Writing Subject Leader:
Miss M Burgess
In our writing curriculum we want students to
Read like a writer; write like a reader
Whilst ensuring students experience the full writing curriculum, we ensure that by the end of the key stage, all of our students possess what we consider the essential attributes of a writer are
- See themselves as real writers and take ownership of their writing.
- Students understand the value of writing in their own lives and value their own voice to share ideas and opinions in the written form.
- Students are able to have a clear and accurate understanding of the transcription, grammar and punctuation required so that their writing is not only understood by the reader, but comprehend for its intended meaning.
- Students can use a range of literary devices and sentence structures to effectively compose writing for a wide range of purposes.
- Students take examples from texts they have read and analaysed and use these to improve their own compositions.
- Students acquire the ability and resilience to take their ideas through the full process that a writer takes before publishing their work. This includes the rich and robust discussion of ideas orally, planning, drafting and then editing.
At Birchwood Junior School, we want all of our children to be creative and confident writers who use their skills and knowledge to clearly express their ideas and engage their audience for a given purpose. Our teachers will ignite children’s imagination to create willing and enthusiastic learners who acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for writing and spoken language. Pupils will be able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. Pupils will also develop the skills of speaking and listening by making formal presentations to their peers.
We strive to help all of our children develop into articulate and imaginative communicators, who are well equipped with the written communication skills to access and thrive in all areas of learning and in turn empower them to become life-long learners. We aim to ensure that all of our children develop a genuine love of language and the written word through a text-based approach which links closely to the way we teach reading. This helps learners recognise and build direct links are made across the following four key areas of focus. Texts are chosen based on the quality of the way they are written to support imitation, but also text choices across school ensure students experience a wide range of genres, characters settings and experiences that they can relate to, and that can enrich their lives. In our setting, we have limited diversity of culture and students often choose modern texts over historical or classics from our literary heritage. Our curriculum reflect these issues and ensures that by the time students leave Key Stage Two, they have a high-quality and varied repertoire of texts, complementing the books they are already reading whilst enriching their experience of the written word.
Purpose for writing
Careful links are also made across the curriculum to ensure that children’s English learning is relevant and meaningful: where possible linking our reading, writing and the topic that we are covering in History and Geography. We ensure that children develop an understanding of how widely writing is used in everyday life and, therefore, how important and useful the skills that they are learning are. We make this link by having a shared language of the purposes of writing.
Grammar and Punctuation
We use the Active English programme to ensure that Grammar and Punctuation are taught every day in small, succinct sessions. During this time, students can be creative with grammar and punctuation, finding a deep understanding of knowledge, skills and vocabulary required at Key Stage 2 writing.
Speaking and Listening
At Birchwood Junior School, adults engage students in high-quality dialogue and direct teaching so that they can:
• articulate what they know and understand
• develop their knowledge across all areas of learning, using the vocabulary they need to support learning.
These form the foundations for language and cognitive development for our students because we recognise that the number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial.