Writing Approach Y2-6

Approach to Writing Y2-6

We use an evidence-based approach to teaching writing drawing upon a wide range of research that supports high-quality writing instruction. Each sequence of learning is designed to develop pupils’ knowledge and skills as well as their engagement and enjoyment of the writing process.

Our approach includes key aspects of effective writing instruction, including:

• Understanding the purpose and audience for writing
• Establishing writing goals at the start of each sequence
• Teaching the writing processes: gathering ideas, planning, drafting, revising, editing and publishing
• Teacher modeling of writing using  ‘think aloud’ strategies
• High-quality feedback – whole class as well as individual
• Pupil conferencing to support progress
• Purposeful writing every day
• Teaching quality sentence construction including ‘sentence of the week’ lessons to practice new skills
• Sharing writing as part of the lesson
• Incorporating key elements of the grammar curriculum, which may be introduced through mini-lessons

Children are given opportunities to write for real purposes across the curriculum, covering a range of genres. This may include writing to inform, persuade, discuss or entertain, and often include a specific audience. These writing tasks may be tailored to children’s interests thus inspiring creativity and enjoyment. Examples of cross-curricular writing are celebrated through displays in classrooms and around the school.  

Writing units often start with a hook to inspire interest and engagement for example through the use of story sacks, scavenger hunts, props, pictures, and video clips. Keywords and ambitious vocabulary are explored and displayed promoting a vocabulary rich environment which values the spoken and written word.  

Each term begins with an English unit which is based on book-led planning using the Take One Book approach where a quality picture book or short animation is used to generate discussion. Previously taught objectives are revised and practised leading to a range of short cross-genre outcomes inspired by the book.  

English sequences are driven by high-quality ‘texts that teach’ and quality model texts that are deliberately chosen to promote a firm understanding of age-related writing, grammar, and vocabulary which can then be applied independently. Where appropriate, a ‘Talk for Writing’ or ‘Sentence Stacking’ approach may be used across the school to encourage oral rehearsal of sentence structures and provide a clear model for writing: imitate – innovate – invent.

Writing is celebrated in every classroom through the 'Celebrating Writing Display' which showcases a selection of children’s writing which can be from across the curriculum and a writing award is presented to a pupil from across the school each week during our celebration assembly.

Assessment of Writing

Writing is teacher-assessed throughout the term and longer pieces are used to inform end-of-term judgments using assessment criteria for each year group based on the Primary National Curriculum.