At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners. Our curriculum provides a range of creative, challenging and inspiring experiences for all. This equips our children with the life skills to be happy, flourish and be successful...Today, tomorrow and in the future
The schools total attendance is currently at:91.1% (Since September 2020)
ANGLESEY PRIMARY SCHOOL
WRITING CURRICULUM INTENT
Inquisitive, Resilient, Independent
At Anglesey, we are a vibrant and nurturing school community, where children are given the skills to become, inquisitive, resilient, independent learners.
Our curriculum provides a range of creative, challenging and inspiring experiences for all. This equips our children with the life skills to be happy, flourish and be successful…Today, tomorrow and in the future
At Anglesey, the development of our children as writers is given a high priority. With a high percentage of our children from an EAL background, we have a responsibility to introduce our children to a wide vocabulary and grammatical structures needed to develop them as confident communicators in the spoken and written word. Consequently, the acquisition, development and exploration of vocabulary lies at the heart of all Writing lessons from EYFS to Year 6. Our classrooms are language-rich environments, which evidence how highly language is valued in our school. Children are immersed in language, guided on its application through expert modelling before independently producing and editing high quality work of their own. Furthermore, a consistent approach to the teaching of writing is applied across school (The Write Stuff) and this provides a familiar framework for the children throughout their time in school. Within this approach, grammar is embedded and regularly revisited to support long-term retention. Additionally across school, children write broadly, producing work in both Fiction and Non-Fiction genres. The curriculum is planned to ensure that children revisit these genres throughout their time at school to provide regular opportunities to further explore and develop skills. Ultimately, children not only develop awareness of purpose and audience but also confidence in themselves as writers and their own unique writer’s voice.
PERSONAL DEVELOPMENT AND VALUES
An inquisitive learner has a thirst for learning and wants to discover as much as they can about the world by asking questions.
A resilient learner can bounce back from challenges and problems, but also has the capacity to adapt in the face of challenging circumstances, whilst maintaining a stable mental wellbeing.
An independent learner takes responsibility for their own learning. They are self-motivated and accept that frustration in the present is worthwhile to achieve future success. They take initiative and are good problem solvers.
Pupils develop Inquisitiveness in WRITING by:
Pupils develop Resilience in WRITING by:
Pupils develop Independence in WRITING by:
CREATIVE, CHALLENGING AND INSPIRING EXPERIENCES
Teachers exploit opportunities to make writing meaningful and purposeful often linking to class texts or in response to current issues such as Plastic Pollution in Year 6. Teachers teach a range of written genres and their associated conventions and link creatively to wider topics in a cross curricula way.
In Early Years, planning includes a range of Provocations in different areas of learning e.g. literacy, creative, construction to encourage mark-making and writing. Purposeful writing that interests the children e.g. superheroes, trip to the farm etc. is provided. A range of materials are available across the Early Years unit for children to mark-make e.g. pens, pencils, chalks, water, porridge oats, shaving foam. By using the Mighty Writer in EYFS and KS1, children learn texts by associating pictures and movements with words and sentences and the children use this to write in sentences.
Through drama children embed their understanding of texts and facts which they recall in their writing. An example is the children recreating the story of Rosa Parks in Year 1, before writing about her life.
Teachers reference the age expectations for their year groups and consider the skills and outcomes achieved in the previous year. As such expectations and challenge remain high and appropriate for the children. Teachers appropriately pitch the written activities linked to the age expectations of their children. Support is given to enable children who may find reaching this level harder through word banks, cloze procedure activities, matching activities and shared writing activities etc.
Handwriting has been a big focus in order for the children to develop a consistent approach across the school and this has been a new challenge for children. The incentive has been to be rewarded with a pen license.
Our priority is to develop language acquisition, so that children can talk about the marks they make and express themselves in the Early Years and we encourage children to review their own work and how they could progress. Provocations are planned during child-initiated activities so children can take part independently and meet their own challenges. Adult-led Guided Writing activities are planned using the EYFS DB to challenge and further learning e.g. write simple sentences. Adults facilitate learning during child-initiated activities to challenge the children and move learning on e.g. encourage children to use their phonic knowledge to write words.
Success criteria is shared with children. Work is differentiated so that all children can achieve their learning objections. Children are given opportunities to write in different genres such as biographies, traditional stories, diaries, letters, poetry and explore interests.
Provocations related to children’s interest are available both in the indoor and outdoor areas e.g. life cycle of chicks, ducks, caterpillars, bug hunt etc. New opportunities are provided for children to take part and talk about their learning e.g. super sensory writing words. Teachers give the children real life experiences to inspire writing e.g. cooking, trip to the shops, local walk, pond dipping etc.
Children in EYFS learn stories through ‘Talk for Writing’ and ‘Story of the week’. Teachers then plan Provocations to encouraged children to use their knowledge of these stories independently in their own story writing and drawing.
Experiences are given to allow the children to have an in-depth knowledge and understanding before they start to write, such as immersing the children in a bonfire theme in Year 1, Children are shown real fireworks, taste hot chocolate and explore colours through firework art and then write a senses poem about fireworks. Year 6 pupils visit Stratford-Upon-Avon whilst studying Shakespeare’s life and works and this inspires both fiction and non-fiction writing. Some pupils are trained as guides and show the public around landmarks in Stratford and pass on the knowledge they have, with confidence and professionalism.
We teach English lessons every day for all pupils. Writing is evident in every aspect of our curriculum a
Strategies are used throughout the school which encourage oral composition and rehearsal as part of the writing process. Pupils are given a language rich curriculum and environment and are shown how to effectively select and use well chosen, interesting and adventurous language in their writing. As a school we use ‘Letterjoin’ and begin cursive writing form Year 1, to encourage neat and careful presentation of work.
Each pupil has a profile of work which includes samples of a year’s worth of Writing work to show progression and also samples of Writing from across their school life. Samples of writing are also displayed across the school showing the progression of writing across the school.
The work in profiles is moderated across year groups and across the school. We have a process of monitoring to ensure standards and this includes, observations, profile trawls, performance management, learning walks and Lesson Study to demonstrate dialogic teaching. Assessment for Learning techniques are incorporated into every English lesson, including feedback, appropriate marking, including comments to improve learning.
Teachers make termly judgements for each pupil against year group expectations and bring this information to Pupil Progress meetings, alongside updates on intervention groups. We report the standards for individual pupils at the end of Reception, Year 2 and Year 6. Year managers talk regularly to pupils about the curriculum as another way of assessing the impact of writing across the curriculum.
By the time children leave in Year 6, they will be confident writers with a love for writing and the ability to write in a range of different genres for their related purposes and audiences.