High Ercall Primary School
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- Gerald Joseph
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1 High Ercall Primary Schl ENGLISH (WRITING) POLICY DOCUMENT Gvernr Statement The Gvernrs f High Ercall Primary have agreed the fllwing plicy and practice fr WRITING. This is in line with the curriculum aims recmmended by the LA, which were adapted and adpted by the Gvernrs f this schl. (Last Review date Summer 2012) (Next Review date Summer 2015)
2 Writing at High Ercall Primary Schl Why is writing imprtant? We think it is: an imprtant aspect f cmmunicatin an pprtunity fr peple t express creativity an imprtant life skill which is fundamental t ecnmic wellbeing. Writing is clsely linked t reading and bth activities shuld reinfrce each ther. What are ur aims? Our main aim is that every child becmes a cnfident and cmpetent writer. Children at High Ercall shuld be able t: understand the sund and spelling system and use this t spell accurately; write fluently and legibly; knw, understand and be able t write in a range f genres in fictin and petry, understand and be familiar with sme f the ways in which narratives are structured thrugh basic literary ideas f setting, character and plt; understand and be able t write a range f nn-fictin texts; plan, draft, revise and edit their wn writing; develp a suitable technical vcabulary thrugh which t understand and discuss their writing; thrugh writing, develp their pwers f imaginatin, inventiveness and critical awareness. We encurage parental/carer s supprt and see them as partners in their child s learning. What skills and strategies d we teach? Handwriting Typing Nte taking Spelling Planning Editing Redrafting Hw d we teach the skills? It is imprtant that children learn t write independently frm an early stage. In Fundatin/ Key Stage 1 the teaching f phnics, spelling and handwriting cmplements this prcess and is used systematically t supprt writing and build up accuracy and speed. Phnics There is daily phnics/ spelling teaching in Fundatin/Key Stage 1 using predminantly Primary Natinal Strategy Letters and Sunds (enhanced in
3 Receptin by Jlly Phnics actins) and fr sme pupils in Key Stage 2 Te by Te is used Teachers cntinually assess against the phases f phnic develpment utlined in Letters and Sunds, grup and teach as apprpriate making best use f additinal adults when available. Spelling We draw a distinctin and get a balance between teaching spelling, supprting spelling and testing spelling and use the fllwing checklist t infrm ur teaching believing that standards are mre likely t be in line with natinal expectatins if the fllwing features are in place: Teaching spelling There is.. A whle schl understanding f expectatins and prgressin in spelling Attentin t secure early phnic develpment Explicit teaching f a range f spelling strategies Explicit teaching f spelling principles, rules and cnventins Clear demnstratin f strategies in shared writing and supprt t apply them in guided writing. An explicit link made t writing and children are expected t apply learning when writing independently A fcus n the links between spelling and handwriting t supprt the develpment f visual spelling skills and mtr memry A systematic prgramme used [Letters and sunds; Y2/3 spelling prgramme; spelling bank] Teaching f whle wrd recgnitin/spelling f phnemically irregular wrds thrugh repetitin, games, flash cards, help flders and ICT prgrammes. In Key Stage 2, teaching f high and medium frequency wrds linked t spelling as utlined in the strategy, teaching in cntext, mrphlgy and etymlgy. Supprting spelling Prmpts, reminders and pprtunities t apply the full range f spelling strategies. Each class develps a spelling strategy pster which is displayed Individual spelling lgs are develped in KS2 [where pupils lg their wn fcus wrds and recent spelling cnquests, reminders abut spelling rules and cnventins with examples and persnal prmpts f spelling strategies] Whle schl agreed appraches t marking and pupil self crrectin Time fr persnal develpment [thrugh editing their wn and thers writing, thrugh respnding t spelling crrectins and thrugh updating their spelling lgs] Use f ICT resurces such as BBC Wrds and Pictures, StarSpell, Wrdshark Testing spelling
4 Wrds relate t current investigatins, patterns and rules, high frequency r key subject vcabulary Rutines established fr practising and assessing [Pupils wrk cllabratively t check each thers spellings and t reflect n the strategies that helped them learn particular wrds] Parents invlved [Learning f spelling rutinely set as hmewrk and parents are given guidance n hw t tackle this psitively] Each class teacher rganises a learning and testing spelling prgramme apprpriate t age, stage f develpment and timetabling. The prgrammes include phnemically irregular high frequency wrds, wrds frm the Literacy Framewrk, Spelling Bank, Year 2/3 Spelling prgramme, ICT prgrammes, thematic spelling lists and persnal spellings. Key Stage 2 children will be develping a spelling lg that children