Writing
At Lane End Primary School our intention is for children to be creative and effective writers who can communicate well with a clear purpose. We recognise the importance of cultivating a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of spoken language and use discussion to develop their learning. We want children to know that their voice, both spoken and written, is valued and how it can effectively be used to entertain, reason, negotiate and present.
Writing begins in the Early Years and children develop their fine and gross motor skills in readiness for writing and to develop pre-writing skills. Within the early years provision, children are given a host of opportunities to develop early writing skills by mark making on both a large and small scale. In reception, opportunities to write freely form a part of our continuous provision, with enhancements regularly provided and modified, applicable to the purpose of writing.
As children progress into KS1 and KS2, long term planning is either literature led or draws on the children’s own experiences and knowledge in other areas of the curriculum as a stimulus. Texts are diverse and of a high quality. Children spend time fully exploring the writer’s intent and genre specifics, considering the effect it has had on them as the audience. They answer questions such as ‘What impact does this have on the reader?’ and ‘Why is this language used?’. This type of questioning serves to develop vocabulary and comprehension and also explore the relationship between the writer and the reader.
Children understand the purpose of writing; either to entertain, to inform, to discuss or to persuade, they use their understanding of text types, including the language and features to plan their own pieces. Well thought out plans help to deepen children’s understanding of composition and provides a self-made scaffold when it comes to writing a first draft. Shared planning is often used and allows a platform for children to share and innovate with adults and peers, extending ideas, vocabulary and authorial devices.
First drafts are often edited and improved according to feedback and self/peer assessments. Where edits and improvements are made, writing becomes more effective in its purpose. Children understand the elements of composition and effect, as well as being taught effective use of spelling, grammar and punctuation applicable to each genre. Where the opportunities arise, children apply their understanding of different types of texts when writing in foundation subjects.
Feedback is an essential and integral part of our writing curriculum. Whole class feedback identifies misconceptions and allows for celebration and sharing of success. Individual, often verbal, feedback from teachers encourages children to check and improve their work, identifying next steps that children can take to be more successful. Children are taught how to self-assess and peer assess writing, providing constructive criticism to drive improvement.
