Inclusion: Writing

In English we have integrated a range of strategies into the lesson structure and delivery to support the inclusion of all learners within learning. This ensures that all of the children at Gurnard Primary School receive a broad and balanced curriculum that is suitable to the needs of all.

In writing lessons we place a strong emphasis on drama and collaborative activities to enable all children to access the learning and generate vocabulary. We strive to look for ways in which to reduce barriers to learning in English by looking for different ways to record work and understanding.

We encourage the use of "hook lessons" in which children are exposed to new ideas or experiences linked to the learning journey. These lessons are open ended and immersive. They provide an opportunity to talk and build up a vocabulary bank which is meaningful and the experience has a direct link to the learning. This ensures that all children have experiences to build ideas on which to write. 

The key points to our approach are: 

• High expectations for all 

• Strong models which exemplify the standard 

• Scaffolds to make the learning accessible for all 

• Clear learning focus- specific and measurable 

• Small inputs and chunks of learning (I do, we do, you do) 

• Collaborative activities that provide opportunities to learn language and provide opportunities for wider learning through talk- expose children to ambitious vocabulary. 

• Whole class teaching approach

• Provide challenge for high attainers 

• Vocabulary and words are integral to every lesson. Provide opportunities for children to be exposed to a growing number of words. 

• All children have a voice within the approach, everyone’s contribution can be valued. 

Other strategies used to support learners in writing lessons include: word banks, talking tins, working walls. 

Photos 1, 2, 3 and 4 show "hook lessons"  in which the children are experiencing something which they will later write about. They use the "hooks" to collect suitable and inspiring vocabulary. 

Photos 5, 6, 7 and 8 show ways in which drama activities are used in order to generate vocabulary, encourage discussion and think about how characters feel before we write. This may include freeze frames, conscience alleys and acting out dialogue between characters. 

The photos below show how we may use other foundation subjects such as art and technology to inspire and generate vocabulary to use in our writing. 

The photos below show examples of working walls, word banks, sentence starters and the scaffolding and modelling of writing which allows learners to become more confident writers, borrowing vocabulary and mirroring sentence structures to help them write. Learners may also work collaboratively with each other, sharing ideas, editing each others work and writing together. Some learners may need coloured overlays, coloured books and adult support to help them access learning in writing.