'Be the best you can be'
At Hagbourne, we believe that all pupils should be able to confidently communicate their knowledge, ideas and emotions through their writing. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school. We believe that all good writers refine and edit their writing over time, so we want children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process. We do not put ceilings on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress.
We teach English as whole class lessons, so that all children have access to the age-related skills and knowledge contained in the National Curriculum. Within lessons, teachers and teaching assistants target support for slower graspers to enable them to achieve at an age-related level wherever possible. This may involve a greater level of scaffolding and access to additional support materials such as Word Banks or a greater level of modelling. Rapid graspers are given opportunities to extend their writing in a variety of ways, including through showing greater control in their writing, a deeper understanding of the impact that their writing has on the reader and by using a higher level of vocabulary and grammar features.
Spellings are taught according to the rules and words contained in Appendix 1 of the English National Curriculum. KS2 teachers use ‘No Nonsense Spelling’ to support their teaching and to provide activities that link to the weekly spellings. Children are given spellings to learn each week and are given a spelling test the following week. When marking work, teachers identify up to five words that children have spelt incorrectly from within that child’s known ability. Children are then encouraged to identify these incorrect spellings in their own writing and correct them. Grammar and punctuation knowledge and skills are taught through English lessons as much as possible. Teachers plan to teach the required skills through the genres of writing that they are teaching, linking it to the genre to make it more connected with the intended writing outcome. Teachers sometimes focus on particular grammar and punctuation skills as stand alone lessons, if they feel that the class need additional lessons to embed and develop their understanding or to consolidate skills.
English Lesson Sequence:
Each year group has a yearly overview of the writing genres, both narrative and non-fiction, that they will teach
These have been planned to ensure correct coverage of the key genres as well as build on skills from year to
year. Units will take between two and four weeks to complete, and the outcome of each unit will be an Extended
Write which will be used to assess the pupil’s skills against the agreed success criteria. Every narrative unit is
linked to a carefully chosen text that acts as a stimulus for teaching the identified text, word and sentence level
features that children will be expected to include in their extended writing outcome for that unit. A WAGOLL –
What a good one looks like – is created based on the stimulus text and supports pupils to identify and mimic the
identified features in their own writing. Non-fiction units are also taught through a quality WAGOLL that may be based on a stimulus text.