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Writing

The Writing Intent at

Oaklands Community Primary School

At Oaklands Community Primary School, we seek to ensure that children are supported to be efficient and confident writers. Acquiring the skills to write is one of the most important things that a child at primary school will learn. We encounter writing everyday of our lives as it is the framework of our communication. Words can take a bounty of forms within writing. Children use their writing in almost all other subjects of the curriculum. Good writing also gives children a voice to share their ideas with the world.

 

During daily English lessons, the teaching of writing encompasses two dimensions:

  • Transcription (spelling and handwriting)
  • Composition (articulating ideas and structuring them in speech and writing).

 

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

 

In the Foundation Stage, children learn how to form letters correctly and are encouraged to use their knowledge of phonics to write. As children progress through Key Stage 1 and 2, they will continue to develop their skills in planning, drafting and editing their work to engage the reader. Children will learn to identify the audience and purpose of their writing. 

 

Handwriting

From Foundation Stage, there is a strong focus on handwriting so that all children develop a neat and legible handwriting style. Handwriting is taught through a mix of play and adult led activities; the school’s cursive script is carefully modelled by all adults and children apply this in their daily learning of phonics. As the children progress through the school, teachers encourage children to write in pen.

 

Assessment

Children’s independent writing is assessed termly, which is based on the STA Writing Assessment Framework and writing objectives. Alongside writing moderations within school, writing is also moderated with a variety of local schools. In addition, there are opportunities for children to apply their writing skills across all areas of the curriculum.

 

Intervention

Regular monitoring of the assessment outcomes allows teachers to ensure that all children are making expected progress and allows early intervention to be put into place for those children falling behind the expected standard. Depending on the needs of individuals, this may include specific phonic and spelling support, handwriting support and/or additional individual or small group tutoring. It is important that children who are struggling to learn to write not only need to catch up with their peers, but also continue to make progress.

 

Inclusion

Our aim is that every child’s needs are catered for and every child is given the chance to succeed and become a competent writer. We give every child the opportunity to experience success in learning and to be the best that they can be. Work is matched to individual children’s needs. S.E.N.D children have a ‘One Page Profile’ which may include specific Literacy targets.

 

 

 

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