Writing

Values

Our vision for all our pupils is to, “Be all you can be!”

Literacy Tree is a complete book-based approach with resources for Primary English including Writing, Reading and Spelling. Literacy Tree’s writing resource and programme, Writing Roots, based around our Teach Through a Text pedagogy, embeds all National Curriculum requirements and places audience and purpose at the core. Literacy Tree’s primary focus through its book-based pedagogy is to motivate children to write for a range of audiences and purposes using high-quality, diverse children’s literature by significant authors. The exploration and enjoyment of the English language is our priority and we value all its aspects: speaking, listening, reading and writing.

Aims

The aims of teaching English, as outlined in the National Curriculum are to ensure that all pupils:

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 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.

Intent

We do this by immersing children in a range of literary worlds and themes, heightening engagement and creating curiosity through process drama, discussion and debate. This allows them to see themselves represented and explore the lives and experiences of others. It develops children’s ability to listen, speak, read and write for a wide range of purposes and we use language to build our view and opinion of the world and our community.

Implementation

In writing, we want our children to be adventurous with vocabulary choices and to acquire strategies to enable them to become independent learners in English (spelling rules and patterns and how to tackle unfamiliar words when reading). Children discuss and present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates. All classes have working walls aiding children and guiding them through the process of Reading and Analysing, Gathering Content, Planning and Writing. Editing is a very important part of the journey and children are taught to draft and redraft their work before presenting their final pieces. Teaching a range of genres across the school (progressing in difficulty) both in English and other curriculum areas; resulting in pupils being exposed to, and knowledgeable about, literary styles, authors and genres. They can express preferences and give opinions, supported by evidence, about different texts.

Impact

The impact is measured by book looks, gathering pupil voice, termly assessments and moderation.

Long term we want our children

To be confident in the art of speaking and listening and to be able to use discussion to communicate and further their learning.
To be able to read fluently both for pleasure and to further their learning.
To enjoy writing across a range of genres.
Of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.
To have a wide vocabulary and be adventurous with vocabulary choices within their writing.
To have a good knowledge of how to adapt their writing based on the context and audience.
To leave primary school being able to effectively apply spelling rules and patterns they have been taught.
To make good and better progress from their starting points to achieve their full potential.

Cultural capital

English writing opportunities will be linked to any trips extra-curricular activities.
Writing Cafes will be in place to help parents understand how the school teaches writing.