Writing at Randwick

You can make anything by writing – C.S, Lewis

At Randwick C of E, we recognise that writing is integral through all paths of life as a means to communicate with oneself and others. We strive to motivate and develop every single child to become primary literate and progress in the areas of reading, writing, speaking and listening whilst also supporting our pupils to become confident and independent writers who have access to the required tools for life alongside.

At our school, writing is seen as the skill that allows our children to communicate love of books and the world around them. We see writing as a subject in its own right (substantive knowledge) and as knowledge and skills that can be used to explore other subjects(disciplinary knowledge).Our writing strategy ensures all children are able to leave the Randwick as fluent writers who are ready for the next stage of their education. Our approach to teaching writing is an equitable one: we secure a research informed universal provision and additional ‘targeted’ academic strategies for those children at risk of underachievement. This way we can be sure that our writing strategy is built around ensuring children enjoy learning and succeed in life

Our approach to writing is built around core texts and quality talk. We know that writing starts with reading and oral language development. As soon as our children arrive at Randwick,we prioritise language development through Drawing Club. At this stage, we also prioritise the teaching of our Synthetics Phonics Programme (Bug Club Phonics). This ensures that our children have the knowledge they need to be able to write labels, captions and sentences in line with where they are in their phonics programme. Across EYFS, KS1 and KS2 our children will share carefully selected high quality texts linked to the school’s curriculum. These texts are carefully pitched using UKLA (UK Literacy Association) shortlist of recommended books, our 'Reading Spine' and research by The Book Trust amongst others. We provide children with opportunities to read a wide range of picture books, chapter books and graphic novels through our reading spine. However, our approach to writing uses picture books and animations that are linked to our wider curriculum in some way.

Writing including Grammar, Punctuation and Spelling

In line with the national curriculum, we ensure that each year group is teaching the explicit grammar, punctuation and spelling objectives required for that age group. As well as teaching the objectives, teachers are able to embed the skills throughout the year in cross-curricular writing opportunities and aim for all children to achieve the objectives at the expected level and that some children can achieve at a greater depth standard. In this sense, assessment of writing is also more fluid as teachers can assess against a set framework.

In order to expose children to a variety of genres which helps to utilise and embed the writing skills, teachers use a variety of recommended texts to plan, structure and teach their English lessons. This plan is designed to show progress, teach the pertinent year group objectives, apply and consolidate these skills and develop vocabulary. Writing is taught through the use of a quality text, which exposes the children to inference, high-level vocabulary, a range of punctuation and characterisation. Each text is purposefully selected in order to promote a love of reading, engagement and high quality writing from each child.

The Writing Sequence

At the heart of our writing sequence is a child-centred approach that prioritises the needs and interests of our students. Each term, we will immerse our children in high-quality texts, sparking their imaginations and inspiring their writing. Throughout the year, they will have the chance to explore a variety of genres, from poetry to persuasive writing, allowing them to express their thoughts and ideas in diverse ways.

This approach not only helps our young writers understand the impact of their words on an audience but also encourages them to see themselves as confident authors. By engaging with core grammatical concepts outlined in the national curriculum, they will build a solid foundation for their writing skills.

Moreover, our writing sequence is designed to stretch every child, providing opportunities for them to grow as both readers and writers. We want them to reflect on their own influence and consider how their writing can resonate with their intended audience. Together, we will embark on this exciting journey of discovery, creativity, and expression in the world of writing.

Engage and make sense

In our writing sequence, we begin with an engaging ‘hook’ to capture our pupils’ interest. This could be an exciting experience or the reveal of a new core text that will be shared throughout the term. By sparking curiosity, we set the stage for a dynamic learning journey.

During the engagement phase, we incorporate a variety of activities to support our learners. These might include roleplay, art projects, book talks, or even lively debates. Such activities not only make learning fun but also deepen their understanding of the text.

As we establish the writing unit, we encourage our KS2 children to think critically about the purpose and audience of their writing. We also introduce key grammatical features that will enhance their work. This foundational step ensures that our pupils are well-prepared to express their ideas effectively and creatively.

Discover as a reader

As we embark on our writing journey, it’s essential for children to develop a secure understanding of the texts they encounter. By exploring various example texts within a genre, we can help them grasp how authors create impact and evoke emotions in readers.

Encouraging children to read and analyse these texts allows them to appreciate the techniques used by authors, such as descriptive language and narrative structure. Together, we can delve into the meaning of unfamiliar vocabulary, creating a vocabulary web that enriches their understanding and can be revisited throughout the unit.

