Writing

Pathways to Write

We follow a Mastery approach to English through the programme ‘Pathways to Write.’ Units of work are delivered using high quality texts and children in all year groups are given varied opportunities for writing.

Skills are built up through repetition within the units, and children apply these skills in the writing activities provided. Many opportunities for widening children’s vocabulary are given through the Pathways to Write approach and this builds on the extensive work we do in school to provide our children with a rich and varied vocabulary.

You will find the end of year expectations for writing, reading and spoken language for each of our year groups in the attached documents. For further detail on the skills that your children are learning on a termly basis, please contact your class teacher.

Writing Statement of Intent

At St Oswald’s C of E Academy, children are taught writing skills through studying a range of fiction and non-fiction texts, including the use of teacher-produced models for writing. In EYFS and Key Stage 1, children are encouraged to learn texts by heart, before innovating and then applying more independent changes to the model until they can write freely with confidence. This helps them to understand the key language and layout features of different text types.

In Key Stage 1, picture books are used as a visual stimulus to develop vocabulary choices and composition. By Upper Key Stage 2, children engage in novel studies, as well as writing independently and freely at length.  Writing is completed under the banner of the topic where possible.  Children write at length during their topic times as well which ensures that skills taught during the specific writing and grammar sessions are rehearsed and refined independently.

Pupils are taught to plan, revise and evaluate their writing. To be able to do this effectively, they will focus on developing effective transcription and composition. They will also develop an awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. We also intend for pupils to leave school being able to use fluent, legible and speedy handwriting.

With regards to Spelling, teachers will show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They will also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. Pupils will be taught to control their speaking and writing consciously and to use Standard English.

 

Oracy Statement of Intent

Throughout the school children are given the opportunity to increase their spoken vocabulary through many activities embedded within classroom practice.

Talk for Writing, 1:1 activities with adults, small group work and class performances.

Teachers and support staff are tasked with improving the confidence and competence of their children with spoken word - as well as their listening skills.  Through small group work and focused group work in all areas of the curriculum children are exposed to language and grammar which is challenging and specific to their learning.

Conscience alleys and other dramatic practice will expose children to opportunities to be in role and to also select appropriate language for the situation.

We value the importance of drama. Drama is a valuable tool for raising self-expression, confidence and self-esteem. Drama is also taught as a stimulus for other subject areas. The children also gain experiences through watching visiting theatre groups and by participating in workshops.