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Writing curriculum statement - Intent, Implementation, Impact

Intent

Writing about real experiences and for real purposes is an integral part of our curriculum and we endeavour to build pupil's vocabulary at every opportunity to enhance their writing. We aim for pupils to develop a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. Teachers make explicit links between reading and writing using quality texts, from a wide variety of genre, to inspire and motivate. Pupils learn the essential skills of spelling, punctuation and grammar to enable the reader to understand their writing. Grammar is taught in context, embedded in our writing and reading lessons, and reinforced and modelled orally in everyday speaking throughout the school. Our handwriting script is a continuous cursive style which helps to secure children’s knowledge of spelling patterns as they practice and enables them to build up speed as they become confident.

 

Implementation

Pupils write to entertain, to inform and in KS2 writing to persuade. Writing is taught following our Writing Journey sequence:

READ- All writing is inspired by a quality text, visit or cause and starts by identifying features in a specific genre using success criteria.

PLAN-Next, in the planning phase, children take part in spoken language and drama activities to explore characters and settings and create vocabulary banks.

PRACTISE-They practise grammatical concepts in context and different sentence styles (Alan Peat) and the teacher models writing through shared writing sessions.

WRITE-Pupils then write a first draft using their notes, working wall and build up lessons.

EVALUATE- Pupils and teachers evaluate their writing on whether it meets the success criteria, achieves the purpose and is suitable for the proposed audience

REVISE and EDIT- Using the evaluation, pupils improve their writing content and check and change any spelling, grammar and punctuation errors.

 

Impact

Pupils will enjoy writing across a range of genres, can write for a range of purposes and audiences, and become confident and effective communicators. They will have a wide vocabulary which they can use across the curriculum and can apply spelling rules and grammatical concepts in their work. Pupils are proud of their writing and have opportunity to see it on display and shared with others in the school and with their families. We intend that by the end of Year 6 all children will have made at least expected progress from their different starting points and as many as possible are at ARE and ready for their secondary journey ahead.

Spelling

In EYFS and Year 1 spelling is taught using the Letters and Sounds programme where children learn how to segment words into phonetic sounds. Pupils in year 2-6 pupils follow the No Nonsense Spelling. Each year group also has 100 HFW words to learn and common exception words set out in the National Curriculum appendices. Spellings are sent home as part of their homework.

Speaking and Listening

Children are given the opportunity to express themselves and present ideas and opinions throughout the school and across the curriculum.

They take part in philosophy sessions and circle time, drama activities and storytelling and with their learning partners they are encouraged to reason and explain. They perform their work to the whole school and wider audiences in activities such as sharing assemblies, performing poems, film festival, Christmas and Easter performances and end of year plays. 

Reading curriculum statement - Intent, Implementation, Impact

Intent

We teach reading skills to enable children to become confident, fluent readers who use reading as a tool to explore the wider world and further their own learning journey. We also aim to build a lifelong love of literature so that throughout their lives children can use the literary world as a means of escapism, relaxation and pure enjoyment.

Implementation

Reading is given a high priority across our creative curriculum. Teachers use engaging texts as a starting point for writing. They are continually applying their reading skills in topic work and there are many opportunities to read for pleasure throughout the school week. Poetry, stories, plays and non-fiction texts are read in all classes to inspire, educate, challenge and stimulate children’s love of reading.

 Our DERIC skills (Decode, Explain, Retrieve, Interpret, Comment) are explicitly taught throughout the school during group and whole-class reading sessions, story time and our constant pursuit of building children's vocabulary across the curriculum. The reading skills progression document below sets out how each skill is taught and how progress can be demonstrated. Children enjoy using our well-stocked school library, they visit the local library and take part in National reading celebration days such as World Book Day and National Poetry Day. We also hold an annual Book Week where staff, children, visiting authors and parents share their knowledge and love of books.

Impact

Children approach reading confidently, armed with these essential reading skills which have been consistently developed and revisited in their primary reading journey. These skills allow learners to truly read for pleasure and gain a never-ending enjoyment of books. In addition to this, learners understand that these reading skills are utilised across the curriculum in a range of subjects. They know that these skills are used regularly in life to help us gain an understanding of our world.

Phonics

In Reception and Key Stage 1 we teach a rigorous programme of phonics called 'Letters and Sounds'  which forms the basis for our daily synthetic phonics lessons. Children are taught to 'DECODE' text by sounding out and blending sounds together. Alongside this they are taught a 'Look and Say' approach to learn key, high frequency words so they can recognise these words on sight. 

Reading books

For children in the early stages of learning to read, book-banded, colour- coded boxes of books are provided in each classroom from which the children and staff select appropriate books. 

 Every class has its own book area with a selection of books, including books relevant to the termly or half termly topics. These provide a regular injection of fresh material into the choice of books available to the children. In Key Stage 2, class libraries are initially organised by loose colour bands to support children in choosing appropriately challenging texts.

 

Reading skills

We have identified the key reading skills needed to be a successful reader.

These are:  DECODE    EXPLAIN    RETRIEVE    INTERPRET    COMMENT

 You will become familiar with our school reading character called DERIC as your child progresses through school. See the document below for more information about DERIC, progression in reading skills and how you can support your child.

 

May 2021

Reading - DERIC and progression

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