Writing
Writing Intent
Our writing curriculum uses the English National Curriculum 2014 as a basis to promote high standards of literacy and provides pupils with a strong-knowledge base in which they can access in order to flourish as purposeful writers. Pupils are provided with a diverse range of purposeful writing opportunities and immersed in a language-rich environment that excites, enthuses and inspires their writing. Every class engage in high-quality texts with links to the school’s drivers of Diversity, Sustainability and Health as well as books containing prior knowledge gained through the Connected Curriculum. Speaking and listening is a key aspect of our writing curriculum and pupils are always given the opportunity to orally rehearse before writing. We want all children to enjoy working as an author and to experience success in the subject. This will be achieved through the consistent application of our policies, a supportive learning environment and lesson sequence that encourage metacognition and self-regulation and teachers’ skilled assessment for learning.
Sequence of Learning
At Coniston we believe that for pupils to be able to display disciplinary knowledge (how to be an author) and focus on audience and purpose they must first have strong declarative and procedural knowledge. In order to do this, pupils are provided with many opportunities to recall and repeat within the lesson sequence. The lesson sequence overview below shows how pupils move through the learning process with the ultimate goal of independent application across the curriculum.
The lesson sequence below details how pupils are supported through the learning process, initially learning new grammar and, through the agreed approaches, moving on to focus on composing their own pieces through varying levels of scaffold. Due to well-planned lessons, pupils continually revisit prior learning. This process is driven through high quality literature with time dedicated to proofreading and editing writing. Classrooms have been purposefully designed to support the learning sequence and to promote independence and encourage metacognition and self-regulation.
Learning Environment
The environment we used to support pupil to write has been designed in line with our pedagogical principles outlined in our Teaching and Learning document. In all classrooms there is a writing washing line and a number of consistent and progressive resources that are displayed in order to develop pupil’s independence.
Learning Walls
Learning walls grow as the learning progresses, with examples of key content being displayed in the moment. Declarative knowledge and procedural knowledge are displayed alongside key vocabulary and teacher’s modelled compositions.
Writing STS
When teaching children, a new procedure, Steps to Success (STS) will be written with the children. Each step will be colour-coded and have a written and visual example. This will then be added to the writing washing line and be a point of reference for the children to access independently.Â
These prompts will be used to support teaching and learning, encouraging children to engage with their environment and the resources and prompts available to them. Practical resources will also be easily accessible and clearly labelled for children to use at all times.Â
Non-Negotiables
All year groups are provided with a non-negotiable list of objectives that pupils are expected to use in their writing. These non-negotiables form the foundations of the year group objectives and act as a reference point for pupils when they proofread and compose. These are displayed within the classroom.
Conjunction Mats
The progression of coordinating and subordinating conjunctions has been carefully planned to ensure that pupils are taught how, why and when they are used. Pupils use these as a reference point on their table tops.
Talk Tins
Talk tins are used as a key resource to reduce pupil’s cognitive load and ensure that oral rehearsal becomes habitual (initially). Pupils use the talk tins to record what they are going to write, this can then be used as a reminder during the writing process and also support independence during the proofreading process.
Learning Mentors
The role of the learning mentor is to support children who are still trying to secure their understanding of new procedural and disciplinary knowledge. They will model these procedures for children using the STS in the classroom and also use the STS to help the child identify and explain their mistakes. Learning mentors can also act as the pupil’s audience.
