Opportunities and provision for the teaching and learning of writing are as follows:
Phonics and spelling: Five daily 20 minutes Phonic sessions in Key stage 1 and Reception.
Emergent writing: In Reception and Key Stage 1 children are given regular opportunities to write freely within a particular genre and across the curriculum. This gives them the opportunity to become emergent writers.
Shared Writing: Within each teaching sequences shared writing is a key part.
Guided Writing/Independent Writing: Each teaching sequence ends with an opportunity for guided and independent writing. There are also frequent opportunities for independent writing throughout the other curriculum areas.
Extended writing: Throughout the term there are opportunities for extended writing. On a termly basis samples of these extended writing outcomes are used for assessment purposes. Children are immersed in a plethora of stimuli in order to ensure they are truly inspired to write.
Talk for Writing (K.S.1.): The whole school utilises the talk for writing model termly to aid children with their writing. Children learn texts by heart and through a process of imitation and finally invention produce pieces based on an original script. The children are able to appreciate structure, vocabulary and style and add this to their personal writing toolkit.
Handwriting: The school has adopted a cursive handwriting script and this is taught and reinforced regularly in Key Stage 1. As children move through the school opportunities to practice handwriting continue and when the class teacher feels a child is able to join fluently they are encouraged to write in pen.
Spelling: Children from Years 1 to 6 are given lists of spellings each week to learn at home. Children are tested on these words weekly.
Work is marked and assessed in line with the marking and Assessment policies .
Work is assessed, at present, using APP criteria. The findings of the assessment are used to inform planning to help the teaching and learning process. In line with the New National curriculum requirements and the raised expectations that this document requires teachers also assess termly whether a child is working at/below or above the level expected for their age.