Writing Curriculum

Writing

Curriculum Intent
An appreciation for rich, high quality literature underpins the English curriculum at Ballifield Primary School and we endeavour to promote a lifelong love of the written word and the English language.
We place high quality texts at the heart of our English Curriculum and the texts children study are carefully selected in recognition of their central importance in teaching children how texts are structured, how authors write, exposing them to diverse styles and contexts and helping to build cultural capital.

The text scheme of work has been carefully crafted to become increasingly complex in style, content and theme. Careful consideration has been given to the knowledge and reading experiences that children need in order to access increasingly complex and anachronistic texts at the end of key stage 2 and beyond. These golden threads can be seen throughout the scheme of work, for example the introduction to out-of-use language and language structures through pre-complex texts as preparation for reading challenging texts such as Goodnight Mr Tom begins in Y1 with The Tiger Who Came to Tea, the journey from singular narrative viewpoint to multiple and alternative narrative voice, and the introduction of simple linear storylines to the more complex plots and structures of Journey to River Sea. 

By the time children leave us, they will have studied a range of the best modern and classic fiction, high quality visual texts and the best classic and modern poetry. They will have studied and know the works of some of the most important authors including: Beverly Naidoo, Ted Hughes, Michael Morpurgo, C.S Lewis, David Almond, William Blake, Neil Gaiman, Louis Sachar and Alfred Noyes. 

The English Curriculum has been designed to deliver the national curriculum objectives for reading, writing, spelling and grammar and speaking and listening. Long term planning maps each strand of the curriculum making it clear exactly what is to be taught in each year group and are further broken down into small steps for each term.
Clear foundations for early writing are established in the Foundation Stage and Key Stage 1 through carefully planned, direct teaching of the foundational skills children need to become confident writers. In the early years, this begins with rich opportunities for talk, storytelling and language development, alongside activities that build fine motor control and early writing. As children move through FS2 and into Key Stage 1, these foundations are strengthened through explicit teaching of sentence construction, phonics, spelling and handwriting. These core skills are then systematically developed as pupils progress through the school, enabling them to write with increasing confidence, accuracy and independence.

The curriculum is delivered through meticulously planned and sequenced units plans which vary in length in accordance with the challenge and length of text but are typically 6 – 8 weeks in length. Unit plans specify the reading, writing, and spelling and grammar knowledge to be taught through small-step objectives and teaching sequences which further specify the outcome and vocabulary knowledge to be taught in each sequence. 

There is a high focus on vocabulary development throughout the Curriculum with each unit including a dedicated vocabulary session, exploring the morphology, etymology and nuances of meaning. Additional vocabulary development sessions occur weekly, equipping our children with a broad and deep vocabulary that gives them a rich palette with which to express themselves.

The English skills of reading, writing and oracy are also carefully woven into the wider curriculum where there are opportunities to read fiction and non-fiction and write for a range of purposes which are meaningful to the subject being studied and provide an opportunity for children to practice their writing skills and knowledge and to embed their knowledge through writing.

Implementation
English is taught daily in all year groups through text-based units of work which are delivered through teaching sequences varying in length from 5 days to 20 days. Sequences have an identified outcome that demonstrates the knowledge and skills children have acquired through the sequence. In addition to this, children will be taught the knowledge and skills of reading through whole-class reading sessions which happen in class each day for roughly 30 mins (explained further in our Reading curriculum statement) deepening their understanding of the focus text, its themes and vocabulary. 

Teaching sequences have been carefully planned so that knowledge builds incrementally with time to consolidate prior learning and multiple opportunities to embed new skills. Through teaching sequences, children learn how to read as a reader and as a writer, understanding the meaning of what is being read and the impact and effect of language and syntax. A systematic approach to modelled writing makes the expectations for independent writing explicit and makes clear the grammar and vocabulary that children will be expected to apply. Children are taught to independently write and redraft their work to a high standard. End of unit final outcomes provide an opportunity to assess how well children have embedded the knowledge and skills taught in the unit. 

Impact
Termly scrutinies of children’s English books allow the subject leader and Senior Leadership Team to identify progress in writing knowledge and skills and fidelity to the unit plans and progression documents. The scrutiny pays particular attention to groups of learners including disadvantaged pupils and those with Special Educational Needs. Feedback enables teachers to address gaps in learning and secure greater progress for all.

Children who are identified as falling behind are targeted for appropriate support in termly pupil progress meetings.

As a result, by the time children leave key stage 2 the majority are confident and able writers who have read a range of challenging texts, developing a strong understanding of language and syntax, which they have integrated into their own writing. Children’s written work is of an improving standard in both content, presentation and grammatical accuracy.

By the time children leave Ballifield Primary School they are confident and skilled communicators both in oral and written forms. Our children talk passionately and knowledgeable about literature and have developed critical thinking skills and a precise control of language. They write with control and flair for a range of purposes, including for pleasure, and are very well prepared for the challenges of secondary school.