Leven CE (VC) Primary School

Writing Policy

January 2014

All children deserve the right to an imaginative and literate childhood. (Pie Corbett)

This writing policy focuses on composition, (articulating ideas and structuring them in writing.)

1. ETHOS

Values of our school

Within the love of God, we are all learning together...

to be motivated to tackle challenges and achieve outstanding successes…

to be clear in our values so that we make thoughtful decisions with confidence…

and celebrate them!

2. AIMS AND OBJECTIVES

At Leven C of E Primary School we aim to develop in all the children:

• To pass on and model a passion for Literacy

• To provide a language rich environment that promotes a culture of reading and writing with a link to each

• To develop in children an interest in and a love of books and literature that will not only support their learning across the curriculum but also enrich their lives

• To teach children the craft of writing in order to develop the confidence and skills to write for a range of purposes and audience

•To teach a wide variety of genres, including fiction, non fiction, poetry, reports, letters etc.

• To develop the ability to communicate and respond effectively

• To promote the competence and confidence to produce high quality work.

• To develop independence and an ability to apply new skills and solve problems across the whole curriculum

• To develop persistence and stamina and creativity

• To foster in children the confidence, desire and ability to express their views and opinions both orally and in writing

• To value and celebrate diversity in culture and language

3. WHOLESCHOOL PHILOSOPHY

At Leven C of E Primary School Primary School we aim to develop the abilities of all children to communicate effectively in speech and in writing; to listen with understanding and to become enthusiastic and responsive readers and writers. We believe that writing is an essential life skill that every child needs. Pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised. We aim to use a range of genres, including multi-cultural literature and reference materials to develop confident and fluent writers. We use a variety of teaching styles and methods to motivate children and to ensure all needs are met and progress is at least good. As a school we aim to share a passion for Literacy, which is modelled by all teachers.

4. TEACHING AND LEARNING

Talk for writing

Talk for writing is used as a tool for learning in all classes. It enables children to imitate the key language they need for a particular topic orally before they try reading and analysing it. Through fun activities that help them rehearse the tune of the language they need, followed by shared and modeled writing to show them how to craft their ideas, children are helped to write in the same style.

Talk for Writingis powerful becauseit enables our childrento imitate the language they need for a particular topic orally before writing their own version. It builds on 3 key stages:

Stage 1: ImitationStage 2: InnovationStage 3: Invention

By talking the text they begin to internalise the language patterns of the story, poem or non-fiction text, therefore freeing up more learning space to concentrate on actually writing and composing.

The strategies are fun, engaging and motivating for our children. A positive classroom culture is developed whereby the whole class learn to talk, discuss and think like writers.

The Story Writing Process

Imitation –phase 1

Reading the text and talking the text

  • Getting to know the story really well through reading and oral retellings; whole class communal stories, story mapping, retelling in pairs, discussion and book talk.
  • Immersion in the story; through drama and art. E.g. hot seating a character
  • Playing about with ideas and the language of narrative through games and poetry
  • Reading as a writer to explore the tools of the writer. Magpie (copy) ideas and collect in Magpie books
  • Making a story map using pictures to help us to retell the story.
Innovation –phase 2
  • Use the story learnt and change aspects, e.g. change a character, setting or plot.
  • Box up the storyto help support organisation. (Children from year 2 to year 6)
  • The teacher models the writing process.
  • The teacher writes with the children. (Shared writing)
Invention –phase 3

The children use what they have learnt to write their own story. They may choose to keep some of the ideas or they may wish to change them all.

Editing

We encourage the children to re-read and edit their work as they go along and we leave the left hand page free to enable them to do this.

To encourage the children to read and edit their work we use the following code---

Yellow whoopsie – the children underline and self correct words where they have made silly mistakes.

Tickled pink – the children and teachers underline anything in pink which they are thrilled or tickled pink with.

Blown away blue – this is where the children upgrade a word or phrase.

Vocabulary/Magpying

At Leven we magpie (steal) ideas from anywhere, published books, children’s writing, adults, adverts and so on. All Key stage 2 children have a magpie book and record words, phrases and ideas in it. Vocabulary walls are displayed in every classroom.

Oral story games

Children play story telling games and activities to support and develop their oral story telling skills on a daily basis.

Writing workshop

This is an opportunity for children to write freely without specific learning objectives. The children are given a stimulus and encouraged to use their targets. The work is not formally marked, but is informally discussed and celebrated.

‘A quote from a year 4 child -‘It lets you take your writing on your own journey and you don’t have to worry about getting it wrong’

Story telling

Children will have a story or part of a story read to them every day in Key Stage 1 and at least three times a week in key stage 2. ?????? The children are also encouraged to tell their own stories orally to stimulate the imagination.

Celebrating children’s work and valuing- audience/purpose.

Good work is valued within the classroom. A writer of the day medal is given as appropriate throughout the school. Children’s writing is celebrated during a Friday assembly and high quality work for individuals is displayed throughout the school. Year 5 and 6 children have a responsibility to write a monthly newsletter??????

Cross curricular writing

Many opportunities for writing are provided during cross curricular topic work. The same high expectations are expected from the children, including a high level of presentation. Various English genres are covered through cross-curricular lessons. Literacy targets are applied and focused literacy teaching is taught through the different subjects.

5. COMMUNICATION WITH PARENTS

We aim to communicate effectively with parents so that they are not only up to date with new initiatives and teaching methods, but are also able to support their child in literacy at home. Letters, workshops and presentations are provided.

6. SEN AND WAVE 2 INTERVENTIONS

A variety of wave 2 interventions are carried out within the classroom and outside of the classroom. A trained Teaching Assistant takes groups of children daily, three times a week to carry out IEPs and wave 2 interventions. These include PAT (phonic awareness Training) phonics and handwriting sessions.

7. PLANNING / ASSESSMENT / MODERATION AND MARKING

Planning is linked to the national curriculum and objectives are differentiated in accordance with the needs of individual children. Learning objectives and success criteria is clearly differentiated. Leven Lane (differentiated success criteria) is displayed for each lesson.

Children’s writing is assessed continuously. Individual targets are given and continually assessed and reinforced until they are achieved. Writing is assessed formally against APP criteria every half term and children’s levels are reported to the head teacher and Literacy coordinator. Staff moderate children’s writing regularly.

Children are encouraged to assess their own work and award their own work a wish and a star. Peer assessment is also used. Children are provided with a writer’s toolkit which gives the necessary success criteria which they need to achieve. As the children develop, they are encouraged to write their own writers toolkit.

Writing is marked using a wish and a star for most pieces of work. This is linked to the objective and the children’s individual writing targets. Symbols are also used to highlight areas for development. (See Appendix A)

Monitoring

Planning and lesson observations will take place regularly. Feedback and targets are given and follow up observations will be arranged if necessary. Any lessons requiring improvement will be followed up with weekly observations and mentor support until the lessons are good.

Informal and formal support will be provided by the Literacy coordinator and other staff.

8. STAFF DEVELOPMENT / TRAINING

Staff are trained regularly during staff meetings and INSET days. Training is related to staff needs and current educational initiatives and changes. The first five or ten minutes of every staff meeting is dedicated to literacy and any issues are discussed, ideas shared and reminders given.

9. NATIONAL CURRICULUM

Staff follow the guidance provided in the national curriculum and ensure the appropriate coverage. Objectives are adapted to the appropriate level for individuals.

10. POLICIES RELATED TO THIS POLICY

101 Handwriting

101 Reading

101 Spelling, Punctuation and Grammar

101 Speaking and Listening

117 Assessment

117 Marking

117 Planning

119 Teaching and Learning

J McMahonPage 1January 2014