Writing

Design/Intent (or what we’re moving towards and why)

At Thameside, we use the Literary Curriculum to support teaching and learning

The ‘Writing Roots’ encourage children to write with clear audience and purpose and the teach through a text pedagogy is the backbone of each teaching sequence. ‘Spelling Seeds’ provide a sequence for teaching spelling and vocabulary in context, through investigation and at the point of application. Spelling Seeds compliment the Writing Roots and use the same text to provide further short writing opportunities.

Design/Intent (or what we’re moving towards and why)

At Thameside, we use the Literary Curriculum to support teaching and learning The ‘Writing Roots’ encourage children to write with clear audience and purpose and the teach through a text pedagogy is the backbone of each teaching sequence. ‘Spelling Seeds’ provide a sequence for teaching spelling and vocabulary in context, through investigation and at the point of application. Spelling Seeds compliment the Writing Roots and use the same text to provide further short writing opportunities. At Thameside, we:

Have the belief that all pupils can achieve
Keep the class working together so that all can access and master all aspects of writing
Aim to use high quality texts to support learning
Aim to develop deep understanding of purpose and audience
Aim to develop both control and restraint both of word choices and structures

Implementation

What might you typically see?

high quality and significant children's literature chosen to engage, challenge and support children to be confident and informed writers
Talk partners of mixed ability (with lots of opportunities for oracy)
Lots of modelling/shared writing
Teachers using AFL to support learning
Scaffolds to provide support where needed (e.g. ‘hold a sentence’, word banks, writing frames, ‘hugging the text’)
Washing lines to support and extend the learning
Children speaking in full sentences
Mini plenaries to address misconceptions
Daily handwriting lessons at the start of each lesson from Year 2 and letter formation being practise at the tutor table in FS and year 1 for children who have progressed to Set 2 sounds in phonics.
Independent application by children of key learning using scaffold modelled
Plenary to reflect on and consolidate learning

How the school intervenes swiftly to help those having difficulty to make sure they keep up, and to stretch and deepen the learning of the ‘rapid-graspers’:

Conference marking through-out the lesson by teacher and TA to identify children who may be at risk of not achieving the key learning outcome work with the teacher or TA either in the lesson or at another point before the next lesson to CTG
Misconceptions in lessons are readdressed through mini plenaries
‘hold a sentence’ being used to support children who are not yet fluent writers
Talking tins or sym writer may be used to support children with SEND
Children who have demonstrated that they are secure in the lesson outcome have their learning further extended through a DOK challenge (depth of Knowledge)
Parents are kept up to date on their child’s progress and given ideas to support at home if necessary.

What won’t you see?

Standard differentiation by task
Children in differentiated groups

Impact on knowledge and skills Assessment information is used to improve pupil knowledge and skills.

Formative assessment

Conferencing (immediate feedback) is used so that teachers intervene swiftly to help pupils having difficulties keeping up, whilst deepening the learning of those getting on fine.

Summative assessment

Writing outcomes
Progress tests for SPaG from KS2
Optional SATS in Years 3-5 are used in Term 5 to assess SPaG

Writing

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