Intent, Implementation and Impact Statement
Writing Curriculum Intent, Implementation and Impact Statement Intent At St Francis, writing is a key focus for 2019/2020. Following the publication of KS2 SATS and the monitoring of progress throughout the school, writing was highlighted as an area for improvement, particularly focusing on the disparity between the progress when looking specifically at gender, PPG and SEN. The intent is to address this by ensuring that children have access to a wide range of quality resources and teaching opportunities that inspire their writing. The writing curriculum is designed to: recognise children’s prior learning; provide first hand learning experiences; allow the children to develop practical writing skills; develop editing skills and become readers as writers.
Through our teaching of writing, we will provide learning opportunities that enable all pupils to make good progress. We will strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language (EAL), and we take all reasonable steps to achieve this. Throughout their writing opportunities, children will:
- Be inspired: use reading to inspire their writing – improving and developing vocabulary and understanding the effectiveness and impact of the written word
- ensure that writing has a purpose
- gain enjoyment, pride and a sense of achievement
- Be technical writers:
- understand that writing has a structure – understanding structure within sentences, paragraphs and whole pieces of writing
- develop spelling skills – understanding words that have spelling patterns and those that don’t
- develop an understanding of grammar and the purpose of words and punctuation
- develop editing skills through a series of focused editing skills inputs
- explore and apply strategies to improve their writing
We ensure that children are exposed to a wide range of fiction and non-fiction writing opportunities through planning the coverage in each year group. Within lessons, children have writing skills modelled by teachers to role model the thought process of composing written work. Children have the opportunity to assess the writing of others and understand the features of particular genres through the use of marking ladders and direct teaching on identifying key features.
We know that children write best when they have something they have experienced to write about, and therefore, every effort is taken to plan for opportunities to explore their writing through practical and experiential opportunities throughout the year.
A focus across the school is the development of key skills in spelling and handwriting in order to develop fluent writers. Children develop their spelling skills through the delivery of RWI in EYFS and KS1 (with intervention for children in KS2). A comprehensive spelling scheme is in place throughout KS2 which is progressive from the RWI phonics programme. Children in KS1 and KS2 are encouraged to learn spelling rules at school and at home and in KS2 these are tested in a weekly spelling test, which is differentiated to meet the needs of the pupils.
Children will develop their handwriting skills through a newly-acquired handwriting scheme for all years. This will be used in school and can be accessed at home. Children are taught handwriting discretely as our commitment to the teaching of the fundamental key skills, but high standards of handwriting are expected in all lessons. Teachers model the handwriting when writing on displays within the classroom environment.
Children will progressively learn grammar skills at word level, punctuation level and sentence level – these skills are taught both discretely and within lessons to provide children the opportunity to apply learning into their extended writing pieces.
Teachers use verbal and written feedback that help children to develop their written skills – making them more adventurous writers, more technical writers and writers that are keen to edit and improve their writing.
Children with learning difficulties will have access to a range of physical and online tools and resources to help them become more confident writers.
Authors will be invited in to the school to lead writing workshops to inspire children’s writing.
The impact of how we teach our children to become writers is demonstrated through standards and outcomes in the National Teacher Assessment results at the end of KS1 and KS2, recording progress from EYFS. The impact is also shown through the standards attained in the national End of Key Stage 2 Grammar, Punctuation and Spelling assessments.
However, impact is also measured by children becoming more confident writers and more willing to engage in whole class, group and independent activities. Our intended impact is that children will be inspired to write through modelled writes and writing workshops as well as wanting to write independently. Children will talk positively about their writing experiences at school, and will be able to make direct links between what they read and what they write.
We will provide children a purpose to their writing through the publication of a school book showcasing children’s work.