Writing

Writing - Our Intent

For every child to be able to write fluently and competently for a range of purposes.

Implementation

Use of Literacy Shed planning sequence with a chances for editing and improving.
A focus on the development of rich vocabulary.
Discrete spelling lessons along with an emphasis on spellings within lessons and marking.
High-quality, accessible texts, as a stimulus, for all units of writing.
Verbal feedback that will develop children’s knowledge, skills, and understanding.
Development of fluent, legible, and eventually speedy handwriting.

Opportunities

Opportunities for activities directly linked to speaking and listening are planned
Speaking and listening opportunities can be focused, as in class or group discussion, drama activities or plenary sessions at the end of a Writing session.

Assessment

Individual pupil progress is monitored during reading skills sessions and termly attainment for Reading, Writing and SPaG is recorded using the online tracker (Insight)
Written work is marked using the school marking policy and will be linked to the lesson’s title.
Pupils assess their own and others work during the drafting and proof-reading processes, as well as during the plenary. This gives them the opportunity to write a ‘Final Draft’. Children use toolkits to enable them to identify the features.
Use of Publishing Books track individual progress in writing throughout the key stage. New pupils are given a Publishing Book when they join Fourlanesend.
Fiction and non-fiction writing is assessed which allows for moderation across classes and within and across year groups.
Moderation with other schools is also done on a yearly basis, where possible. The English Subject Leader is a trained Cornwall County Moderator and has been visiting other schools in Cornwall for four years.
Termly NFER tests are used to inform assessment in Spelling, Punctuation and Grammar.
End of key stage assessments take place for Year 6 in May.

Recommended Links:

Strategies for supporting pupils with Special Educational Needs and Disabilities in writing: