Writing

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Subject Essence

At Ash Green Primary Academy strive to craft a lifelong love of language and literature through a novel based curriculum and a strong appreciation for key reading and writing skills. The aim for each of our children is based upon the need for them to enter the world of work as articulate and literate individuals with a strong love of reading and writing. We recognise the responsibility to send children to secondary school having mastered all basic elements of both of these subjects.

We aim to ensure that all children have chance to follow an enriching curriculum and have the skills to read effectively for information in their everyday lives. At Ash Green Primary, we recognise that English skills underpin all elements of the school curriculum, and are an essential life-skill. Considering the fundamental importance of Speaking, Listening, Reading and Writing in everyday life, we are driven by the need to develop each learner’s writing ability, thus enabling them to play a full part in society. Because of this we follow a bespoke, English curriculum, tailored to the needs of our children and designed with them in mind.

In Writing our intent is:

  • For our children to follow a curriculum which is progressive in the following areas: planning, editing and performing writing, vocabulary, punctuation and grammar, sentence types, figurative language and contexts for writing.
  • To eradicate misconceptions around what it means to be a really ‘great writer’
  • To deliver a two dimensional writing structure which is considerate of the genre being taught and reflective of the complexities that different text types bring as a writer
  • To promote a culture of ‘magpie’ opportunities so that children develop their own writerly eye

English Curriculum Statement

Curriculum Progression and Sequencing

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

 

Novel-based curriculum

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 Reading Skills Progression by Year Group

English Writing Skills Year Group Progression

EYFS Core Texts

Key Stage 1 and Key Stage 2 Core Texts

Text types and progression

 

Our Writing 'Learning Journey' Approach

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
Writing Exemplification Bank

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

Policies and Supporting Documents