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English Writing

Early Writing in EYFS and Y1:

 

 

The children:

  • learn to write and form the letters/letter groups which represent the 44 sounds with the help of fun phrases
  • learn to write words by using Fred Talk 
  • learn to build sentences by practising sentences out loud before they write

 

The Get Writing! Books contain a range of writing activities for each of the phonic Storybooks and selected Non-fiction books for an effective approach to teaching early reading and writing. Step-by-step guidance helps children move from writing simple sentences to extended texts such as invitations, letters, descriptive texts and non-fiction texts.

 

Get writing books support children by: 

  • Providing longer composition activities are based on a new six-step process with lots of oral rehearsal and role play so children are full of ideas before they write
  • Using check boxes throughout the books prompt children to proofread and review their writing, helping them to make sustained progress

Year 1 onwards:

From Y1 children move onto the Texts That Teach writing sequences.

Each teaching sequence is based around a core text, and follows a three part structure: Learning About the Text, Practising Writing and Independent Writing.

 

Learning about the Text

The purpose of this stage is to capture the children's interest and help them get to know the text really well. This is through both 'reading as a reader' - exploring and sharing personal responses to what they read - and through 'reading as a writer' - recognising and investigating the features the writer uses to engage and manipulate the reader. It often will involve some form of learning and remembering of trickier or interesting sections to be used as an initial model for writing.

 

Practising Writing 

During this stage, children need to try out the elements of writing they are less sure of so that they can use this experience when writing independently. This means they need opportunites to play around with the language and structures they've been learning about and will be supported by their teacher(s).

 

Independent Writing 

Children choose their own content to write about and collect ideas. Children write their text using proof-reading and editing to improve it.

 
 
Writing Across the Curriculum
 

Writing at length in other areas of the curriculum provides opportunities for pupils to:

•master their ‘target language’
•apply and consolidate their writing skills and knowledge of text types in new contexts
•write for plenty of genuine purposeful reasons
•learn to write as scholars of their subject.

It provides opportunities for teachers to:

•assess pupils’ writing away from the point of teaching
•ensure that pupils’ writing is of the same standard in all lessons as it is in English lessons.
 
What do these opportunities look like?

Opportunities to Write at Length

•This means having the chance to write full texts, as appropriate for the age of pupils (e.g. for year 1 pupils in autumn term, this might be a sequence of three or more sentences, building up to fully paragraphed, cohesive texts for key stage two pupils).
•These full texts will usually fall under one of six text types.
•They also incorporate the full writing process, whereby pupils are given time to plan, draft, revise and edit their work to ensure it is of the highest standard.
•These opportunities may be embedded or additional.
•It is important to note that writing at length is more appropriate in some subjects than others. In history, geography and science at least one opportunity for writing at length per term is provided for each year group. In other subjects, these opportunities are less frequent, appearing only where appropriate to the learning for that subject. 
 

Short Bursts of Scholarly Writing

•This is where tasks within lessons incorporate opportunities for pupils to apply their knowledge of English objectives whilst writing as scholars of their subject.
 
 

3. ‘Bumping Into’ Writing Objectives

•This is where incidental writing objectives that appear in the lesson have been highlighted for pupils to ‘bump into’ (e.g. notice how North Pole has capital letters because it is a proper noun; highlighting spellings for the year group).