Bader

Primary School

Aiming High

Writing

English Rationale

At Bader Primary, we aim to develop all aspects of English to enable every child to develop her/his skills and knowledge to communicate and explore, understand and be understood in the world around them.

Competence in English is a life skill, which we develop, not only in English lessons but also throughout the whole curriculum. The areas of speaking and listening, reading, spelling, grammar and punctuation and writing (transcription, handwriting and composition) are developed in a variety of forms and experiences. The National Curriculum sets out the profile components. Bader’s aim is to ensure that children have: a love of reading, a broad range of vocabulary and the understanding to use these as a foundation to plan and create pieces of writing which reflect their skills, imagination and creativity.

Curriculum Intent

At Bader Primary, our vision is to ensure children foster a love of learning.

Our ‘context for learning’ approach to the curriculum means that learning is relevant, memorable, inspiring and fun. It is vital that children understand that the world is a wondrous place and know that life is a fantastic adventure. Learning within the curriculum ensures children can recall and apply key skills and facts, whilst also developing respect for themselves and others.

Children leave Bader healthy and strong with an understanding of how to look after their bodies and keep themselves safe.

Writing Intent

As a school, we aim to:

  • Develop a positive attitude towards writing
  • Develop a flair for writing through creative and inspiring teaching
  • Encourage children to appreciate our literary rich environment
  • Teach children to write for purpose with the audience in mind
  • Ensure children are aware of a wide range of genres and know what features they should include
  • Teach children the importance of planning, drafting, editing and improving

Writing Implementation

In EYFS, children follow planning in the moment. Through children’s interest led ideas, adults encourage children to mark- make and write for a purpose. Plentiful opportunities for mark making and writing are multi-sensory and are visible in both indoor and outdoor provision areas. Children are taught cursive writing from Reception. 

Our exciting texts are used as stimuli for writing. Children also enjoy the use of film, images, artefacts and visits to enhance their writing. Vocabulary is imperative; we strive to equip children with a wide range of vocabulary to help bring their writing to life. Basic skills and non-negotiables which are progressive across each year group underpin writing in all areas of the curriculum. All teachers model the writing process and demonstrate writing to a high standard.

Children are encouraged to plan their work and then make improvements throughout the writing process. Children will complete a piece of sustained writing at least once every two weeks.

At Bader, we have adopted a cursive style of handwriting which concentrates on correct letter formation and the joining up of letters. We value, encourage and expect well-presented work on a daily basis. We use Spelling Shed and focus on teaching spelling rules. When practising spellings, children use the “Look, say, cover, write and check” method, word banks and dictionaries. Each year group has a list of spelling patterns and conventions from the National Curriculum appendices for each year group.

Writing Impact

Bader Primary’s impact is clear:

  • Pupils enjoy writing across a wide variety of genres
  • Pupils of all abilities make progress due to work being appropriately scaffolded
  • Pupils are exposed to a wide range of high level vocabulary and use it within their writing
  • Pupils have an awareness of purpose and write with their audience in mind
  • Pupils leave Bader with a good understanding of spelling rules and patterns
  • Standards in attainment in writing have risen over the last 2 years

Our exciting texts are used as stimuli for writing. Children also enjoy the use of film, images, artefacts and visits to enhance their writing. Vocabulary is imperative; we strive to equip children with a wide range of vocabulary to help bring their writing to life.

Children are exposed to a wide range of writing genres through quality class texts.

Year 1

Autumn

The Deep Dark Wood

  • Setting descriptions

Hibernation Hotel

  • Instructions
  • Poetry

Pumpkin Soup

  • Missing poster

Hansel and Gretel

  • Setting description

Jim and the Beanstalk

  • Narrative

Spring

The Smartest Giant in Town

  • Letter

A Squash and a Squeeze

  • Diary entry

Poppy and the Blooms

  • Character description

The Secret Sky Garden

  • Instructions

Summer

Dogs Don’t Do Ballet

  • Non-Chronological Report

Fairytale Pets

  • Story opener

Eliot Midnight Superhero

  • Poetry

The Storm Whale

  • Setting description

Year 2

Autumn

The Clockwork Dragon

  • Instructions
  • Poetry
  • Description

The Ghost in Annie’s Room

  • Narrative
  • Setting Description

Spring

Douglas Bader

  • Description

Rabbit and Bear

  • Non-Chronological Report
  • Letter – Recount

Summer

Dread Cat

  • Non- Chronological Report
  • Diary

Sophie takes to the Sky

  • Poetry
  • Setting description
  • Narrative – opening
  • Non-Chronological Report

