils are making progress. Our targeted bottom 20% writers are supported through read, write inc. in key stage 2. Targets are set based on previous key stage data to ensure progress is linear and that staff are aware of the expectations for each pupil. Interventions are put in place for the top 20% to reach working at greater depth.
We have many incentives to encourage pupils to continue to make progress in their writing. Pupil’s targets are shared with them at the start of the academic year, and they are part of the levelling process after each unit. Pupils who write consistently in our cursive script are awarded a pen in front of the academy during our weekly star of the week assembly. Dojo points are awarded for pupils achieving the success criteria in lessons. Each day, the lesson will have a piece of wonderful, outstanding, work (WOW) shared with the class from the previous lesson.
We run parent information sessions SATS for year 2 and year 6 parents so that they fully understand the age-related expectations and how best to support their child.
Impact
When pupils leave Wrekin View, the impact of writing is clear to see; progress, sustained learning, and transferrable skills. They will have a positive attitude due to their writing journey being well established and they will have been given opportunities to write for a range of genres. The teaching is thorough, and pupils leave us with improved outcomes. Pupils show a deeper level of thinking when they can independently apply new writing skills to a range of text types.
Each independent piece of writing is levelled against our assessment documents for each year group. At the end of each year, we expect pupils to achieve age related expectations for their year group. Some pupils will have progressed further and achieved greater depth standard. Pupils with special educational needs and disabilities and those with gaps in their understanding receive appropriate support and intervention.
Above all, our pupils leave us with a growing confidence to communicate effectively when meeting new writing challenges.
