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Leedon Lower School

'Learning Without Limits'

Slideshow

Slideshow

Writing

Writing Curriculum

 

Intent

 

At Leedon Lower School we recognise how imperative writing is across the breadth of our curriculum and strive to enable all children, including our disadvantaged, SEND and vulnerable, to maximise their learning potential in writing. We aim to equip them with the necessary skills to communicate effectively, accurately and creatively through written language and harness a love of writing for any purpose. We deliver the National Curriculum through using Talk for Writing as a whole school approach. We teach joined cursive writing throughout the school starting in reception. Through this consistent approach, this enables pupils to write fluently and accurately.

 

Implementation

 

  • We have recently introduced Talk for Writing across the key stages. This is structured into three week blocks of work, broken down into three phrases where children Imitate, Innovate and Invent giving them vocabulary rich, high quality texts to engage and inspire. The Talk for Writing programme weaves Grammar and VCOP (Vocabulary, Conjunctions, Openers and Punctuation) throughout the process.
  • Every child takes part in a weekly Writing for Pleasure session where they can write creatively at length, on any subject of their choice and in any style. This is to encourage and nurture a love for writing.
  • Writing activities are always included within our Independent Learning Activities (ILA’s) which form an integral part of our creative curriculum. These are a combination of free writing tasks and more structured writing activities.
  • Language – within each classroom we have Vocabulary Vaults which are used within all lessons to support children understanding of rich and challenging vocabulary. Children are challenging to use these within their own independent writing.
  • The Talking Partners programme is delivered to children who may need further support in developing their language skills and own writing voice. The programme is designed to encourage children to explore their own thoughts more deeply and learn how to express them verbally in a structured and supported way, with the intent that this will be transferred to their writing.
  • Experiential Visits are used to give our vulnerable and disadvantaged children opportunities to experience new things that might not have had the opportunity to do before. These experiences are then used as a stimulus for writing as the children gain in confidence in writing about their experience.
  • Handwriting – Children learn and expected to apply correct letter formations and early joins by the end of Year One. By the end of Year Two, we expect children to be joining their letters correctly and consistently across all written work. In KS2, consolidation of skills developed in KS1 continues and children focus on developing uniformity in their writing.
  • Spelling – In KS1, spelling is supported through daily phonics sessions. In KS2, children complete weekly spellings in their planners both at school and at home. These spellings are personalised for every child, which allows for greater progress and appropriate levels of challenge. Precision teaching is run as an intervention for specific needs identified by staff. This is a daily intervention which requires bespoke planning for individual children.
  • Children are given time after completing their writing to reflect upon and improve their writing based on their own thoughts, the thoughts of their peers and teacher feedback.
  • We celebrate good writing by nominating a Writer of the week. This is shared in our weekly Leedon Link and the writing is displayed for the children to enjoy and share in each classroom.
  • Regular assessment takes place and is recorded on Classroom Monitor against National Curriculum Objectives to monitor progress and identify areas of need that may arise. This allows areas of need to be planned for and addressed to support the ongoing learning and progression of the child. 

 

Impact

 

  • All children, including those who are disadvantaged, SEND or deemed vulnerable, will make good or outstanding progress in Writing.
  • Children feel secure within the Talk for Writing process to write at greater length and express themselves with greater confidence and creativity. This will be seen in the work that is produced.
  • High levels of engagement and enthusiasm are seen during weekly Writing for Pleasure sessions.
  • Writing is of a high standard across all areas of the curriculum, including independent writing from ILA sessions.
  • High expectations of presentation and handwriting are seen in every year group and child take pride in their work

 

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