Year 3

Autumn

The Day the Crayons Quit

  • Letter writing

The Iron Man

  • Character description
  • Setting description
  • Instructions

The Crayons’ Christmas

Spring

Douglas Bader

  • Diary entry

KrindleKrax

  • Character description
  • Newspaper report
  • Non chronological reports (Sp 2)
  • Longer Narrative – full story

Summer

Stone Age Tales series

  • The Great Cave
  • The Great Flood
  • The Great Storm
  • The Great Monster

Writing about real events (Discovery of Yuka)

Information (Stone Age)

Character profile

Reading playscripts Poetry – Skara Brae figurine

Year 4

Autumn

Firework Maker’s Daughter

  • Character description
  • Diary entry
  • Setting description

Christmas

  • Instructions

Spring

The Lion, The Witch and the Wardrobe

  • Setting description
  • Persuasive advert
  • Newspaper Report
  • Narrative

Summer

The Butterfly Lion

  • Non-Chronological Report
  • Diary entry
  • Poetry
  • Instructions

Year 5

Autumn

Goodnight Mister Tom

  • Setting descriptions
  • Letter
  • Narrative
  • Character description

Spring

Street Child

  • Non-chronological report
  • Character Descriptions
  • Diary entry
  • Narrative

Sir Tom

  • Biography

Summer

Secrets of a Sun King

  • Instructions
  • Non-chronological report
  • Poetry
  • Diary entry
  • Narrative

Year 6

Autumn

Pax

  • Letters
  • Non-chronological report
  • Diary

Dulce Et Decorum Est

  • Poetry

Spring

The Spiderwick Chronicles

  • Character description
  • An informal letter (to inform rather then persuade, retelling events at the house)

Skellig

  • Biography

Summer

Skellig

  • Character description
  • Formal letter

Each year group in KS1 and KS2 follow a consistent sequence of lessons.

IDENTIFY FEATURES

Children are always asked to consider the audience and purpose of each genre. They then discuss the features in detail and highlight and annotate a high quality text. Children then choose a second colour and highlight and annotate the features of their ‘Every Time we Write’ checklist.

WABOLL – WAGOLL

Staff share a WABOLL (What a Bad One Looks Like) with children. Through the use of Seesaw on 1:1 devices, children are able to highlight and annotate any errors.

Staff at Bader value the importance of modelling and ensure shared writing promotes the use of high level vocabulary, refers to the year group’s checklist and includes specific genre features. Staff ensure they share their internal monologue to demonstrate their thinking process aloud. Children are then given the opportunity to practise writing and edit and improve the WABOLL to create a WAGOLL (What a Good One Looks Like).

PLANNING

Genre dependent, children will use a variety of scaffolds if required to aid them in their planning.

 They will use their year group, differentiated ‘Every Time We Write’ checklists to ensure they have the expected writing features planned for.

Alan Peat sentence types are displayed in every class to support children in including different sentence types.

DRAFTING

Children will use their plan, Every Time we Write Checklist, year group vocabulary and any tier 3 words.

Slow write checklist -step-by-step structure to create a short text or paragraph. Similar to a writing frame, a teacher will give specific writing prompts or instructions as to what grammar, language or punctuation features to include in each sentence.

EDITING & IMPROVING

Children use purple polishing pen and respond to live marking feedback from adults.

Mini plenaries offer whole class support. Peer support enables children to offer verbal constructive feedback to assist one another in improving their writing. Constant reference to children’s ‘Every Time We Write’ and slow write checklists are made.

FINAL PIECE

Children independently make any changes to their writing. They check their checklists a final time and write up their final draft on paper to celebrate the end of the writing process.

Staff use the Every Time we Write checklists to highlight features children have included. One to two statements are highlighted in yellow, which become a child’s target for their next piece of writing.

Vocabulary is imperative; we strive to equip children with a wide range of vocabulary to help bring their writing to life

Bader has adopted ‘The Write Stuff’ and children love using the ‘FANTASTICS’ to generate high level vocabulary.

Basic skills and non-negotiables which are progressive across each year group underpin writing in all areas of the curriculum. All teachers model the writing process and demonstrate writing to a high standard.

Furthermore, ‘BOOMTASTICS’ taken from ‘The Write Stuff’ aids children in ensuring they write with flair; supporting them in using figurative language.

At Bader, we have adopted a cursive style of handwriting which concentrates on correct letter formation and the joining up of letters. We value, encourage and expect well-presented work on a daily basis.

We use Spelling Shed and focus on teaching spelling rules. When practising spellings, children use the “Look, say, cover, write and check” method, word banks and dictionaries. Each year group has a list of spelling patterns and conventions from the National Curriculum appendices for each year group.