Writing

 "You can make anything by writing"  C.S. Lewis

At Brierley we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school using the Spelling Shed as a tool to support the teaching and learning of spelling. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that children should refine and edit their writing over time, so we want them to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We do not put ceilings on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress.

Our writing s plan reflects the genres to be covered in each year group and the writing stimuli. The Primary Knowledge Curriculum (PKC) supports our writing in all classes and the concept plans that we follow provide details for all lessons to be taught. 

How writing is taught at Brierley 

The writing units taught at Brierley are linked to the book being studied for guided reading/class author as much as possible. This is known as the class text. This is to ensure that the children are fully immersed in the author’s style and language as much as possible so that their writing reflects what they are reading.  Each teacher, alongside the English writing lead, will plan the units being covered in each term (a balance of fiction and non-fiction), making sure that all areas of the Writing National Curriculum are covered and revisited for each year group. Pupils will have a wide vocabulary that they use within their writing based on our core texts studied (see reading s plan) and they will enjoy writing across a wide range of genres.

Classroom organisation:

We teach English as whole class lessons, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants target support for targeted children to enable them to achieve at an age-related level wherever possible. This may involve a greater level of scaffolding and access to additional support materials such as Writers Toolkits, Word Banks or a greater level of modelling. Children who are aspiring for greater depth are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features.

We develop inclusive learning by modelling dictated sentences and ideas, whereby all children can spell and write words and sentences that they have the grapheme knowledge for. We encourage children to count the words in sentences, count the sounds in words and say the sounds before writing them. We read aloud our writing and edit it where it is required.

Spellings:

Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. We use Spelling Shed to support our delivery of teaching the specific spellings for each year group.  Each class has a discrete spelling lesson every day of the week to explicitly teach the spelling rules and patterns. When marking work, teachers identify words that children have spelled incorrectly from within that child’s known ability. Children are then encouraged to identify these incorrect spellings in their own writing and correct them.

Pupils will leave Brierley School being able to effectively apply spelling rules and patterns they have been taught.

Grammar and Punctuation:

Teachers focus on particular grammar and punctuation skills linked to the genre type being studied, to embed and develop pupil’s understanding or to consolidate skills. Grammar and punctuation knowledge and skills are taught through English lessons to help consolidate and put it in to context. Teachers plan to teach the required skills through the genres of writing that they are teaching, linking it to the genre to make it more connected with the intended writing outcome. Our writing progression map outlines in more detail the SPAG to be taught in each year group.

We aim to produce at least 2 assessed pieces of writing per half term. Moderation occurs in school every half term and/or at the end of a unit of learning. Moderation within our school and in our cluster of schools support this process for Year 2 and 6.  

Impact statement

By the time children leave Brierley Primary School, they have a firm grasp of both spoken and written language, having cultivated a passion for literature through extensive reading for enjoyment. Brierley children read comfortably, fluently, and with a sound comprehension. They cultivate a habit of frequent and diverse reading for pleasure and information, recognising the impact of reading on their knowledge across various curriculum subjects and acknowledging it as a delightful form of entertainment.

Brierley children have an extensive vocabulary and the necessary skills to investigate and comprehend unfamiliar words. They are curious and motivated to learn new words, utilising their language skills and resources like dictionaries to continuously enhance their vocabulary as they progress to the next stage of their education.

Brierley children demonstrate a solid grasp of grammar and an understanding of linguistic conventions for reading, writing, and spoken language. Through our bespoke curriculum the learn about classic authors as well as new writers.

Brierley children express themselves clearly, precisely, and coherently, adapting their language and style to suit various contexts, purposes, and audiences. They engage effectively in discussions and debates, articulating their own thoughts and understanding while also actively listening to and respectfully responding to others.

Brierley children transition to the next phase of their education with the ability to communicate clearly and confidently in diverse situations. They read purposefully and fluently, prepared for the academic challenges of secondary school subjects. They write with a clear understanding of their purpose and audience.

Brierley children take pleasure in and find purpose in speaking, reading, and writing.

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