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Writing

Writing    
 

At Oakhill we are striving to raise the profile of writing. We are determined for the children to become confident, independent writers before they leave for high school. Writing lessons are planned around a text and / or the current Learning Challenge topic. These help to engage and motivate the pupils. The English curriculum and Oakhill's English policy can be found in the documents at the bottom of this page. Year group overviews are also coming soon!

These are the experiences the children access during their time at Oakhill:

FOUNDATION STAGE:

  • Name writing book – every morning the children practise writing their name.
  • Phase 2 initial sounds taught though Jolly Phonics (actions) and Letters and Sound programme.
  • Letter formation is taught through phonics lessons and opportunities in the environment to practise.
  • First 100 words and tricky words taught (Letters and Sounds).
  • Children have a reading scheme book (ORT) & a phonics book.
  • They are taught capital letter, full stop and finger space actions.
  • Match pictures to words
  • Learn CVC words, read simple sentences with CVC words in and then write CVC words into a simple sentence (focus on capital letters, full stops & finger spaces).
  • Extend simple sentences using and & because
  • Begin to write 2/3 sentences about a subject
  • Towards the end of Foundation Stage they begin bridging work to help their transition to Year 1


KEY STAGE 1:
 

  • Writing is taught through texts
  • Talk for Writing is used to stimulate writing
  • Phonics is taught daily
  • Children generate ideas through experiences offered, e.g. drama, reading, researching, watching film clips, using IT animations, trips, visitors, workshops.
  • Children work individually, in pairs and in groups (both mixed ability and ability)
  • Sentence work is taught during warm ups and throughout lessons – sentence starters, conjunction/connectives/ vocabulary / punctuation / Alan Peat sentence structures.
  • Children have good examples of text types modelled to them and/or read and annotate good examples (pre-prepared)
  • Spelling Punctuation and Grammar is taught discretely and within English lessons
  • Big writing opportunities at least once every two weeks. Year 1 children only start Big Writing when they are ready to do so.
  • All children are supported and guided by an adult at least once a fortnight.
  • Y2 - When planning for a specific genre teachers help to structure the writing so the children are aware of what to include in each paragraph.
  • Lessons are planned from our assessment tool, to ensure children are taught new curriculum.


KEY STAGE 2

  • Writing is taught through texts.
  • Children generate ideas through experiences offered, e.g. drama, reading, researching, watching film clips, using IT animations, trips, visitors, workshops.
  • Children work individually, in pairs and in groups (both mixed ability and ability)
  • Sentence work is taught during warm ups and throughout lessons – sentence starters, conjunction/connectives/ vocabulary / punctuation / Alan Peat sentence structures.
  • Children have good examples of text types modelled to them and/or read and annotate good examples (pre-prepared)
  • Spelling Punctuation and Grammar is taught discretely and within English lessons.
  • All children have the opportunity to produce a sustained piece of writing (Big writing) which is based on work that has been built up over a period of time. 
  • All children are supported and guided by an adult at least once a fortnight.
  • When planning for a specific genre teachers help to structure the writing so the children are aware of what to include in each paragraph.
  • Lessons are planned from our assessment tool, to ensure children are taught new curriculum.
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