Writing

Curriculum Intent

The English national curriculum (2014) states:

"The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment." 

The stimulating English curriculum that we provide at our school teaches children to speak, read and write fluently, enabling them to articulate their own ideas, opinions and emotions whilst developing their ability to communicate through listening, speaking, reading and writing. 

We use carefully chosen books in our reading and writing curricula which facilitate the development of cultural understanding, empathy and philosophical enquiry. Through a range of fiction and non-fiction texts, pupils are exposed to content that is both relevant and thought-provoking. These texts are used as stimuli to develop spoken language through discussion, debate and drama. Following the immersion in language and content of a given genre and text, we ensure pupils write at length, with accurate spelling, grammar and punctuation for a range of purposes 

Within the National Curriculum, the subject of English aims to promote high standards of spoken and written language and to develop a love of literature.

Therefore, the intention of our English teaching is to enable all pupils to develop the following attributes:

• the ability to use the English language clearly and confidently;

• the ability to listen and respond in a variety of situations;

• the ability to communicate articulately and effectively in the spoken and written word;

• the ability to use phonic recognition through a systematic phonic program (Little Wandle Letter and Sounds) with interventions provided for pupils who require support;

• the ability to read fluently and demonstrate a good understanding of a variety of different texts;

• the ability to acquire a wide vocabulary and the skills to continue to explore language;

• the ability to use discussion to share their own ideas, challenge others and thereby establish their own opinions and views;

• the ability to use planning, drafting and editing to become versatile writers;

• the ability to write legibly for different purposes using correct grammar, punctuation and spelling;

• the confidence to problem solve, using the skills developed in English;

• the ability to independently apply English skills in other subjects of the curriculum and in wider life;

• a positive attitude towards English and a lifelong love of learning within the subject;

Curriculum Implementation 

A cross-curricular approach is currently used in the teaching of writing at Hammond. Our writing units aim to inspire and engage our pupils whilst equipping them with the critical skills needed to communicate effectively both orally and in the written word. The pupils are exposed to a wide variety of text types, learning how to adapt their language and style for a range of contexts, purposes and audiences. While different stimuli are used for each unit, class discussion and debate form the foundation of English lessons, developing our pupils’ oral communication skills. 

Vocabulary, grammar and punctuation lessons are integrated into each writing unit, supplying the pupils with the knowledge required to transcribe their ideas fluently and effectively in a manner appropriate to the genre in which they are writing. Editing skills are discretely taught in each unit of work and pupils are trained to develop the ability to edit their own and others’ writing, improving each piece’s compositional elements and proof reading to ensure accuracy of grammar, punctuation and spelling.

It is our intention that through the teaching of writing our pupils will develop these essential skills and attributes: 

• the ability to use the English language confidently in both the written and spoken word, communicating confidently and articulately for a variety of purposes;

• a love of learning within the subject and a desire to continue their learning in secondary school and beyond;

• an ability to establish their own opinions and share their ideas whilst also listening to and considering the views of others; 

• a developed vocabulary acquired through discussions, reading and writing;

• the knowledge and skills to facilitate an accurate use of grammar and punctuation in context; 

• an understanding of how to use planning, drafting and editing skills to produce effective pieces of writing about real and fictional events;

• the ability to use etymology, morphology, phonics knowledge and spelling patterns to support spelling;

• the ability to present work neatly and work towards writing with a legible cursive handwriting style;

• a life-long appreciation and enjoyment of English in its many written forms.

Spelling

Spelling is taught through Jane Considine’s The Spelling Book curriculum which provides a systematic, logical method of spelling instruction, with a strong focus on phonics. Pupils receive seven spelling lessons over ten days. The lessons provide coherent systems, taught consistently, which enable pupils to become adept spellers as they practise, explore and investigate spelling and the English language.

Handwriting

We recognise that handwriting is an important part of the writing process and that pupils’ writing should be clear, consistent and fluent to facilitate effective communication. Joined, cursive handwriting is taught, using the Letter-join curriculum, and support is given to those pupils who require additional instruction and practice to achieve a fluent hand. 

Oracy

We intend that our children become competent in the spoken word, fully understanding and exploring the English language. This mastery will underpin their successes in both reading and writing. Opportunities will be provided for the development of oral skills, both within and outside English lessons. Pupils will be encouraged to speak clearly, fluently and confidently using Standard English and to listen to the spoken word attentively with understanding, pleasure and empathy. Direct vocabulary instruction will be included in all subjects of the curriculum and the broadening of pupils’ vocabulary will be encouraged through home learning activities.  Pupils will have opportunities to justify their own ideas, hypothesise and build on others’ ideas and perform drama in a range of contexts for different audiences.

Curriculum Impact  

Formative and summative assessments 

Teachers continuously assess their pupils’ progress using formative and summative assessments. SPaG is assessed through regular in-class tests and termly SATs style summative tests. Writing is assessed using the extended pieces of writing the pupils produce in their exercise books. A wide range of fiction and non-fiction pieces, written in both formal and informal styles, are produced throughout the year.  

Regular writing moderation sessions take place during the year within school, with other schools in the GLF cluster and within the wider school community through the Pobble platform to ensure that the teacher assessment of our pupils’ writing is robust, accurate and thorough. 

Monitoring and evaluation of the provision of English 

Regular work scrutiny of children’s books, planning and marking will be carried out by the Senior Leadership team and English Subject Leads. The Senior Leadership team and the English Subject Leaders will conduct regular learning walks and pupil voice surveys to monitor the teaching of writing. 

Our pupils talk passionately about writing

“I enjoy writing lessons because you get to make amazing stories and there are challenges.” Year 3 pupil

“Writing lessons are fun and you learn to write in different genres.” Year 4 pupil

“I enjoy making up a story and letting it loose on the page. I love thinking of creative words to make writing more descriptive and interesting.” Year 5 pupil

“I enjoy how teachers go over things and the structure of lessons help me to learn more about punctuation.” Year 6 pupil

“We learn about different genres and their structures. It has inspired me to write my own story.” Year 6 pupil

Leads:  Mrs Beth Redick and Mrs Sarah Naughton

Progression Documents

SPAG Progression

Sentence progression document

Handwriting Policy

Handwriting Policy Hammond 2023