Writing

At St. Andrew’s, we focus on teaching six text types: recount, report, instructional, explanation, discussion, and persuasive texts. The text types are introduced and revisited in a specified sequence to reduce cognitive load. Additionally, the core grammar knowledge for each phase is specified and sequenced so that children have plentiful opportunities to learn the skills and practice them to automaticity. Once children are ready to apply these skills, they draft extended pieces. The writing outcomes are based on content from the text read and discussed in the whole class reading lessons, or from previously taught content in foundation subjects.

Again, this is to ensure the focus is on thinking about grammar, punctuation, and vocabulary choices, rather than making up content, which is something children do naturally when we use rich texts. In Early Years, the focus is on oral language development, however children will be exposed to writing through encoding the sounds they hear in their phonics lessons. There are opportunities for writing within continuous provision, but children will not be expected to write extended pieces until they are developmentally ready.

Teachers begin the planning process by identifying the purpose and audience for writing; the skills needed for each writing purpose are revisited, taught and practised. Children are given plenty of time to practice and consolidate this learning.

Children are taught explicitly how to plan their writing and time is spent editing work so that all children carefully consider the authorial choices they are making. This ensures that every child can become a competent and successful writer: we believe in improving the writer, not the writing. Lessons are sequenced to allow children opportunities to draft, respond to feedback and redraft, so children feel confident with their work. This also enables the taught grammar and punctuation to become embedded, so that children think carefully about their language choices and apply this in new pieces of writing across the curriculum. The true assessment of a child’s writing ability comes when teachers observe how they are applying the English learning in other curriculum areas, as well as future English writing.