Writing

We aim to ensure that all pupils:

• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audience

• Use discussion in order to learn; they are able to elaborate and clearly explain their understanding and ideas

• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

By the end of The LaunchPad, it is expected that pupils should:

Be able to write recognisable letters, most of which are correctly formed. They will be able to spell words by identifying sounds in them and representing the sounds with a letter or letters. It is expected that they will also write simple phrases and sentences that can be read by others. Children will show good control and coordination in their small movements.  They will handle equipment and tools effectively, including pencils for writing.

By the end of Key Stage 1, it is expected that pupils should:

Be able to write narratives, both real and fictional. Children will write using past and present tense mostly correctly and consistently. Children will demarcate sentences using capital letters, full stops and question marks most accurately. Children will spell most common exception words correctly. Handwriting will show consistency in letter sizing.

By the end of Key Stage 2, it is expected that pupils should:

Be able to reflect their understanding of the audience for and purpose of their writing by selecting appropriate vocabulary and grammar. They will consciously control sentence structure in their writing and understand why sentences are constructed, using a range of devices to build cohesion within and across paragraphs.

Children will use a range of punctuation and maintain tense throughout a piece of writing, spelling most words correctly, or being able to use resources quickly and efficiently in order to support spelling. Handwriting will be consistently joined.

Pupils will understand nuances in vocabulary choice and age-appropriate, academic vocabulary.

Implementation

Children’s writing generally develops at a slower pace than their reading. Before they can write independently in a way that can be read by others, they need to know:

• what they want to say

• how to identify sounds in words

• at least one way to spell each of the sounds of English

• how to form letters.

Although the process of learning to write follows a predictable sequence, writing involves far more than simply development of fine motor skills. It involves sequencing of motor actions, coordination between the eyes and the hands; controlled use of one hand in carrying out complex movements independently of the other – reflective of increasing functional hemispheric independence – and translation of speech sounds into written symbols. We recognise that a child needs to be able to master gross motor control and coordination skills before they can develop writing and pencil control.

The LaunchPad 

Writing, mark-making and pre-writing skills are crucial. Being able to hold a tool to make marks and represent words and communicate meaning is a skill that requires strong pedagogy. All staff in The LaunchPad understand child development and the development of mark-making, writing, communication and language. Writing and the skill of writing is essential, but the skill of handwriting specifically is separate to that. Staff teach handwriting with a focus on legibility, speed and fluency, automaticity, and sustainability.

For writing (spelling and handwriting), children will:

• practise segmenting spoken words into their individual sounds

• choose which letter or letters to represent each sound

• practise a correct pencil grip

• be taught the correct start and exit points for each letter, (which does not include ‘lead-in’ strokes from the line)

Children are also given tasks that allow them to practise and apply what they have been taught to read and write independently, while the teacher identifies and helps those who require more support.

Staff show and share writing, letter formation and their handwriting so that the children have very positive and frequent modelling. We recognise that the more children see writing modelled for different purposes and have inspiring opportunities to represent and communicate their ideas, the more they are likely to want to write.

Teachers support children to compose sentences out loud, without requiring them to write. As their spelling develops, they begin to write sentences using the grapheme-phoneme correspondences they have been taught so far, spelling some words in a phonetically plausible way, even if sometimes incorrectly. As children’s knowledge of the alphabetic code increases, teachers encourage correct spelling.

Vocabulary development is a key focus. We create a language-rich environment, where adults talk with children throughout the day, engaging them in high-quality dialogue as well as direct teaching, to support children to articulate what they know and understand, and develop their knowledge across all areas of learning, using the vocabulary they need to support learning.

Key Stage 1

Year 1

Pupils’ writing during year 1 will generally develop at a slower pace than their reading. This is because they need to encode the sounds they hear in words (spelling skills), develop the physical skill needed for handwriting, and learn how to organise their ideas in writing.

Pupils entering year 1 who have not yet met the Early Learning Goals for literacy continue to follow the school’s curriculum for the Early Years Foundation Stage to develop their word reading, spelling and language skills. However, these pupils follow the year 1 programme of study in terms of the books they listen to and discuss, so that they develop their vocabulary and understanding of grammar, as well as their knowledge more generally across the curriculum.

At the beginning of year 1, not all pupils will have the spelling and handwriting skills they need to write down everything that they can compose out loud. Teachers demonstrate the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and rereading to check their meaning is clear.

Teachers ensure that their teaching develops pupils’ oral vocabulary as well as their ability to understand and use a variety of grammatical structures, giving particular support to pupils whose oral language skills are insufficiently developed.

Reading is taught alongside spelling, so that pupils understand that they can read back words they have spelt.

