Innovate... Include... Inspire
At Lord Street we believe all our children should have the opportunity to be fluent, creative and purposeful writers. We believe they should all have experience of writing for a purpose, be clear of their audience and know the features of the text type they are constructing. Where possible children are motivated to write based upon a real and memorable experience as we want our children to be inspired and confident to write. We intend children to develop and become increasingly confident with their transcription skills as they progress through school and develop a secure understanding of how to compose writing for different purposes.
At Lord Street we use a research based mastery approach to the teaching of writing. Integral to this is that all children in school are taught to have a positive approach to writing and are encouraged to explicitly use the meta-cognitive strategies modelled to support their own writing. We have based the teaching of writing in KS2 on the understanding that the process of writing is composed of 7 main components (as identified by EEF). They are planning, drafting, sharing; evaluating; revising; editing and publishing. These components are modelled by the teacher, followed by the opportunity to practise, share, draft and redraft and act on feedback before children are then given the opportunity to follow the same processes independently. Throughout the process the children are expected to reflect on their own learning and take an active role in improving their work by using collaboratively derived mark schemes, peer and teacher feedback.
In KS1 our implementation of the teaching of phonics supports developing transcription skills that are built upon form EYFS (see phonics policy). Again, metacognitive strategies are modelled in writing lessons. The EEF guidance is used to help structure the process of writing in KS1 and utilises strategies including pre- writing activities; structuring text; sentence composition; summarising and drafting, editing, revising and sharing. Children are encouraged to become confident writers who are willing to have a go and become confident thinking about their writing. The purpose, audience and text type are used to structure writing in KS1 and leads into the development of the IPEELL model in Year 2.
Throughout school, children are taught the grammar and punctuation they will need to be successful as part of their writing outcomes and in the wider curriculum. Some elements of grammar and punctuation are taught discretely to the main writing lesson, others are integrated as part of the main teaching dependent upon the context.
Teachers, as part of the mastery approach, will identify potential barriers and intervene.
Children are assessed against ARE termly. The use of a mark scheme allows children and teachers to be clear upon expectations, standards and provides assessment evidence.