Writing at St Thomas
Writing at St Thomas
Using the principles of S=P+A+C+E for Learning, 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. 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. All children will be taught how to consider the impact of their learning by completing Learning Reflections, both individually, through paired discussions and as a class. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing by setting next steps. They will do this by editing their work effectively during and after the writing process.
In order to help us to develop confident, enthusiastic writers we teach writing for a variety of purposes and within different contexts. Teachers plan for these writing opportunities across the different areas of the curriculum. This provides our children with regular opportunities to write both short and extended pieces and ensures they are mindful of their intended audience. Writing tasks are specific and meaningful, and often meet a purpose to engage children and to illustrate how their writing skills can be applied to real life contexts. Children are introduced to the concept of editing from early Key Stage One and become adept at refining and improving their work as a matter of course. From this, they are also able to identify their next steps.
Children receive a ‘presentation promise’ at the start of the academic year which sets out high expectations in terms of handwriting and layout.
Children receive a weekly ‘spelling challenge’ which they complete at home each week, and these are then tested in school. Additionally, spelling is incorporated into daily literacy lessons, and in Key Stage One daily phonics lessons take place. Children who need additional support with writing receive a variety of interventions that are tailored to address their gaps and support their progress.
Pupils will make good progress from their own personal starting points. By the end of Year Six they will be able to write clearly and accurately and adapt their language and style in and for a range of contexts, purposes and audiences. Our pupils will acquire a wide vocabulary and have a strong command of the written word. Most importantly, they will develop a love of writing and be well equipped for the rest of their education and later life.