Writing
Writing is an essential tool in the learning process. Children write to express their emotions, to convey their thoughts and opinions and to present evidence of research. By developing these skills we can equip our children with the ability to use writing across a range of curricular activities in which they are involved. Indeed, we truly believe that writing is an act of courage.
Teaching approaches and organisation of learning
Children have exposure to a range of different writing styles and genres. The organisation of the units is monitored by the English Leader to ensure breadth of coverage. English is taught in the children's classes for one hour each day.
Children have the opportunity to share their work with members of the class and the wider school community, including parents, teachers and SLT. Learning intentions are shared with the children at the start of lessons and are written on children’s work. All success criteria relate to this as necessary. Teachers use a range of strategies to teach writing, including; note-taking, modelled writing, planning, shared writing, guided writing, independent writing, editing and assessment. Children will be modelled how to write or complete collaborative writing, sometimes supported by either the class teacher or teaching assistant as necessary. Pupils use green pens to edit and improve their own work when working in pairs or in a group.
Classroom environment for writing is important. Therefore, children’s work is regularly displayed in the classroom and around school. Children can also be rewarded with a writer of the week certificate to reward excellent effort and contribution. Children are also given resources and information about the unit being studied, writing prompts, annotated models of texts and vocabulary ideas to support their learning.
The school uses a variety of teaching and learning styles in English. We use many teaching methods including David Didau’s Slow Writing and The Hochman Method which are adapted to suit the needs of our children. We aim to build children’s confidence and develop children’s independence. We endeavour to encourage children to independently select resources to help with the writing process and to also challenge children of all abilities. We encourage children to enjoy writing and learn from teachers, peers and their own mistakes. Alongside this, we use The Gradual Release Model which ensures children have a supported learning experience.
Writing Curriculum
Useful Websites
How to Support Your Child
Write a book or film review
Why not try writing a review of a great book, film or TV programme you have read/watched together recently? Learning to write in lots of different formats and styles will put them in good stead for school.
Describe a picture in words
The wonderful thing about this activity is that there are so many resources you can use that are lying around the house! Whether it’s a photo of family members, a picture in a magazine or a painting on the wall – ask your child to describe it in words. They could even write a story based on the image.
Describe everyday objects
Point to objects around the house and experiment by getting them to describe them as creatively as possible. This can be great practice for using alliteration, metaphors and similies.
Write a diary or journal
Writing a personal diary not only helps to get children into the habit of writing, but is also a great way of letting out emotions and making sense of their world. The act of writing down their thoughts, feelings and observations each day could help them get more comfortable with writing, and connect them with their own ideas.
Create an instruction manual
Maybe it’s working the TV or giving instructions on how to bake a cake – mix up their writing practice with different formats.
Pick a word of the week
As a family, choose a word to focus on each week. Then everyone can have a go with using it in their writing in increasingly creative ways. The more peculiar the word – the funnier this activity can be!
Write a poem, song or a play
For little creatives, or for children who view writing as ‘boring’, writing practice can be disguised in the form of creating a poem, song or play. The motivation can be performing their piece once it’s finished!
Write letters
Letter writing is an important skill. If they are passionate about a social issue, you could encourage them to write a powerful letter to their MP. Or, you could try setting them up with a pen pal in another country for a culture exchange. If that’s out of reach, writing letters to friends, family or even imaginary strangers works too.
Write together
Why not try writing a story together – one paragraph at a time. This can also be a fun game for them to play with friends, especially when the story escalates into a wild and wacky adventure! Think the consequences game but with writing instead of pictures.
Everyday writing
Task your child with being your ‘writer’ for the day. Be it shopping lists, reminders or emails – giving them a sense of responsibility can help to motivate them to write.
End of Year 6 Expectations
By the end of Year 6, pupils will be able 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