Additionally, we can inspire our young readers to “magpie” ideas—taking inspiration from the texts they read to enhance their own writing. This engaging approach not only fosters a love for reading but also builds essential skills that will serve them well in their educational journey.

Discover as a writer

As we continue our writing journey, it’s essential to explore the structure of texts. Understanding how different genres are organised helps us to craft our own stories and writing effectively. We’ll use a variety of WAGOLLs (What A Good One Looks Like) to illustrate these structures, making it easier to grasp the nuances of each genre.

To deepen our understanding of key grammatical concepts, we’ll engage in mini writing tasks that allow us to experiment with new ideas. Modelled and scaffolded writing sessions will provide the support needed to incorporate these grammatical features confidently. Throughout this process, the children are scaffolded in many different ways to support progress for all pupils.

Finally, we’ll take time to read back through our work, ensuring that we check for the impact it has on our readers. This reflective practice not only enhances our writing but also fosters a deeper connection with our audience.

Develop as a writer

Becoming a confident writer is an exciting journey that allows the pupils to express their thoughts and ideas. One of the best ways to grow is by collaborating with others. Sharing ideas in a group can spark creativity and lead to new perspectives.

Planning writing is equally important. Children are encouraged to take the time to outline their thoughts; this will help them organise their ideas and make their writing more coherent.

Don’t forget the value of feedback! Whether it’s verbal or written, feedback will guide the improvements on writing. We place great emphasis on children embracing it as a chance to refine their work.

Editing and redrafting are essential steps that enable students to think critically about the impact of their words on the reader. This thoughtful approach not only improves their writing skills but also cultivates a deeper understanding of effective communication. Through these practices, students grow more confident and proficient in their writing abilities.

Exhibit

In our classrooms, we cherish the opportunity for pupils to exhibit their understanding of various genres through independent writing books. This not only allows them to express their creativity but also to share their insights in meaningful ways. Whether it’s sending letters to local MPs, reading their work aloud to peers or adults, or creating a class anthology, each method encourages engagement and pride in their achievements.

As we evaluate these pieces, we ask ourselves: Did the writing achieve its intended purpose? Did it meet the criteria we established at the beginning? Reflecting on these questions helps us celebrate success and identify areas for growth.

Spelling

Our school has chosen to implement the Emile Spelling Scheme for students from Year 2 to Year 6. Emile is a highly regarded programme that continually adapts and evolves in response to the latest research and pedagogical advancements. Collaborating closely with both the University of Manchester and Manchester Metropolitan University, the scheme is firmly rooted in robust educational principles, ensuring that our children receive the best possible foundation in spelling.

The Emile Spelling Scheme encompasses a comprehensive approach that incorporates etymology, phonics, and morphology. This multifaceted strategy enables our students to grasp the intricacies of language, enhancing their vocabulary and written expression. Our approach ensures that children are introduced to new spelling rules every Monday, followed by multiple opportunities for practice throughout the week. To reinforce their understanding, we dedicate Fridays to a focused review of the week's learning.

In addition to in-class activities, new spelling lists will be sent home every Friday, allowing parents to support their children's learning at home. We believe that through this consistent practice and understanding, our students will develop strong spelling skills that will benefit their academic journey.

For more information on the scheme please follow the link below:

Free Spelling Scheme of Work for Primary Schools

Handwriting

At Randwick Church of England Primary School, we are very proud of our pupil’s handwriting and take particular care in our handwriting style. We use Letter-join’s on-line handwriting resource and Lesson Planners as the basis of our handwriting policy as it covers all the requirements of the National Curriculum objective.
Handwriting is a basic skill that influences the quality of work throughout the curriculum. By the end of Key Stage 2 all pupils should have the ability to produce fluent, legible and, eventually, speedy joined-up handwriting, and to understand the different forms of handwriting used for different purposes. Our intention is to make handwriting an automatic process that does not interfere with creative and mental thinking.

Our intent for all of our pupils is that they will:
- Develop a neat, legible, speedy handwriting style using continuous cursive letters, which leads to producing letters and words automatically in independent writing.
- Establish and maintain high expectations for the presentation of written work.
- Understand, by the end of Year 6, the importance of neat presentation and the need for different letterforms (cursive, printed or capital letters) to help communicate meaning clearly.

All teaching staff are encouraged to model the printed or cursive style of handwriting chosen for each year group in our school in all their handwriting, whether on whiteboards, displays or in pupils’ books. Pupils should experience coherence and continuity in the learning and teaching of handwriting across all school years and be encouraged to take pride in the presentation of their work. Our objective is to help pupils enjoy learning and developing their handwriting with a sense of achievement and pride.