Writing

Intent

At Asquith Primary School  we want all children to perceive themselves as a writer and to be motivated to write. We aim to prepare and equip children with the writing skills they need to become confident, independent writers and bring enjoyment into writing to inspire them. Through a balanced and broad curriculum, we intend to provide regular opportunities for children to write for different purposes across the curriculum, e.g. write for to entertain, write to record, write to persuade. We want to ensure that all children, regardless of background and experiences, are provided with the scaffolding support and tools that they need to succeed.

Implementation

At Asquith, we want all children to perceive themselves as a writer, to show enjoyment and be motivated to write and to develop ‘writing for pleasure’ from Nursery to Year 6.

We have created a curriculum which develops children’s’ imagination, creativity, expressive language and confidence through their writing. We immerse children in high-quality, language rich text which inspires, engages and hooks the children into their writing.

We aim to expose our children to a variety of literature, genres and authors, using these texts to analyse the structures and the way a writer uses language to impact upon the reader. We explore the variety of vocabulary, grammar and punctuation and seek to use the structures provided in the class text as a basis for our own writing. We also endeavour to interest the children in their learning through the use of the outdoors, role play, drama, media and cross-curricular opportunities for writing. At Asquith, we believe that in order for children to engage in their writing and see themselves as successful writers, they need to be involved in writing for a purpose.

In Early Years, a purpose for writing is developed through play and both indoor and outdoor provision areas to ensure children have the opportunity to mark make in a motivation-led activity.

We want Asquith children to see writing as a process in which we take ideas from our reading to inspire our writing. We dedicate time to sharing WAGOLLs (What a Good One Looks Like), teaching the importance of planning initial ideas, drafting, proof-reading, editing and redrafting. We want to promote resilience in our children, therefore, writing and editing should not be seen as a chore but as a process in which they are reflecting upon, refining and improving their own work by responding to the constructive criticism of others. We use Dedicated Improvement and Reflection Time (DIRT) in Key Stage Two to develop the skills of effective proof-reading and editing in a variety of ways: improving parts of a text, analysing WAGOLLS, editing stations and peer editing. Each of these methods allows children to see how they can improve their writing, thinking carefully about audience, purpose and vocabulary and grammar choices. As a final phase to the real-life process that authors follow, we want children to redraft their writing to encourage a sense of pride and satisfaction.

As a school, we have a clear progression map of skills across a wide range of different genre types. Throughout our writing lessons across school, we use WAGOLLs and shared writing approaches to help support the children in their writing processes and understand how they can form, articulate and communicate ideas, and then organise them coherently for a reader. Modelling helps support children to understand the audience and purpose of a piece and gives them the opportunity to hear their teachers reviewing and discussing their ideas and opinions about the shared write. To further support the independent writing, we teach grammar in context so children have a greater understanding of how to use it in their writing and when drafting, we use ‘Talk for Writing’ strategies, we encourage children to use word banks, dictionaries, thesauruses and other supporting materials to aid their independence.

In addition to writing lessons, writing is developed across the curriculum focusing on the purposes of writing. This can be seen in a wide range of ways across our school, for example: writing to reflect upon a piece of music, writing to record their observations in a scientific investigation, writing to teach other about historical events, writing to entertain when recounting a school event, writing to persuade others to vote for them in the school council or simply writing to paint with words to describe a share experience.

A typical learning sequence for the writing process begins by reading a model for their own writing, a WAGOLL. This is followed by identifying, analysing and discussing the features of the sample text. Alongside specific vocabulary, grammar and punctuation teaching, there is shared writing and modelling of a WAGOLL.

This is then followed by teaching of specific vocabulary, grammar and punctuation in context.

Children then develop their effective planning skills and map out their writing. This then supports the children to independently write their first draft. The proof reading and editing process then takes place in order to refine, adapt and improve the writing; this is both independent and supported by both adults and peers.

Writing

Intent

At Asquith Primary School  we want all children to perceive themselves as a writer and to be motivated to write. We aim to prepare and equip children with the writing skills they need to become confident, independent writers and bring enjoyment into writing to inspire them. Through a balanced and broad curriculum, we intend to provide regular opportunities for children to write for different purposes across the curriculum, e.g. write for to entertain, write to record, write to persuade. We want to ensure that all children, regardless of background and experiences, are provided with the scaffolding support and tools that they need to succeed.

Implementation

At Asquith, we want all children to perceive themselves as a writer, to show enjoyment and be motivated to write and to develop ‘writing for pleasure’ from Nursery to Year 6.

We have created a curriculum which develops children’s’ imagination, creativity, expressive language and confidence through their writing. We immerse children in high-quality, language rich text which inspires, engages and hooks the children into their writing.

We aim to expose our children to a variety of literature, genres and authors, using these texts to analyse the structures and the way a writer uses language to impact upon the reader. We explore the variety of vocabulary, grammar and punctuation and seek to use the structures provided in the class text as a basis for our own writing. We also endeavour to interest the children in their learning through the use of the outdoors, role play, drama, media and cross-curricular opportunities for writing. At Asquith, we believe that in order for children to engage in their writing and see themselves as successful writers, they need to be involved in writing for a purpose.

In Early Years, a purpose for writing is developed through play and both indoor and outdoor provision areas to ensure children have the opportunity to mark make in a motivation-led activity.

We want Asquith children to see writing as a process in which we take ideas from our reading to inspire our writing. We dedicate time to sharing WAGOLLs (What a Good One Looks Like), teaching the importance of planning initial ideas, drafting, proof-reading, editing and redrafting. We want to promote resilience in our children, therefore, writing and editing should not be seen as a chore but as a process in which they are reflecting upon, refining and improving their own work by responding to the constructive criticism of others. We use Dedicated Improvement and Reflection Time (DIRT) in Key Stage Two to develop the skills of effective proof-reading and editing in a variety of ways: improving parts of a text, analysing WAGOLLS, editing stations and peer editing. Each of these methods allows children to see how they can improve their writing, thinking carefully about audience, purpose and vocabulary and grammar choices. As a final phase to the real-life process that authors follow, we want children to redraft their writing to encourage a sense of pride and satisfaction.

