Writing

Writing at CBINS

Intent – Writing underpins our teaching and learning at CBINS. We aim to ensure all children become writers through developing children’s ability to use and manipulate a range of writing tools. Through their continued experiences, children develop their proficiency to make meaningful marks, write letters and sounds which develops into sentences and extended pieces of writing. Alongside this, we immerse all our children in a language rich environment to encourage communication and develop vocabulary. We strongly feel that if children are writing purposefully for an audience, this will motivate them to communicate their thoughts and ideas through writing and see it as a crucial life skill.

Curriculum Drivers

Transcription

Composition

Spelling, Handwriting and Talk 4 Writing Mapping

Learning for Life
Learning together; Making connections
Learning and Living Healthily
Learnning and Living in our Community and the Wider World

Fine and gross motor control
Making marks
Formation and handwriting
Spelling

Generate and develop ideas
Articulate thoughts
Consider context
Give meaning to our writing
Re-read and correct

Progression of vocabulary, skills and knowledge
Builds on, embeds and deepens prior learning

something

Implementation –We implement this by embedding writing throughout our children’s learning across all areas of the curriculum and their personal experiences. Our learning environment promotes independent opportunities to communicate through talk and writing which are explicitly modelled by all staff. We then follow the Talk 4 Writing teaching sequence alongside our spelling and handwriting scheme to meet and go beyond national expectations as outlined in the EYFS and KS1 curricula. Children develop their oral story telling skills and immerse themselves in high quality texts as a basis for their own innovations and application.

Teaching

Talk 4 Writing

Support and challenge

Retaining knowledge

Modelling through clear presentation of subject matter
Responsive and adaptive to the needs of children
Assessment for learning throughout
Promoting independence through learning and play
Impactful questioning that promotes deeper thinking and talk
Promoting the use of everyday language, the language of learning e.g. compare, analyse etc... and subject specific vocabulary e.g. suffix, sentence, punctuation, adjective etc…
Developmentally appropriate approaches that lead to high levels of engagement, motivation and productivity

3 staged approach – Imitate, Innovate and Independent Application
Model texts and toolkits tailored to the needs of the children
Story and text maps
Language rich – magpie, book talk, reading as a reader
Grammar woven through and explicitly referred to and modelled

Scaffolding through text types, models, peer support and adult interaction
Addressing errors at the point of misconception
Delving deeper through questioning, both adult led and child led
Use feedback, both at home and in school, learning conversations, play partnering and sustained shared thinking strategies to reinforce and extend learning
Promoting independence through innovation and application to different contexts

Sequential mapping and skills progression following the Talk 4 Writing sequence, Handwriting and Spelling schemes
Learning environment where writing is evident everywhere.
Access to writing materials such as story maps available for children to revisit and build upon independently.
Opportunites for writing across the curriculum and provision, encouraging children to turn to writing as part of their learning, play and exploration
Applying skills and knowledge into new contexts by making links to previous learning

Impact – Our Writing curriculum leads to good results in both Key Stages. At the end of EYFS, 79% of children met or exceeded the ELG for Writing compared to 75% nationally. At the end of KS1, 73% of children achieved the expected standard in Writing compared to 70% nationally, with an additional 22% reaching the standard for greater depth. Children develop their spoken language for storytelling, as well as their transcription when writing on the page. Above all children view themselves as storytellers and writers, confidently able to express their ideas creatively and develop writing flair using and magpying from modelled examples.

Contact Details

Writing