Pupils are shown how to segment spoken words into individual phonemes and then how to represent the phonemes by the appropriate grapheme(s). Pupils need to do much more word-specific rehearsal for spelling than for reading as phoneme-grapheme correspondences (which underpin spelling) are more variable than grapheme-phoneme correspondences (which underpin reading).

At this stage pupils will be spelling some words in a phonetically plausible way, even if sometimes incorrectly. Misspellings of words are discussed in the moment with the individual. 

Handwriting is taught frequently using discrete, direct teaching. Pupils are able to form letters correctly and confidently. The size of the writing implement (pencil, pen) should not be too large for a young pupil’s hand and allows the pupil to hold it easily and correctly so that bad habits are avoided. Left-handed pupils receive specific teaching to meet their needs.

Year 2

In year 2, pupils move towards more word-specific knowledge of spelling, including homophones. The process of spelling is emphasised: that is, that spelling involves segmenting spoken words into phonemes and then representing all the phonemes by graphemes in the right order. Pupils do this both for single-syllable and multisyllabic words. At this stage children’s spelling is phonetically plausible, even if not always correct. Pupils are encouraged to apply their knowledge of suffixes from their word reading to their spelling. They also draw from and apply their growing knowledge of word and spelling structure, as well as their knowledge of root words.

Pupils revise and practise correct letter formation frequently. 

Pupils read and listen to whole books, not simply extracts, which helps them to increase their vocabulary and grammatical knowledge, including their knowledge of the vocabulary and grammar of Standard English. These activities also help them to understand how different types of writing, including narratives, are structured. Pupils understand, through being shown these, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check their meaning is clear. Drama and role-play contribute to the quality of pupils’ writing by providing opportunities for pupils to develop and order their ideas through playing roles and improvising scenes in various settings. Pupils draw on and use new vocabulary from their reading, their discussions about it and from their wider experiences.

The terms for discussing language are embedded for pupils in the course of discussing their writing with them. Their attention is drawn to the technical terms they need to learn.

Key Stage 2

Year 3 

At the beginning of Year 3, pupils would be expected to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. 

Teachers therefore consolidate pupils’ writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology. 

Pupils are taught to enhance the effectiveness of what they write as well as increasing their competence. 

Teachers make sure that pupils build on what they have learnt, particularly in terms of the range of their writing and the more varied grammar, vocabulary and narrative structures from which they can draw to express their ideas.

Grammar begins to be taught explicitly: pupils are taught the terminology and concepts set out in the National Curriculum, 

Year 4

Pupils’ spelling of common words should be correct, including common exception words and other words that they have learnt Pupils spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology.

In year 4, pupils become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.

Pupils are encouraged to use joined handwriting throughout their independent writing. 

Pupils continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences underpin the decisions about the form the writing takes, such as a narrative, an explanation or a description.

Pupils understand, through being shown these, the skills and processes that are essential for writing: that is, thinking aloud to explore and collect ideas, drafting, and rereading to check their meaning is clear, including doing so as the writing develops. Pupils are taught to monitor whether their own writing makes sense in the same way that they monitor their reading, checking at different levels.

Grammar is taught explicitly: pupils are taught the terminology and concepts set out in the National Curriculum, and are able to apply them correctly to examples of real language, such as their own writing or books that they have read (please see the progressive map below).

Years 5 and 6

In years 5 and 6, pupils’ confidence, enjoyment and mastery of language is extended through public speaking, performance and debate.

As in earlier years, pupils continue to be taught to understand and apply the concepts of word structure so that they can draw on their knowledge of morphology and etymology to spell correctly.

Pupils continue to practise handwriting and are encouraged to increase the speed of it, so that problems with forming letters do not get in the way of their writing down what they want to say. Pupils are taught what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten version. 

Pupils understand, through explicit modelling, the skills and processes essential for writing: that is, thinking aloud to generate ideas, drafting, and rereading to check that the meaning is clear.

Pupils continue to add to their knowledge of linguistic terms, including those to describe grammar, so that they can discuss their writing and reading.

A typical teaching sequence in writing:

• Share the ‘hook’/stimulus for writing, sharing purpose for writing and intended audience.

• Revise and recall prior knowledge and skills, linking previous learning to current topic/theme.

• Share and analyse high quality examples, devising success criteria for a specific audience.

• Identify and use key vocabulary related to the genre and topic of writing.

• Quality first teaching sequence which includes relevant content for the genre of writing and the development of new skills. (Misconceptions identified and addressed throughout the teaching sequence and lots of opportunities for children to practise and recall key skills and knowledge).

• Plan independent written outcomes, ensuring lots of opportunities for oral rehearsal first.

• Draft written outcome, ensuring independent application of skills and knowledge.

• Assessment of children’s written outcomes.

• Edit and improve written outcomes.

• Share/perform writing with the intended audience.