Writing

In order to become fluent writers, we strongly believe that all children should be given the skills to ‘craft’ their writing through a learning journey which fosters our love of writing. At the center of the High Challenge English curriculum, is the class text/novel. At the beginning of each term, class teachers begin to plan for writing opportunities which center around a core text. This text links to the wider curriculum topics that children study. Our writing curriculum is a two pronged approach and is considerate of the different complexities presented to a writer of both fiction and non fiction text types. It has been carefully crafted to consider our context, the latest action research and EEF recommendations.

In our writing lessons you will see:

• Use multi-media and visuals to aid learning
• Children working towards a range of writing outcomes, based on their knowledge and understanding of the class text
• Children capturing ideas and learning through the use of role play and drama. This may involve: hot seating, conscience alley and freeze frames
• Experience days – these days are the ‘WOW’ in any writing sequence. They are designed to hook the children in and to generate creativity and vocabulary development.
• In key stage 2, use of self assessment to navigate and craft writing
• Children using success criteria – allowing them to clearly articulate next steps in their writing journey

English Writing Skills Year Group Progression

Text types and progression

In order to become fluent writers, we strongly believe that all children should be given the skills to ‘craft’ their writing through a learning journey which fosters our love of writing. At the center of the High Challenge English curriculum, is the class text/novel. At the beginning of each term, class teachers begin to plan for writing opportunities which center around a core text. This text links to the wider curriculum topics that children study. Our writing curriculum is a two pronged approach and is considerate of the different complexities presented to a writer of both fiction and non fiction text types. It has been carefully crafted to consider our context, the latest action research and EEF recommendations.

In our writing lessons you will see:

• Use multi-media and visuals to aid learning
• Children working towards a range of writing outcomes, based on their knowledge and understanding of the class text
• Children capturing ideas and learning through the use of role play and drama. This may involve: hot seating, conscience alley and freeze frames
• Experience days – these days are the ‘WOW’ in any writing sequence. They are designed to hook the children in and to generate creativity and vocabulary development.
• In key stage 2, use of self assessment to navigate and craft writing
• Children using success criteria – allowing them to clearly articulate next steps in their writing journey

Spelling and Grammar Guides

Spelling Handbook 2020

SPAG Handbook Year 1

SPAG Handbook Year 2

SPAG Handbook Year 3

SPAG Handbook Year 4

SPAG Handbook Year 5

SPAG Handbook Year 6

Writing Policy

Spelling Policy

Each planning sequence is structured following through the learning journey sequence, the length of the planning cycle depends on the needs of the children and the genre being taught. A typical planning cycle will display the following elements, please note this is flexible depending on the unit and genre being taught:

• Lesson 1: Annotation of key features of genre. In lower Key Stage 2, there should be a strong focus on children commenting on purpose for writing, in upper Key Stage 2, the children should be secure in identifying features of genre; therefore less time should be spent on purpose for writing.
• Lesson 2: Is usually a focus on key skills and should incorporate a focus of Spelling, Punctuation and Grammar and must relate directly to the genre being taught.
• Lesson 3: Practice write – This lesson will start with the teacher modelling the intended writing outcome. The teacher will model the process of writing, which should include: thinking out loud and editing – vocabulary, grammar, punctuation, reading aloud to proof read for clarity and the need for editing
• Lesson 4: Planning session – Children to be given the opportunity to plan their progress write. The plan should outline any key words/phrases, structure/layout or any other feature that they may wish to include within their extended write.
• Lesson 5: Independent/Progress write – Within this lesson, children will write an example of the genre, closely linked to the class text being studied and for which they have planned for. Children will have access to all of the learning journey that has been experienced that week. This should include: all related work in their English Skills Book and modelled examples on the Learning Wall. Children may also have access to word mats, sentence prompts, dictionaries and thesaurus, however children must choose to use these, rather than be prompted by the teacher

Here at Ash Green, we are always looking for ways to improve our writing offer. This year, it has been our priority to explore many different and exciting ways to engage our children in writing.

One way we have fostered a love of writing in our children is through a weekly writing competition. This is an initiative that started in the autumn term and will continue throughout the year.

Each week, there has been a new writing task. There have been a range of tasks including writing an autumn poem, spooky setting description, recount and many more. After completing the tasks, the children who take part have their name entered into a raffle, with the hopes of winning a trip to costa at the end of each half term.

The children have loved taking part in the weekly tasks. Even though this initiative has only been running for half a term so far, we have had over a hundred entries!

We look forward to the up-coming writing tasks and all the wonderful entries.

Here at Ash Green, we are always looking for ways to celebrate the wonderful writing each and every child produces. As a result, we think it is important to celebrate those achievements every week.

At Ash Green, we have a weekly ‘WOW writer’.  A ‘WOW writer’ is a child who has put lots of hard work into creating a great piece of writing.  In each classroom, there is a dedicated space to celebrate our weekly ‘WOW writer’. As well as having their work displayed in the classroom, each ‘WOW writer’ receives a certificate to take home to share with parents and carers.

We have produced our own set of Writing Exemplification Standards to support teacher assessment. Take a look at what writing expectations look like across the different age ranges. 

Year 2 Writing Exemplification

Year 3 Writing Exemplification

Year 4 Writing Exemplification

Year 5 Writing Exemplification

Year 6 Writing Exemplification