Writing
Subject Statement of Intent for Writing
At Holy Rosary, we believe that a quality English curriculum should develop children’s love of reading, writing, performing and discussion. We understand that children join our school with varying starting points and as a result, we provide opportunities for children to enhance their language and vocabulary through a variety of learning.
We recognise the importance of nurturing a culture where children take pride in their work through published pieces of writing; that they can write clearly and accurately and adapt their language and style for a range of contexts.
During the Autumn Term of 204, Holy Rosary introduced a new writing curriculum:
The Principles of the new writing curriculum:
- A structured curriculum which builds knowledge of sentence construction systematically in small steps from Year 1 to 6
- 'Extensive, deliberate practice’ of constructing grammatically accurate sentences to the point of automaticity
- Planned opportunities to review prior knowledge about sentence construction in a systematic way
- Pupils write about what they know from the wider foundation subject curriculum and their study of literature in writing lessons
The Backbone of the Writing Curriculum
- Sentence Knowledge Curriculum (developed by Stanley Road Primary) which incorporates punctuation and grammar for each year group
- 118 incremental steps of sentence construction knowledge taught from Year 1 to 6
- Each year group has around 20 steps to master each year
- Pupils become fluent in accurate sentence construction before writing at any length
- Sentence knowledge is then used independently by children to write with precision and clarity.
- Sentence construction is one way to secure coherence in a curriculum
Writing Teaching Sequence
Sentence Knowledge Curriculum
Please see files below related to Year group Sentence Curriculum
Long Term Plan - Click image below
Spelling Curriculum
At Holy Rosary we have adopted the use a phonics-based approach to the teaching of spelling rather than through the teaching of spelling rules. This has been implemented based on the research acknowledged below. This builds directly on the work done in Early Years and RWI Phonics
At Holy Rosary we teach spelling in KS1 for 10 minutes a day - four sessions a week and in KS2 10 minutes a day - five sessions a week. We set spellings grouped by a common sound throughout the week. We explicitlyteach pupils how to spell the words by paying attention to the sounds within the word and the corresponding spellings which represent these sounds.
Key Stage 1 – 10 minutes a session
Key Stage 2 – 10 minutes a session
Using a Spelling Voice
When teaching spelling, teachers will use a ‘spelling voice’ to support the linking of sounds and spellings. This is a particular way of pronouncing words when paying attention to spelling – it is not to be used when reading at other times. Pupils are also taught to use a ‘spelling voice’ through explicit teacher modelling.
First clearly articulate the word yourself in a spelling voice by:
- slowing down, separating the syllables, saying each distinctly fully articulating every consonant soundclearly in the word (e.g., ve-hi-cle pronouncing the h clearly)
- over-articulating reduced vowels (or schwas) e.g., the word ‘across’ is usually pronounced uh-cross.With a spelling voice we would say ah-cross emphasising the initial sound.
- clearly pronouncing all elisions g the word dustbin is often pronounced ‘dusbin’ - this is an elision.When using the spelling voice, we would say ‘dust-bin’ clearly
Have the class chorally repeat the word back to you in the same spelling voice. Repeat this to ensure it is ‘locked in’.
Spelling list can be found in the documnets below
Assessment
Assessment of Writing is completed by class teachers at the end of each half term during assessment week.
In Early Years Foundation Stage, writing is assessed using the Early Learning Goals and Development Matters for Writing. This is recorded using the Tapestry Online Learning Journal and Insight Tracker.
In KS1 and KS2, writing is assessed against key knowledge descriptors for each area of the National Curriculum which is then recorded using Insight Tracker. Teachers at Holy Rosary work together, along with others in the borough to moderate work, ensuring teacher judgements are fair and accurate.
Alongside this, Teacher’s are trailing the use Olex.ai that is an interactive AI platform which moderates children’s writing instantly.
Handwriting Curriculum
We are currently reviewing our handwriting curriculum. Teacher’s are teaching children ‘cursive letter formation’ using rhymes from RWI phonics (our phonic programme) while starting each letter with ‘Up we go…’.
Early Years
In Nursery and Reception, children will still have the opportunity to be immersed in high quality texts. However, these are planned with the interests of the children at heart, ensuring they are engaged in the learning of language to develop their vocabulary. Some examples of texts used in our Early Years: The Very Hungry Caterpillar, We’re Going on a Bear Hunt, The Gingerbread Man.