will take frm class t class. Handwriting It is essential that pupils are taught crrect letter frmatin, pencil grip and psture frm the utset and that errrs are picked up and crrected early n s that they d nt hamper children prgress. We have an agreed handwriting style. See Appendix 1 There are regular shrt fcussed sessins f teaching handwriting in each class using demnstratin. Hw d we rganise the teaching f writing? We use a variety f appraches: Children are made clear frm an early stage that much f their writing will be read by ther peple and therefre needs t be accurate, legible and set ut in an apprpriate way. Units f wrk and material (narrative and nn narrative) frm the DCSF standards site are used t supprt planning. Examples f the particular genre are read and analysed: structure, rganisatin and style are nted and explred befre attempting t write a similar piece. The units f wrk mve frm reading, t analysing, t writing. This can take a number f weeks. Speaking and listening activities underpin much f this wrk (see speaking and listening sectin f this plicy). Shared Writing Children take part in regular Shared Writing sessins. These sessins prvide the pprtunity fr pupils t learn, apply and reinfrce skills in the cntext f the whle class. The sessin may include: Teacher Demnstratin Teachers demnstrate aspects f the writing prcess talking alud s that children understand the decisins a writer makes thrugh the prcess. Teachers demnstrate planning techniques and hw t draft, revise and edit writing. We use the prmpt Think it, Say it, Write it, Read it, Crrect r Imprve it t help children think f the whle prcess. Teacher Scribing Teachers write using cntributins frm the children. Released frm the secretarial aspects f writing, children can cncentrate n cmpsitin. Supprted Cmpsitin
5 Children try ut ideas n their wn r in pairs at the pint f teaching. They smetimes use whitebards and share their ideas with each ther and the teacher. Guided Writing Children take part in regular Guided Writing sessins. Guided writing is a small grup activity based n assessment f children s needs. Writing targets are identified fr each grup and these are used t steer the fcus f teaching. The teacher will meet with each attainment grup ver time. Sme grups will have cnsecutive sessins. Smetimes the sessin will be linked t the unit f wrk; smetimes it will be a discrete activity. What pprtunities d children get t apply their writing skills? Independent Writing Children get the pprtunity t apply the skills they have learned in and utside the literacy sessins. Teachers remind children abut applicatin f literacy skills when they are writing in ther areas f the curriculum and there is an expectatin that standards are high acrss the curriculum. Extended Writing After a unit f wrk n a particular genre, after a time lapse, children in Key Stage 2 are given a timed task where they are expected t apply all they have learned abut that particular genre t a new cntext. We call this activity Ging SOLO t emphasise the independent aspect (Shw ff, lift ff). All are marked and levelled using the Sufflk marking scheme. This feeds int Assessing Pupil Prgress (APP) see assessment plicy. We plan real cntexts fr children t write whenever pssible. What resurces d we have? Standards Site (Supprt fr writing) Grammar fr Writing Spelling Bank Develping Early Writing Pie Crbett Key Stage 2 Punctuatin pyramids are in each class fr reference Key Stage 2 Wrd walls are develped in each class t extend vcabulary Letters and sunds BFI film clip DVD Badger Sentence Writers Classwrks bks Knwledge Bx Hw d we assess and track children s prgress? All children have a half termly writing target and children are invlved in review and evaluatin f their prgress. All children in years 1-6 cmplete a Statutry r nn statutry test in the summer term. Pints fr develpment are identified which feed int whle class r guided writing planning and teaching. Each term, teachers use these levels, end f unit tasks and n- ging teacher assessment t recrd a level fr each child (APP dcuments intrduced spring 2009)
6 Levels are recrded in the whle schl assessment recrding system (CMISS) Writing is mderated each year within schl and between schls in ur SDG grup: this ensures cnsistency f levelling. Termly pupil prgress meetings take place between Head teacher and individual teachers. Individual children are discussed and apprpriate interventins planned. The aspects f writing t be assessed are pupils' ability t: AF1: write imaginative, interesting and thughtful texts AF2: prduce texts which are apprpriate t task, reader and purpse AF3: rganise and present whle texts effectively, sequencing and structuring infrmatin, ideas and events AF4: cnstruct paragraphs and use chesin within and between paragraphs AF5: vary sentences fr clarity, purpse and effect AF6: write with technical accuracy f syntax and punctuatin in phrases, clauses and sentences AF7: select apprpriate and effective vcabulary AF8: use crrect spelling
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