Writing
At Blackheath, we aim for our children to develop fluency in the English language, both in spoken and written form. This is because we believe that ensuring our children master the English language will equip them to function and thrive in a literate society.
The National Curriculum requires children to write frequently, independently and purposefully across all subjects. Our writing lessons enable our children to develop the necessary skills to communicate effectively in writing and to transfer and apply those skills in other subjects.
In English, there are three main focus areas:
Speaking and Listening
Reading
Writing (including Spelling & Handwriting)
In EYFS, our children have many opportunities to develop and apply their writing. The development of language, reading and physical development play an integral role in a child’s writing journey. Early writing is encouraged through mark making opportunities in our nursery, alongside the development of language in all aspects of the curriculum, particularly Talk for Writing sessions. We acknowledge and celebrate that behind every squiggle is a meaning or a story. This continues into Reception where we continue to enthuse children to write for a range of purposes and use a range of language in their composition. The Talk for Writing texts are carefully chosen to support writing development, alongside our high expectations and the belief that every child is a writer.
During Key Stage 1 (Years 1 & 2), pupils learn to speak confidently and listen to what others have to say. They begin to read and write independently and with enthusiasm. They use language to explore their own experiences and imaginary worlds.
During Key Stage 2 (Years 3 – 6), pupils learn to adapt and develop the way they speak and write to suit different situations. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works.
We make full use of the National Curriculum Programmes of Study for English (2014) to aid our teaching in this area. We follow this framework in all classes in Key Stage 1 and Key Stage 2
'The Write Stuff' by Jane Considine
At Blackheath Primary School, we have adopted ‘The Write Stuff’ approach to our teaching and learning of English to ensure clarity to the mechanics of writing. Following a method called ‘Sentence Stacking’, the approach places emphasis on sentences being ‘stacked together’ chronologically and organised to engage children with short, intensive moments of learning that they can then immediately apply to their own writing.
Within each genre studied by the children, they will learn to sentence stack, focusing on the style of the author and impact of words and sentences most appropriate for that particular genre. All genres covered within writing sessions can be seen on the Genre List. Within each writing lesson, pupils learning is ‘chunked’ into three distinct parts for a writing lesson; initiate, model, enable. The initiate stage is a time to inspire: through the use of a stimulus, pupils are immersed in a rich language discussion and activities to provide a wealth of vocabulary to aid their writing. The model stage is the chunk whereby the teacher demonstrates the thoughts and processes of a writer and articulates writing choices. The enable stage is the opportunity for pupils to showcase what they can do within particular writing parameters known as The Three Zones of Writing: FANTASTICs, GRAMMARISTICs and the BOOMTASTICs.
The Three Zones of Writing are essential components to support pupils in becoming great writers. Through the nine idea lenses known as the FANTASTICs, pupils focus on intended purpose of a sentence. The GRAMMARISTICs allow pupils to focus on the grammar element of writing which focuses on sentence structure, grammar rules and punctuation. The BOOMTASTICs allow pupils to capture and create a vivid visual for the reader through the use of poetic devices. Throughout the writing process, children edit and redraft their work in response to feedback from their teacher and peers.
Assessment of Writing
Writing is teacher assessed, and independent evidence is collected regularly for every pupil. Stage targets are ticked off after every piece of writing, to keep track of progress, find gaps to target and move pupils forward. Termly cross-school moderation of writing takes place in staff meetings. Additional support for moderating pupils’ writing takes place during phase meetings.
Spelling
Spelling sessions are taught daily in Year 1 and 2 through phonics sessions. In KS2, spelling sessions are taught 3 x weekly. As a natural progression from phonics, The No Nonsense Spelling Programme is used in Years Three to Six and is a comprehensive yet accessible progression in the teaching of spelling. Guidance, rather than prescription, is provided on how to teach the strategies, knowledge and skills pupils need to learn. The focus of the programme is on the teaching of spelling, which embraces knowledge of spelling conventions – patterns and rules; but, integral to the teaching is the opportunity to promote the learning of spellings, including statutory words, common exceptions and personal spellings. Exploration of spellings and word play are recorded in spelling journals. Learning in spelling is carried out using the following sequence: Learn – Practise – Apply – Assess.
Spelling - Home Learning and Assessments
Children from years one to six are tested weekly on their phonics, spelling rule or words from their common exception/non-negotiable spelling list. For home learning, children are provided with the spellings for the week and put into a sentence so that the word is in context , which will be taught and explored in class. The knowledge of this rule will then be tested the following week.
Grammar
Since 2016 children have been expected to work to much higher standards when it comes to grammar and punctuation, and they are introduced to fairly complicated grammatical concepts earlier in their primary-school learning journey.
- Sub-ordinating and co-ordinating sentences are used in Year 2 (previously they were introduced in Year 4).
- Modal verbs, subject and object and the subjunctive are given much more emphasis in the second half of KS2.
- Terminology has been updated to be in line with traditional grammatical vocabulary (connectives are now differentiated as conjunctions, prepositions and adverbs; progressive verb tenses are now known as continuous, complex sentences are referred to as multi-clauses sentences and definite and indefinite articles are looked at as determiners).
Handwriting / Presentation
Kinetic Letters for Handwriting’ is used in school from Foundation to Year 6 to teach pupils how to form letters correctly and then move onto learning joined script. Kinetic Letters is a scheme that allows children to learn letter formation through movement. Letters are formed with a distinctive flick on the end, preparing them for joining. The letters are taught through moving their bodies and saying the language as they move and then finally writing using the language.
Speaking and Listening
All staff model Standard English in the classroom. Staff promote and build in opportunities for active speaking and listening in the classroom and English curriculum. Speaking and listening form the foundations of literacy development and plays an essential role in enabling children to become effective writers.
The strands of speaking and listening are as follows:
- Talking to others - Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and
varying structure and vocabulary according to purpose, listeners and content
- Talking with others- Listen and respond to others, including in pairs and groups, shaping meanings
through suggestions, comments and questions
- Talking within role-play and drama- Create and sustain different roles and scenarios, adapting
techniques in a range of dramatic activities to explore texts, ideas and issues
- Talking about talk- Understand the range and uses of spoken language, commenting on meaning and
impact and draw on this when talking to others
Children have the opportunity to develop their speaking and listening skills through a range of strategies and a rich speaking and listening environment.
Key Documents
Useful Links
