Writing
” If you want to change the world, pick up a pen and write”
MARTIN LUTHER KING
Writing at Roskear
At Roskear Primary and Nursery School, we intend for our children to leave Year 6 as confident, capable, independent writers. We intend them to leave our school with all of the writerly skills necessary to thrive in their futures. We intend for our children to be able to communicate and express themselves effectively through the written word across both fiction and non-fiction; including being able to write for a range of purposes and audiences.
Throughout their time at Roskear, we intend our children to be exposed to a rich and enjoyable curriculum, which covers a range of: plot patterns, text types, composition foci and genres for them to develop as writers. We aim for our curriculum to provide children with the opportunity to thrive as young writers with an enhanced sense of independence, whilst being inclusive and enriching. We intend for our children to take risks when writing; seeking to be original and creative as well as critical and reflective. We want our children to draw upon a rich exposure to quality literature so that throughout the writing process, they can write as a reader and read as a writer, thus acquiring more ideas to manipulate and apply.
Fiction
Writing is taught through the Talk for Writing pedagogy; working through 3 stages: Imitation, Innovation and Independent application. In the imitation phase, children begin by internalising the structure, key language patterns and grammar and vocabulary within the text. This is achieved through, recitation (with actions), drama and role play and dual coding with text maps. Once the text has been internalised, they ‘imitate’ the text; diving into key tools and grammatic techniques, which the children will be learning for the plot type and story. This prepares them to use these features within their own stories.
During the innovation stage, the children will be taught to carefully plan and structure their own story, before crafting their own stories based on the model and story plot type. During this stage, children may make substitutions or embellishments to parts of the text, progressing to manipulating the text in varied ways. Children may have a change of character, setting or events within the story.
The final stage, independent application, is where pupils invent their own story. Using the story structure, pattern and language that they have been taught, as a framework, they create a story of their own.
Throughout their time at Roskear, pupils will also develop and revisit a range of story types: defeating the monster, rags to riches, finding tale, wishing tale, journey, quest and warning tale. Each story unit has a writing focus such as setting or characterisation and dialogue. These focus areas allow children to develop specific grammatical skills, which are built on as the children move through to the end of year 6.
Writing: Non-Fiction
The teaching of non-fiction writing follows the same principles as the fiction model for teaching. However, children’s independent applications are completed across the curriculum. Children will learn a faction model, which removes cognitive load as the children are able to innovate with factional information before moving into factual writing across the curriculum.
Non-fiction writing genres have been carefully selected to allow children to apply these writing styling within their units of learning. This enables children to use the tools they have learnt throughout their English lesson, as well as subject specific vocabulary and an understanding of writing in that style, fluently. It also embeds and deepens their curriculum knowledge and develops transferable skills for writing.
Throughout their journey at Roskear, pupils will learn the features for the following non-fiction genres: reports, recounts, persuasive, discursive, instructions and explanation.
Writing Curriculum Coverage
Writing Long Term Progression Plan
LTP Writing overview and links
Roskear YN and Reception Overview
Roskear Year 1 and Year 2 Overview
Roskear Year 3 and Year 4 Overview
Roskear Year 5 and Year 6 Overview
Spelling
Early spelling begins in our early years, when children begin the Read Writing Inc programme. During this stage children are taught to use the graphemes they have learned to begin to build words. Once the children reach Year 2, pupils will participate in daily spelling lessons, which follow the Read, Write, Inc. Spelling model. Children will focus on a spelling rule within each unit and work through a range of different activities to support their learning of the spellings.
Handwriting
All year groups use Penpals, cursive text for teaching handwriting. Handwriting is targeted at the start of every writing session, where joins will be taught and modelled to the children before they replicate.
What is Penpals for Handwriting?
Penpals for Handwriting is a complete handwriting scheme for 3–11 year olds, offering clear progression through five developmental stages. It teaches children a fast and fluent handwriting style to help them achieve their potential in writing.
Penpals uses a combination of DVD-ROMS for whole-class teaching and practice books and write-in workbooks for small group and individual work.
- Five unique developmental phases provide clear progression for children aged 3 to 11.
- DVD-ROMs support interactive, direct teaching to the whole class using an interactive whiteboard.
- Sky-writing and lesson warm-ups develop the fine and gross motor skills that are crucial for handwriting.
- In Years 5 and 6 basic handwriting issues are revised and speed and fluency improved.