Intent

At Barley Fields we are especially proud of our writing curriculum and the way in which it supports children to develop as creative and imaginative writers with a high level of technical skill.  Our writing curriculum is carefully sequenced to accumulate the knowledge and skills expected to be applied independently by the end of primary school.

In EYFS and KS1, the focus is on securing the basics of handwriting, spelling, sentence structure and punctuation. It is recognised that children need to develop core skills: encoding skills, physical skills and organisational skills. At this stage, children are developing an awareness of themselves as communicators and an understanding that what they write will be read by someone else so the basics need to be correct.

In lower KS2, the aim of the teaching of writing is to enhance the effectiveness of what children write and to increase the range of what is written in terms of purposes and audiences.  Children also extend their understanding of grammar and punctuation. Children are given frequent opportunities to enhance the skills and processes involved in writing and develop an increasing awareness of effective communication in writing in a range of forms.

In upper KS2, children continue to enhance the effectiveness of their writing and this is facilitated by accessing a wider range of language in stories, plays, poetry and non-fiction texts. Children are taught to adapt writing for specific audiences and work towards being able to make independent choices about levels of formality, text structure and content.

We primarily adopt three approaches in our teaching;

  • Talk for Writing
  • Read, Write Perform
  • Short Burst Writing

Implementation

Within school we follow a progressive writing plan which incorporates the following teaching strategies. The writing curriculum has been devised to ensure progression across all elements of writing including composition, spelling, punctuation and grammar and handwriting. the curriculum meets an exceeds the requirements of the national curriculum. The long term writing scheme of learning can be viewed at the bottom of this page.

Talk for Writing

Talk for Writing is an innovative approach to teaching writing developed by the literacy specialist and writer Pie Corbett.  It uses quality model texts to introduce the children to different story/text types which they then learn off by heart and scrutinise with a writer’s critical eye.

Talk for Writing is multi-sensory and interactive teaching strategy that enables children of all ages and abilities to learn to write a wide range of story/text types using various methods including:

  • Listening to and learning texts and stories;
  • Taking part in drama and role-play;
  • Drawing and story mapping;
  • Collecting words and language strategies;
  • Building their working knowledge of grammar.

At Barley Fields we are all very enthusiastic about this approach as it brings out the best in the children and the teachers (who often write model texts for the children to use as the basis of their own writing) – we are all writers together! Writing becomes a joint adventure and the results are very exciting!

Talk for Writing works with any genre of writing and across the year children will work with narrative and non-narrative texts linked to their current themes.  They learn the underlying structures and the process of planning using story and text maps. They learn about the key strategies for creating interesting characters and settings and how to use a range of sentence types to create different effects including suspense or adventure.

Read, Write, Perform

Read Write Perform is an exciting approach to English that encourages children to actively engage with a variety of media and get the most out of the learning to write in a range of contexts.  It encourages children to apply what they have learnt in a meaningful and purposeful way in order to embed their learning.

Learning to write for a purpose is essential if children are to focus upon and engage with the core facets of English in a coherent way.  It encourages children to make important links that are rooted within meaningful contexts, enabling them to use grammar, punctuation and vocabulary creatively in order to bring their own work to life.

Read, write, perform follows a cycle of analysing quality texts, developing independent writing and performing or publishing it for a real purpose.  It combines a range of skills and supports a cross curricular approach to learning.

Using this approach our children have opportunities to effectively use IT to publish and present their writing for real audiences.

Short Burst Writing

Our short burst writing plan offers regular opportunities for children to practice and reinforce their writing skills in shorter and more focused tasks. It also allows aspects of the teaching cycle to be revisited and consolidated as children progress through school and helps children to develop stamina and independence in their approach to writing.

Impact

We are extremely proud our writing curriculum at Barley Fields and have ensured that continued assessment of skills are integral to our teaching. This in turn leads to good attainment outcomes.  We evaluate the success of our writing curriculum by:

  • A continued reflection and review of the standards achieved against the planned outcomes. Across the academic year, progress towards year group objectives is tracked and recorded using Target Tracker. Each term, pupil progress meeting take place to discuss year group data and identify individuals and groups who require interventions.
  • For individuals, a celebration of learning which demonstrates progression in skill development and underpinned by self, peer and teacher feedback;
  • Pupil discussions about their learning; including discussion of their interests, thoughts and evaluations of their achievements.

English - Writing Long Term Scheme of Learning
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