Writing Curriculum

Intent

Ayresome Primary School is an ethnically diverse school with over 80% EAL pupils. Our core offer is to provide pupils with an English curriculum that will teach pupils to speak, read and write fluently in English whilst recognising and paying positive regard to home language, so that they can communicate their ideas and emotions to others effectively. In order to develop strong sentence structures and spoken language, the school follows the THEAL programme and works closely with Learning Through Cultures to develop core language acquisition.

Writing is a core part of our curriculum. The school follows the ‘power of writing’ principles from CLPE. Children from 2 years to year 6 are offered many opportunities to develop a love of writing, underpinned by core skills acquisition. Writing is driven by a mapped and ‘shared text’ led curriculum. Children are taught to systematically apply these skills to their writing experiences. This is achieved by the agreed writing cycle and many opportunities during the writing processes for children to plan, revise and evaluate their writing. THEAL structures underpin all lessons. Where appropriate, discrete THEAL lessons will be taught to identified pupils. To be able to do this effectively, pupils will focus on developing effective transcription and effective composition. They will also develop an awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. To ensure consistency, the school has produced writing checklists for key skills progression on the core disciplines of writing. School makes reference to the CLPE writing scales for AFL progression support and target setting. As part of the Ad Astra Trust, we have worked upon core assessment development and use of the new ‘writing exemplar portfolios’ to ensure consistency in assessment across the Trust. Writing outcomes are moderated termly across the school. We also intend for pupils to leave school being able to use fluent, legible and speedy handwriting. To achieve this, the school follows the cursive script programme ‘Spectrum.’ Due to the entry levels of our core pupils, the school focuses heavily upon the dexterity and physical processes in the Early Years. This is complemented by targeted additional physical education programmes and specific planned opportunities to improve gross and fine motor skills.

 

Our spelling curriculum begins in the early years and KS1 alongside our core phonics Programme Read Write Inc. and children are shown how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. Children will access discrete spelling opportunities and move to the ‘No Nonsense’ spelling programme as they more through school. This sequential targeted approach ensures consistency of progression in spelling acquisition. The programme enhances opportunities to allow pupils to work out and clarify the meanings of unknown words and words with more than one meaning. Spelling practice and the acquisition of national core spellings at each key stage is integral to planned English work across the curriculum. Pupils are taught to control their speaking and writing consciously and to use Standard English.

 

Implementation

National Curriculum Programmes of Study and Scheme of Work

English is planned for, following the KS1 and KS2 school curriculum.

English is planned for following the school’s planned curriculum and driven by high-quality selected texts which also form units of work.

Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.

 

All children are encouraged to write daily. Core objectives in grammar are planned for sequentially and build consistency. Opportunities for children to apply their writing are planned and links to the new, wider curriculum are made when doing this. Writing is assessed at appropriate times when key skills can be applied in a meaningful way and next steps identified by the teacher and also through self and peer assessment. School has a core approach to presentation outlined in the non-negotiables and this is a core expectation of all work provided in school.

School has core expectations of presentation. Good presentation is celebrated. Writer of the week boards are placed in every classroom to celebrate excellence. Central displays provide opportunities for writing outcomes to be celebrated with the wider school.

 

Impact

Children will make at least good progress in Reading, Writing and Speaking and Listening from their last point of statutory assessment of from their starting point in Nursery.