At St Stephen Churchtown Academy, we have developed a writing curriculum which develops:
Curiosity: Engagement with a wide variety of texts and genres.
Courage: Ambitious vocabulary, sentence structures and grammatical features.
Creativity: Giving children the chance to draw on their own ideas and experiences in writing.
To ensure curriculum quality we have addressed the following:
- Children develop their creativity through exposure to a range of high-quality texts which stimulate their imagination and experience of narrative tropes.
- Children are exposed to a wide vocabulary through high quality texts and adult modelling which they can apply to their writing.
- Children write to engage the reader and with thought about who the audience will be.
- Children will take pride in their presentation a follow the whole school handwriting policy.
Please see the document links at the end of this page to learn about the full Writing Curriculum at our school.
In Nursery, pupils give meaning to marks as they draw and paint. They can ascribe meaning to marks that they see if different places. As children progress through Nursery, they will use some clearly identifiable letters to communicate meaning and learn to write their own name.
In Reception, children practise and perfect being able to write their own name and correctly form the letters. They begin to write short sentences in meaningful contexts such as within the Garden centre Role Play area. As children gain a better understanding of phonics, they will use their phonetical knowledge to write words in ways which match their spoken word. Children will be able to write simple sentences which can be read by themselves and others, with some words spelt correctly.
In Year 1, pupils develop their skills in writing and are encouraged to rehearse sentences orally before writing them down. Children are taught to proof read their work to check that it makes sense and be able to discuss what they have written with adults and peers. Pupils will develop their use of punctuation such as: capital letters, full stops, question marks and exclamation marks and be able to identify which nouns ill always begin with a capital letter.
In Year 2, spelling is key focus as by this stage, the majority of pupils would have succeeded in the phonics screening and be able to draw on their phonetically knowledge to help them to spell familiar and unfamiliar words. Pupils will become more confident at distinguishing between homophones and near homophones. In Writing, pupils will develop positive attitudes and gain stamina when writing for different purposes: narratives, poetry and real events. Children will be able to make some evaluations based on their written work and make some simple revisions, additions and corrections.
In Year 3, children will begin to use paragraphs to organise their ideas, including organisational features for non-fiction: heading, sub-headings etc. Children will develop their understanding of conjunctions and be able to use a range of subordinating conjunctions to write more complex sentences (when, if, because and although). Pupils will be able to maintain and write in an appropriate style and use speech marks to accurately punctuate speech.
In Year 5, pupils become more confident at planning their writing and identifying the audience and purpose for their writing. They can write with increasing confidence and create atmosphere in their writing as well as being able to integrate dialogue to convey character. Year 5 pupils will develop their use of openers, conjunctions and adverbials within and across sentences and paragraphs to build cohesion.
In Year 6, pupils refine techniques and are able to write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing). Pupils can select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility). They can also use the range of punctuation taught at KS2 mostly correctly (e.g. capital letters, full stops, question marks, commas for lists and clarity, punctuation for parenthesis, apostrophes, semi-colons, dashes, hyphens, colons, inverted commas and other punctuation to indicate direct speech).
Useful Websites for Pupils, Parents and Carers
Please see the documents below for further information regarding the Writing Curriculum.