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Oakhill Primary School

‘Working together for a brighter future’

Writing

Writing    
 

At Oakhill Primary School, we intend for our children to be able to write independently for a range of purposes and apply these skills at school, across all subjects, being well-prepared for the next stage in their education. We aim to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading & Writing.  Pupils will be given opportunities to develop their use, knowledge and understanding of spoken and written English within a broad and balanced curriculum, with opportunities to consolidate and reinforce taught English skills.

 

 

Our aims:

  • pupils to read and write with confidence, fluency and understanding, using a range of independent strategies to self-monitor and correct;
  • develop an interest in words and their meanings to extend vocabulary in spoken and written forms;
  • understand a range of text types, media types and genres;
  • be able to write in a variety of styles and forms appropriate to the situation;
  • use their developing imagination, inventiveness and critical awareness;
  • have suitable technical vocabulary to articulate their responses;
  • be able to self-assess their writing and then edit and improve it.
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Nursery

All pupils have daily phonics sessions; when pupils are ready they begin to write letters and words that they are learning. The main focus in Nursery is on speech and language – therefore whole class sessions and group/individual speech and language interventions take place daily. Pupils have a daily story and rhyme time session. Within the continuous provision, pupils have access to writing opportunities.

 

 

Reception

The main focus in Reception is on phonics, therefore all pupils have daily phonics and high frequency word sessions. There is still a significant focus on speech and language – therefore whole class sessions and group/individual speech and language interventions take place regularly. Pupils have a book of the fortnight which is the stimulus for Literacy lessons and guided writing sessions. Within the continuous provision, pupils have access to writing opportunities.


KEY STAGE 1:
 

  • Writing is taught through a range of stimuli, including: texts, drama, reading, watching film clips, using IT animations, trips, visitors, workshops.
  • Talk for Writing is used throughout the writing curriculum
  • Phonics and High Frequency Word lessons are taught daily
  • Children work individually, in pairs and in groups (both mixed ability and ability)
  • The sequence of lessons and the skills taught will build-upon prior learning and work toward the writing of a specific genre at the end of the teaching sequence
  • At the beginning of each genre pupils are exposed to a high quality model which is used to identify key features and expectations to aspire to by the end of the teaching sequence
  • All skills lessons should provide children with the opportunity to practise and apply their learning independently to assess understanding of the skills taught. As much as possible, these lessons are taught in and around the context of the text being studied
  • Extended writing opportunities are planned for and six pieces of writing per year are written in children’s ‘Published Work’ books (one per half-term.) At least 4 of these are narrative pieces.
  • During each writing lesson, pupils are reminded to self-monitor specific age-appropriate skills
  • Y2 - When planning an extended piece of writing, children will use the progressive whole school PTE (Parts, Tips, Examples) planning documents. These documents will provide a clear structure for writing and the tips section will provide progressive, colour-coded (amber, green, blue) success criteria for the children, which will then be transferred into subsequent extended writing lessons
  • Year 2 ensure that they have suitable evidence for each of the assessment criteria in the children’s ‘Published Work’ books. The majority of these are narrative pieces, however pupils also write non-fiction and poetry
  • Lessons are planned from our Writing Skills Progression document and assessment tool

 

KEY STAGE 2:
 

  • Writing is taught through a range of stimuli, including: texts, drama, reading, watching film clips, using IT animations, trips, visitors, workshops.
  • The sequence of lessons and the skills taught will build-upon prior learning and work toward the writing of a specific genre at the end of the teaching sequence
  • At the beginning of each genre pupils are exposed to a high quality model which is used to identify key features (linked to the parts, tips, examples, PTE document) and expectations to aspire to by the end of the teaching sequence
  • During each writing lesson, pupils are reminded to self-monitor their work as they write. At the end of at least one piece of written work per term, an editing lesson will take place, as outlined in the Oakhill Whole School Editing Approach document.  Over the course of the year both fiction and non-fiction pieces will be edited
  • All skills lessons should provide children with the opportunity to practise and apply their learning independently to assess understanding of the skills taught. As much as possible, these lessons are taught in and around the context of the text being studied
  • Extended writing opportunities are planned for and six pieces of writing per year are written in children’s ‘Published Work’ books (one per half-term.) At least 4 of these are narrative pieces.
  • During each writing lesson, pupils are reminded to self-monitor specific age-appropriate skills
  • When planning an extended piece of writing, children will use the progressive whole school PTE (Parts, Tips, Examples) planning documents. These documents will provide a clear structure for writing and the tips section will provide progressive, colour-coded (amber, green, blue) success criteria for the children, which will then be transferred into subsequent extended writing lessons
  • Six pieces of writing per year are written in children’s ‘Published Work’ books (one per half-term.) At least 4 of these are narrative pieces. This work is drafted, edited and improved before being written into the ‘Published Work’ books
  • Year 6 ensure that they have suitable evidence for each of the assessment criteria in the children’s ‘Published Work’ books. The majority of these are narrative pieces, however pupils also write non-fiction and poetry. This work is drafted, edited and improved before being written into the extended writing books
  • Lessons are planned from our progression map and assessment tool

 

 

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