English ~ Writing
Intent, Implementation and Impact
From The National Curriculum in England – framework document 2013 Purpose of Study;
“English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.”
Curriculum Intent
At Charlwood Village Primary School we passionately believe that a high quality English curriculum should develop pupils’ love of reading, writing and discussion. We recognise the importance of nurturing a culture where pupils take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire pupils to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.
We believe that pupils need to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our pupils the tools they need to participate fully as a member of society.
Aims
The national curriculum for English aims to ensure that all learners:
● read easily, fluently and with good understanding
● develop the habit of reading widely and often, for both pleasure and information
● acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
● appreciate our rich and varied literary heritage
● write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
● use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
● are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Curriculum Implementation
These aims are embedded across our English lessons and the wider curriculum. We have a rigorous and well-organised English curriculum and framework, that provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of quality texts and resources to motivate and inspire our pupils. Teachers also ensure that cross-curricular links with concurrent topic work are woven into the programme of study.
At Charlwood Village Primary School, we identify pupils who need support and provide intervention in the most effective and efficient way that we can. We run intervention writing booster groups. Teachers plan and teach English lessons which are differentiated to the particular needs of each pupil. We help each pupil maximise their potential by providing help and support where necessary whilst striving to make pupils independent workers once we have helped to equip them with the confidence, tools and strategies that they need.
Marking is rigorous in English and across the curriculum, with regular ‘Response Times’ and spelling corrections to help pupils correct and consolidate their work. Regular English book scrutinies are carried out to check all teachers are following our marking policy rigorously.
We love to celebrate success of all learners and strive to help all pupils achieve their goals. Writing is celebrated in classrooms and around school at Charlwood Village Primary School, where our bright and colourful displays celebrate pupils’ writing.
Early Years Foundation Stage
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: transcription (spelling and handwriting) composition (articulating ideas and structuring them in speech and writing).
How we show the Core Values in Writing
CONFIDENT - We challenge ourselves and show a Growth Mindset
VALUED - We support our peers and give constructive feedback and support others in their understanding
PREPARED - We are prepared to listen to others' views and opinions about texts that are shared at whole class and personal levels
SUCCESSFUL - We explore new texts and genres and share our views
Curriculum Impact
The impact on our pupils is clear: progress, sustained learning and transferrable skills. With the implementation of the writing journey being well established and taught thoroughly in all key stages, children are becoming more confident writers and by the time they are in upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.
Intent, Implementation and Impact
From The National Curriculum in England – framework document 2013 Purpose of Study;
“English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.”
Curriculum Intent
At Charlwood Village Primary School we passionately believe that a high quality English curriculum should develop pupils’ love of reading, writing and discussion. We recognise the importance of nurturing a culture where pupils take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire pupils to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.
We believe that pupils need to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our pupils the tools they need to participate fully as a member of society.
Aims
The national curriculum for English aims to ensure that all learners:
● read easily, fluently and with good understanding
● develop the habit of reading widely and often, for both pleasure and information
● acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
● appreciate our rich and varied literary heritage
● write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
● use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
● are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Curriculum Implementation
These aims are embedded across our English lessons and the wider curriculum. We have a rigorous and well-organised English curriculum and framework, that provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of quality texts and resources to motivate and inspire our pupils. Teachers also ensure that cross-curricular links with concurrent topic work are woven into the programme of study.
At Charlwood Village Primary School, we identify pupils who need support and provide intervention in the most effective and efficient way that we can. We run intervention writing booster groups. Teachers plan and teach English lessons which are differentiated to the particular needs of each pupil. We help each pupil maximise their potential by providing help and support where necessary whilst striving to make pupils independent workers once we have helped to equip them with the confidence, tools and strategies that they need.
Marking is rigorous in English and across the curriculum, with regular ‘Response Times’ and spelling corrections to help pupils correct and consolidate their work. Regular English book scrutinies are carried out to check all teachers are following our marking policy rigorously.
We love to celebrate success of all learners and strive to help all pupils achieve their goals. Writing is celebrated in classrooms and around school at Charlwood Village Primary School, where our bright and colourful displays celebrate pupils’ writing.
Early Years Foundation Stage
- Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases
- Write recognisable letters, most of which are correctly formed
- Spell words by identifying sounds in them and representing the sounds with a letter or letters
- Write simple phrases and sentences that can be read by others
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading: transcription (spelling and handwriting) composition (articulating ideas and structuring them in speech and writing).
How we show the Core Values in Writing
CONFIDENT - We challenge ourselves and show a Growth Mindset
VALUED - We support our peers and give constructive feedback and support others in their understanding
PREPARED - We are prepared to listen to others' views and opinions about texts that are shared at whole class and personal levels
SUCCESSFUL - We explore new texts and genres and share our views
Curriculum Impact
The impact on our pupils is clear: progress, sustained learning and transferrable skills. With the implementation of the writing journey being well established and taught thoroughly in all key stages, children are becoming more confident writers and by the time they are in upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.
| End of Year 1 and 2 English Expectations |
| End of Year 3 and 4 English Expectations |
| End of Year 5 and 6 English Expectations |
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