Catherine Infant School
WRITING
AIMS
- To develop confident and independent writers, who communicate their ideas effectively.
- To support pupils to adapt their use of language in order to communicate for a range of purposes and audiences.
- To encourage a love of writing, by developing vocabulary and understanding of grammar to further their learning and ability to communicate.
- To encourage pupils to take ownership of their learning, by planning, revising and reflecting on their writing to ensure it is coherent and meets its purpose.
By the end of EYFS, pupils will:
Be able to write recognisable letters, most of which are correctly formed. They will be able to spell words by identifying sounds in them and representing the sounds with a letter or letters. It is expected that they will also write simple phrases and sentences that can be read by others. Pupils will show good control and co-ordination in their small movements. They will handle equipment and tools effectively, including pencils for writing.
By the end of Key Stage 1, pupils will:
Be able to write narratives, both real and fictional. Pupils will write using past and present tense mostly correctly and consistently. Pupils will demarcate sentences using capital letters, full stops and question marks most accurately. Pupils will spell most common exception words correctly. Handwriting will show consistency in letter sizing.
APPROACH
TALK FOR WRITING
Our aim is that all pupils love English and are excited to read, write and express themselves. In order to achieve this, we follow Talk for Writing (TFW) as a whole school, a cumulative and systematic process for the teaching of English. The Talk for Writing approach enables pupils to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that pupils internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in pupils to write creatively and powerfully.
Tiered approach to the teaching and learning of writing:
- Baseline assessment and planning - 'cold' task
- Imitation phase
- Innovation phase
- Independent application and invention - 'hot' task
- Final assessment - building on progression
For more information, visit
What is Talk for Writing? - Talk for Writing (talk4writing.com)
SPELLING – READ WRITE INC PHONICS AND SPELLING
Read Write Inc (RWI) is a phonics programme which helps all pupils learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. We begin the programme in Nursery and continue teaching RWI throughout the school until pupils can read fluently. The RWI phonics programme includes daily spelling. As children complete the phonics programme in year 2 we then teach specific spelling rules by following the RWI spelling programme (from autumn 2).
RWI was developed by Ruth Miskin and more information on this can be found at:
https://ruthmiskin.com/en/find-out-more/parents/.
Our pupils are supported to develop their spelling, punctuation and grammar skills through daily English lessons as well as during RWI phonics/spelling sessions. Pupils begin to learn sight words and some punctuation during the early years. As they move into Key Stage 1 they are taught more complex spelling rules, punctuation and grammar in their daily English lessons. Pupils in KS1 receive weekly home learning for spellings and they are tested in class each week.
HANDWRITING – RWI & PENPALS
Pupils are supported to develop a handwriting style which is clear, joined and legible. Starting from the Early Years, pupils are encouraged to form letters using the letter formation guidance taken from Read Write Inc. As the children move into Key Stage 1, formal handwriting skills are taught regularly and systematically through the use of the PENPALS handwriting scheme.
WRITING CURRICULUM OVERVIEW
| Learning Cycle 1 | Learning Cycle 2 | Learning Cycle 3 | Learning Cycle 4 | Learning Cycle 5 | |
| Year 2 |
Meerkat Mail Journey/Meeting Tale Non- Chronological Report |
Supertato Overcoming a Monster Tale Information text about a superhero |
Bob’s Best Ever Friend Meeting Tale Poetry |
The Owl who was Afraid of the Dark Tale of Fear |
George and Dragon Defeating a Monster Tale Instructions ‘Why’ Explanation Text |
| Year 1 |
The Enormous Turnip Cumulative Story |
How to Catch a Star Wishing story How to Catch a Fairy Instructions Poetry |
Handa’s Surprise Journey story Amazing Antelope Information Report |
No-Bot the Robot with No Bottom Lost and Found story |
The Storm Whale Finding story |
| Reception |
The Gingerbread Man Journey story |
Baby Mouse Journey story |
Sleepy Bumble Bee Journey story |
Jack and the Beanstalk Beat the Baddy story |
Farmer Duck Beat the Baddy story The Kiss that Missed Lost and Found story |
| Nursery |
Brown Bear, Brown Bear, What do you See? Repeated language patterns (story) |
Mr Wiggle and Mr Waggle Journey and meeting story |
Little Red Hen Cumulative story |
Stuck in the Mud Cumulative story |
Squeaky story Cumulative story |
