Our Writing Curriculum

Our Intent

Children from North Crescent Primary School will be successful communicators through stimulating experiences and exposure to rich literature using a text based approach so that the children will become readers through writing and writers through reading. Children will be able to navigate through an engaging and meaningful Writing curriculum, which ignites their curiosity, awe and wonder of the world around them. Teachers will provide purposeful writing opportunities so that work is shared to an audience so that children are encouraged to value their work with a sense of pride.

Our Implementation

At North Crescent we ensure that our Writing curriculum supports children by:

• Teaching using high quality texts and high quality examples from the teacher, which focus on skills to be taught. These texts are then analysed in depth with the children in order for them to learn and apply specific skills.

• Practising and consolidating grammar and punctuation skills until all children have a firm understanding of how to apply them in to their own work.

• Valuing their writing at all stages of development thus encouraging them to see themselves as writers from an early age. 
• Providing a real purpose for writing and enabling pupils to become increasingly aware of their intended audience. 
• Providing a multi-sensory approach - ensuring a range of contexts and stimuli. 
• Using a range of spoken language skills, e.g. hot seating, re-enacting, use of the theatre for making and presenting. 
• Providing outstanding role models through shared writing, where the teacher shares their own writing processes and experiences. 
• Providing opportunities for collaborative writing. 
• Providing scaffolding and appropriate support where appropriate.
• Giving the children experience of a range of ways to plan, edit and revise their work so they can choose which is appropriate for their needs as they progress through the school.
• Using checklists and success criteria for pupils to self-assess and/or peer assess, when appropriate, so they can evaluate effectively and identify areas for development.
• Encouraging joined handwriting to support spelling and fluency.
• Supporting pupils with learning and motor difficulties through specific, targeted interventions and support from the relevant outside agencies.

Penpals Handwriting

We aim for our children to leave in Year 6 with the ability to write using their own style of fast, fluent, legible and sustainable handwriting, as well as other styles of writing for specific purposes. We believe that handwriting is integral to a child’s personal development and know that children’s engagement and self-esteem can be improved by their satisfaction and pride in good quality presentation. All of the staff within our school put a priority on teaching handwriting and have high expectations of handwriting and presentation across the curriculum.

Our school uses Penpals for Handwriting to ensure that:

• The importance of handwriting is recognised and given appropriate time.

• The progression of handwriting is consistent across the school.

• Handwriting is taught in a consistent and familiar manner.

• Handwriting is acknowledged to be a whole body activity and emphasis is placed on correct posture and pencil grip for handwriting.

• Pupils are supported to develop a handwriting style which is clear, joined and fluid.

• Pupils understand the importance of clear and neat presentation in order to communicate their meaning clearly.

• Expectations of left-handed children are equal to those of right-handed children, and appropriate advice and resources are available to ensure that they learn to write with a comfortable, straight wrist.

• Handwriting is linked into grammar, punctuation and spelling in order to practice and contextualise all of the transcriptional and stylistic skills for writing.

• Handwriting supports the progression of spelling as it enables fluency with aids with spelling.

• Children learn to self-assess their own writing and develop understanding and responsibility for improving it.

• Children learn to write in different styles for different purposes such as print for labelling a diagram, illustrated capitals letters for creating a poster, swift jottings for writing notes, making a ‘published version’ for presentation and fast, fluent and legible writing across the curriculum.

Grammar Hammer

At North Crescent, we teach grammar using the Grammar Hammer system from the Assertive Mentoring Programme. 

The National Curriculum programme of study informs teachers what grammar needs to be taught but it does not provide a structure for teaching. Grammar Hammer provides us with a structured and progressive approach that aligns with the expectations of the National Curriculum. Knowledge is built and skills are revisited and built upon sequentially from EYFS to year 6. 

At North Crescent, we teach spelling using the spelling system from the Assertive Mentoring Programme. 

It provides teachers with a structured and progressive approach that aligns with the expectations of the National Curriculum. Knowledge is built sequentially from EYFS to year 6. 

Our Impact

The organisation of the Writing curriculum we aim for a community of enthusiastic readers and writers who enjoy showcasing their developing literacy knowledge and skills.

• Children are confident to take risks in their reading and writing, and love to discuss and share their ideas.
• Outcomes of learning in both publishing books and Learning Means the World books evidence the high quality of work and the impact of varied and cross curricular writing opportunities. These enable children to write across a range of purposes and adapt their writing successfully, considering the audience. 

At North Crescent Primary School we are aim for:

• Pupils will enjoy writing across a range of genres and will be able to confidently communicate their knowledge, ideas and emotions through their writing in a variety of ways. Children will develop writing skills by linking writing to high quality texts.

• All pupils will acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling rules they learn throughout their time in primary school.

• Pupils of all abilities will be able to succeed in all English lessons because work will be appropriately scaffolded.

• Pupils will have a good knowledge of how to adapt their writing based on purpose and audience. They will be able to write clearly, accurately and coherently, adapting their language selections and style appropriately.