Writing is a crucial part of our curriculum at Daisyfield. By the end of Year Six we intend our children to have developed a love of writing and to be able to express their knowledge, ideas and emotions clearly and creatively through the written word.
We also intend to create writers who can re-read, edit and improve their own writing, and enable pupils to be able to confidently use the essential skills of grammar, punctuation and spelling. The children will have acquired a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school.
At Daisyfield, we set high expectations for all our children to take pride in their work and have a fluent, cursive handwriting style alongside allowing their imaginations to flourish.
We intend to provide our children with the necessary skills to become competent, creative and efficient users of the English Language to prepare them for secondary school and to enable them to become successful in their later lives.
We aim for our children to be able to write clearly, accurately and coherently, adapting their language and style, for a range of contexts, purposes and audiences.
Children should be also able to tell you how they can improve their writing and therefore be able to able to work on their own areas for improvement.
Statutory requirements for the teaching and learning of English are laid out in the National Curriculum 2013 and in the Statutory Framework for the Early Years Foundation Stage 2014.
Children will be able to write for a variety of purposes and audiences and in a range of genres.
Children at Daisyfield will be able to confidently speak in a variety of situations about a range of contexts, expressing their opinions and justifying them appropriately.
Children will have a clear understanding of KS2 grammar programmes of study, building on the solid foundations of grammar set in KS1.
The % of children working at expected levels within each year group at Daisyfield will be at least in line with national averages.
The % of children working at greater depth within each year group at Daisyfield will be at least in line with national averages.
There will be no significant gaps in the progress of different groups of children (e.g. Ethnicity, Pupil Premium).
Teaching Sequence for Writing
At Daisyfield Primary School we believe handwriting is a skill which, like reading and spelling, affects written communication across the curriculum. We use Letter Join handwriting scheme.
In the early years, children take part in activities to develop their fine and gross motor-skills and recognition of patterns and also learn how to correctly hold a pencil and use it to form recognisable letters.
By the end of Key Stage 1 children will be able to write legibly, using upper and lower-case letters appropriately and correct spacing between words using a cursive style.
We aim for children to develop a clear, fluent style and by the end of Year 6 be able to adapt their handwriting for the for different purposes, such as: a neat, legible hand for finished, presented work, a faster script for note making and the ability to print for labelling diagrams etc.
In EYFS and Year 1 and our pupils follow Essential Letters and Sounds SSP. Our phonics teaching makes strong links between blending for reading, segmenting for spelling and handwriting. We encourage all of our pupils to apply their phonic knowledge when spelling. By the end of Year 1, it is our expectation that the vast majority of our pupils will be secure at spelling Phase 5 words.
From Year 2 onwards, pupils are taught the age-related spelling content using a published scheme ‘No-Nonsense Spelling’.
At Daisyfield, we teach grammar through discrete sessions running alongside text based work during the Reading and Gathering Content phases of the teaching sequence.
The 5i Model can be used to teach Grammar content. Here are examples of how the 5I model can be used to teach Grammar in Key Stage:
Gaps in Writing - Teachers also plan and respond to identified gaps in Writing Skills and address in during the course of the unit. This may indeed mean the need to recap on key skills from previous year groups.
These grammar skills should then be applied in context during the Writing phase. This involves teacher modelling, establishing expectations through inclusion in success criteria, pupil self evaluation and peer evaluation and marking.
Lessons should begin with a Grammar and Punctuation link where possible.
Lessons should link to Grammar and Punctuation within the lesson at some point if it is not feasible to do so at the start of the lesson.