Intent, Implementation and Impact of Writing
At St Luke’s we believe that all pupils should be able to confidently express their thoughts, emotions and ideas clearly and creatively through the written word. Our aims are for all children to have fluent and legible handwriting, write for a variety of purposes and audiences and develop a secure understanding of grammar and punctuation. We also intend for our children to be able to independently re-read, revise and edit their writing both during and after the writing process. At St Luke’s, we want all of our children to take pride in their work and encourage the use of a cursive handwriting style from Year 1 onwards.
As our approach to writing, we use Pathways to Write: a ‘proven methodology which develops vocabulary, reading and writing skills through the mastery approach’ (The Literacy Company). Using a ‘mastery approach’ to writing within our teaching, allows for a greater development of vocabulary and spelling.
English lessons are taught daily across the school and to the whole class, therefore allowing all children to have access to the age-related skills and knowledge contained in the National Curriculum.
Each class studies a different high-quality text every half term which offers children engaging, yet challenging English lessons. Within each unit of work, children are given opportunities to participate in drama, spoken language activities and writing for a variety of purposes. Opportunities are planned for children to use knowledge from other subjects within their English writing and vice versa.
Grammar and Punctuation are taught, where possible within English lessons; allowing the children to learn skills in a meaningful manner. However, in Upper Key Stage 2, new concepts of Grammar and Punctuation is often taught outside of the English lessons. Every English lesson in Classes 2 - 6 starts with a SPaG style starter and often teachers will try to make starters relevant to that week’s grammar lesson or the skills that are being taught in English.
As a school, we follow The Literacy Company's Pathways to Spell spelling scheme and spelling lessons are taught to Years 2 - 6, three times a week. Children are taught ways to learn and practise spelling rules and are given spellings to learn at home each week. They are tested on these the following week. Children have access to spelling mats and word banks during writing tasks and rich vocabulary and words often misspelt should be on display on the class’s working wall.
At St Luke’s, the implementation of the writing journey is well established and taught thoroughly throughout both key stages. This allows our pupils to become confident and creative writers with a secure knowledge of grammar and punctuation skills.
We work with other schools within FAVSP to moderate planning, lessons and books; ensuring that progress is being made across all year groups. Assessment for learning is ongoing and our staff assess attainment regularly, through both formative and summative methods. Children complete a ‘Cold’ and ‘Hot’ task every half term, which is assessed by teachers in order to monitor progress.
The teaching of writing is monitored by leaders through learning walks, book scrutinies and Pupil and Teacher Voice.
All classes follow the Pathways to Write scheme of work produced by The Literacy Company. Pathways to Write designed to equip pupils with key skills to move them through the writing process towards their final outcome. It is built around units of work that follow a mastery approach to the teaching of writing.
To support this approach, clear detailed lesson plans and resources are linked to a high-quality text. Pathways to Write ensures engaging and purposeful English lessons. The units can be used thematically to encourage a whole school approach to writing with the opportunity for topics to link across all year groups.
Each unit covers a range of areas in the national curriculum:
- Mastery of vocabulary, grammar and punctuation skills
- Writing a range of genres across a year
- Vocabulary development
- Using a wider range of reading comprehension strategies as a whole class
- Spoken language activities including drama and presentations
- Opportunities for practising previously taught genres
- An extended, independent piece of writing
This process follows three stages:
The Gateway (1-2 lessons)
- Begin at the Gateway with a ‘hook’ session to intrigue and enthuse young writers
- Use objects, people, images or role-play to stimulate questions about the chosen text
- Give pupils the opportunity to predict the text
- Establish the purpose and audience of the writing
- Revisit previous mastery skills and ongoing skills
The Pathway (10 lessons)
- Introduce pupils to three new writing skills from their year group curriculum
- Provide opportunities to practise and apply the skill they have learnt through short and extended writing tasks including character descriptions, poetry, dialogue between characters, fact files or diary entries in role
- Provide opportunities to re-cap and apply previously taught skills
- Challenge greater depth writers through a wider range of tasks e.g. changes to form, viewpoint and audience
Writeaway (4 lessons)
- Section and sequence texts independently or collaboratively
- Create extended pieces of writing over time
- Opportunity to apply mastery skills
- Time for planning, writing, checking, editing, redrafting and publishing
- A fiction or non-fiction outcome will be written (covering a wide range of genres and themes over the year