Read like a writer, write like a reader.

The intent of the writing curriculum at Langley Park Primary Academy is for pupils to be equipped with the necessary skills, knowledge and attributes to be lifelong learners and conscientious global citizens who have developed a love of writing.We want all children to have the abilities they need to write for a variety of purposes and audiences. All leaders are ambitious in regards to each subject providing an educational diet which enables each child, regardless of circumstance, to be the best version of themselves.

 This is accomplished within the framework of  the International Baccalaureate Primary Years Programme (PYP), The English programme of study for writing has been designed to ensure learning is logically planned and sequencing whilst adhering to the National Curriculum. Through a transdisciplinary lens children are able to make connections with previous learning while building on skills which results in knowledge, and skills which ‘stick’ not only equipping them with the skills they need but also to foster as to the impact of the skills they need on the reader

At Langley Park Primary Academy we believe that English and writing is a vital part of children's education across the curriculum.  Our core book selections aid in the exploration of complex issues such as diversity, ethnicity, tolerance, and equality. Staff arrange logical and well sequenced opportunities for writing  within the transdisciplinary framework of the PYP. Writing opportunities are further enhanced and supplemented  through trips, experiences and workshops.

We teach all elements of the writing National Curriculum progressively to ensure that pupils have a solid understanding of transcription (spelling and handwriting) and composition (articulating and structuring them in speech and writing).

The aims of the English National Curriculum underpin the planning of all writing sessions at Langley Park Primary Academy. Transdisciplinary learning is   used as a vehicle for writing, providing children with a foundation of knowledge and skills  that can be transferred and utilised in a variety of writing opportunities across the breadth of the curriculum. This allows children to make authentic links to what they have been learning. 

Early writing is initially taught through mark making in the Early Years. Through the teaching of Phonics International, children are taught letter formation and letter-sound correspondence. The children are taught to apply phonic knowledge in discrete writing lessons where oral segmenting is taught, coupled with writing sounds in the correct sequence. Within the first term, sentence writing is modelled. As each child’s phonic knowledge advances, as well as the ability to write high frequency words, the children will be taught to write simple sentences. All children are encouraged to write through child initiated learning time, where they are able to independently select and use a range of writing tools and materials both in indoor and outdoor environments.  This process continues in Year 1, where children are expected to apply their phonic knowledge when writing sentences. In addition to discrete phonics lessons, writing is also taught separately. 

Across Key Stages 1 and 2, all year groups are exposed to a range of different genres as part of their transdisciplinary learning. Teachers plan to meet the needs of their pupils whilst still meeting the needs of the National Curriculum. Children are given the opportunity and encouraged to have agency and direct their own learning with the class teacher facilitating the learning which includes the digital strategy and strands from the computing national curriculum.

The coverage of writing genres is designed to ensure all children have the opportunity to regularly revisit, develop, enhance and refine their writing skills and knowledge to write successfully within a multitude of genres and  for a range of audiences.  It is a progressive curriculum that encompasses all aspects for writing including composition and transcription. 

At Langley Park Primary Academy the writing sequence links with their transdisciplinary learning and is designed to ensure children gain the necessary knowledge and skills to achieve the end of year expectations for their year group. Lessons are well structured and build on prior learning, give opportunities for practice as well as modelled and independent writing .The teaching sequence is planned for using writing planners and follows 3 stages followed from EYFS through to Year 6 and  involves:

• Stage 1: Read and analyse  – Breaking down examples or WAGOLLS of specific writing genres, identifying their key features and the skills required to write successfully within this genre. Identifying the purpose of a piece of writing and the audience the piece is written for is central to this phase of the writing sequence. Pupils read as a writer.

• Stage 2: Oracy, practice, plan - Specific grammar skills are taught that link in within the text genre being looked at. This allows children to practise and refine the skills before applying it. Modelled and shared writing are critical at this point. Drawing on their knowledge gained through inquiry-based study as part of the PYP framework, children devise a plan for a piece of writing.

• Stage 3: Write and review – The children will write an initial draft, applying the necessary skills they have learned associated with a particular genre. Modelled and shared writing is often part of this process to help scaffold learning where and model the writing process. During this phase children will have opportunities to edit and improve following self, peer or teacher conferencing. Through conferencing with the teacher, children may be asked to improve a section of their writing focusing on a specific skill it is felt needs further development and consolidation. Children have a wide range of opportunities to publish their work through writing and use of appropriate technologies. This is linked with our digital literacy approach 

Spelling

• In the Early Years and Key Stage 1, children learn to spell through the teaching of phonics using Phonics International in discrete phonics sessions. Children in Year 2 who can successfully apply their phonics knowledge transition to learning to spell through understanding and applying spelling rules using the programme, Spelling Shed. Similarly, in Key Stage 2, children learn to spell through the learning of rules and game-based activities using Spelling Shed and following the National Curriculum.

• Children learn to spell through the practice and application within their writing. Through exploring spelling morphology, etymology, patterns and rules, we aim to create confident and proficient spellers. The children are taught to proof-read their spelling in their writing, identifying and rectifying any misspellings using dictionaries or technology where appropriate.

Handwriting

• Handwriting is taught at some points and is taught  discretely at Langley Park Primary Academy. The children are taught correct letter formations from the earliest stages, ensuring the correct posture is adopted for writing, that the correct pencil/pen grip is used and handwriting is fluent and legible. Pupils are taught to write using print in EYFS and KS1 before moving onto joined, cursive script when ready.

For all children the English curriculum will promote confidence, independence  enjoyment and achievement in writing  for all

All staff will engage in CPD to enhance their knowledge of effective writing pedagogy to support children achieving high standards in writing across all year groups. This is tracked across all year groups to inform next steps and takes the form of assessment (though school and cluster moderation), pupil voice, and inquiry books.

Learning in all year groups is progressive with prior knowledge being identified at the start of each writing cycle with core skills being revisited. This helps children to develop their confidence in their writing abilities and apply skills across a range of genres. 

Impact is assessed using  formative and summative assessment. Monitoring is conducted by subject leads and the senior leadership along with Governors, Curriculum advisor and Academy directors. This supports discussions around next steps. Pupil voice is carried out  with pupils across the school including librarians and school council and takes the form of questionnaires. 

The impact of the English curriculum design will lead to outstanding progress over time from their own personal starting points.  By the time that the children finish their journey with us at Langley Park Primary Academy the  children will have acquired and developed the essential skills and knowledge to write in a variety of genres for a variety of purposes and audiences across the whole curriculum. 

As increasingly confident writers, children will know how to discuss, edit and improve their writing, suggesting alternative ways to develop what they have written and write like a reader. We aim for writing outcomes to be inline or above the national average. When they leave Langley Park children will be familiar with a range of writing genres that will help them into KS3 and beyond.