As a school, we have a clear progression map of skills across a wide range of different genre types. Throughout our writing lessons across school, we use WAGOLLs and shared writing approaches to help support the children in their writing processes and understand how they can form, articulate and communicate ideas, and then organise them coherently for a reader. Modelling helps support children to understand the audience and purpose of a piece and gives them the opportunity to hear their teachers reviewing and discussing their ideas and opinions about the shared write. To further support the independent writing, we teach grammar in context so children have a greater understanding of how to use it in their writing and when drafting, we use ‘Talk for Writing’ strategies, we encourage children to use word banks, dictionaries, thesauruses and other supporting materials to aid their independence.

In addition to writing lessons, writing is developed across the curriculum focusing on the purposes of writing. This can be seen in a wide range of ways across our school, for example: writing to reflect upon a piece of music, writing to record their observations in a scientific investigation, writing to teach other about historical events, writing to entertain when recounting a school event, writing to persuade others to vote for them in the school council or simply writing to paint with words to describe a share experience.

A typical learning sequence for the writing process begins by reading a model for their own writing, a WAGOLL. This is followed by identifying, analysing and discussing the features of the sample text. Alongside specific vocabulary, grammar and punctuation teaching, there is shared writing and modelling of a WAGOLL.

This is then followed by teaching of specific vocabulary, grammar and punctuation in context.

Children then develop their effective planning skills and map out their writing. This then supports the children to independently write their first draft. The proof reading and editing process then takes place in order to refine, adapt and improve the writing; this is both independent and supported by both adults and peers.

Writing

Intent

At Asquith Primary School  we want all children to perceive themselves as a writer and to be motivated to write. We aim to prepare and equip children with the writing skills they need to become confident, independent writers and bring enjoyment into writing to inspire them. Through a balanced and broad curriculum, we intend to provide regular opportunities for children to write for different purposes across the curriculum, e.g. write for to entertain, write to record, write to persuade. We want to ensure that all children, regardless of background and experiences, are provided with the scaffolding support and tools that they need to succeed.

Implementation

At Asquith, we want all children to perceive themselves as a writer, to show enjoyment and be motivated to write and to develop ‘writing for pleasure’ from Nursery to Year 6.

We have created a curriculum which develops children’s’ imagination, creativity, expressive language and confidence through their writing. We immerse children in high-quality, language rich text which inspires, engages and hooks the children into their writing.

We aim to expose our children to a variety of literature, genres and authors, using these texts to analyse the structures and the way a writer uses language to impact upon the reader. We explore the variety of vocabulary, grammar and punctuation and seek to use the structures provided in the class text as a basis for our own writing. We also endeavour to interest the children in their learning through the use of the outdoors, role play, drama, media and cross-curricular opportunities for writing. At Asquith, we believe that in order for children to engage in their writing and see themselves as successful writers, they need to be involved in writing for a purpose.

In Early Years, a purpose for writing is developed through play and both indoor and outdoor provision areas to ensure children have the opportunity to mark make in a motivation-led activity.

We want Asquith children to see writing as a process in which we take ideas from our reading to inspire our writing. We dedicate time to sharing WAGOLLs (What a Good One Looks Like), teaching the importance of planning initial ideas, drafting, proof-reading, editing and redrafting. We want to promote resilience in our children, therefore, writing and editing should not be seen as a chore but as a process in which they are reflecting upon, refining and improving their own work by responding to the constructive criticism of others. We use Dedicated Improvement and Reflection Time (DIRT) in Key Stage Two to develop the skills of effective proof-reading and editing in a variety of ways: improving parts of a text, analysing WAGOLLS, editing stations and peer editing. Each of these methods allows children to see how they can improve their writing, thinking carefully about audience, purpose and vocabulary and grammar choices. As a final phase to the real-life process that authors follow, we want children to redraft their writing to encourage a sense of pride and satisfaction.

As a school, we have a clear progression map of skills across a wide range of different genre types. Throughout our writing lessons across school, we use WAGOLLs and shared writing approaches to help support the children in their writing processes and understand how they can form, articulate and communicate ideas, and then organise them coherently for a reader. Modelling helps support children to understand the audience and purpose of a piece and gives them the opportunity to hear their teachers reviewing and discussing their ideas and opinions about the shared write. To further support the independent writing, we teach grammar in context so children have a greater understanding of how to use it in their writing and when drafting, we use ‘Talk for Writing’ strategies, we encourage children to use word banks, dictionaries, thesauruses and other supporting materials to aid their independence.

In addition to writing lessons, writing is developed across the curriculum focusing on the purposes of writing. This can be seen in a wide range of ways across our school, for example: writing to reflect upon a piece of music, writing to record their observations in a scientific investigation, writing to teach other about historical events, writing to entertain when recounting a school event, writing to persuade others to vote for them in the school council or simply writing to paint with words to describe a share experience.

A typical learning sequence for the writing process begins by reading a model for their own writing, a WAGOLL. This is followed by identifying, analysing and discussing the features of the sample text. Alongside specific vocabulary, grammar and punctuation teaching, there is shared writing and modelling of a WAGOLL.

This is then followed by teaching of specific vocabulary, grammar and punctuation in context.

Children then develop their effective planning skills and map out their writing. This then supports the children to independently write their first draft. The proof reading and editing process then takes place in order to refine, adapt and improve the writing; this is both independent and supported by both adults and peers.