Overview of Writing at Whipman Woods

The teaching of writing, at Whipman Woods, is taught through a sequence of lessons to careful structure children’s learning and build on prior knowledge. Each year group plans three curriculum enquiries throughout the year. Each Enquiry has a driver and enhancer subject.

We use the English KKPD documents to ensure coverage throughout all genres and progress between year groups, including EYFS.  Links are made with Enquiry but teachers ensure fidelity to the subject knowledge is given. The KKPDs also take into account the grammar and punctuation for each year group. The documents used in the teaching of writing take full account of the National Curriculum strands. English genres are mapped out throughout the year; this also includes key texts that are to be taught each term.

The whole school genre overview ensures children experience a breadth of genres across school. In EYFS, text types are introduced and link in with genres taught in the rest of the school. A context and rationale behind each of these subjects is clearly mapped out: as is a clear purpose for writing. Where links are made to enquiry, these are detailed on the subject map.

Each writing sequence is planned over 2-3 weeks and follows a structure of:

Immersion – Analyse – Plan – Skills – Write – Edit – Publish

Scaffolding is used throughout writing lessons to ensure all pupils are able to achieve the learning objective. We use the ‘Supporting Children with SEND in English’ document to scaffold learning in lessons. Resources are used to scaffold (including Write Like a Ninja books). We have inclusive classrooms to ensure all children can access the learning and this learning is exemplified on the working wall. Vocabulary is taught throughout the sequence and this is also displayed.

Work is presented neatly using the school’s handwriting scheme (Letter Join). Handwriting takes place daily across the school.

In collaboration with the SENDCO and TAs, interventions take place across the school. These interventions are linked to gaps in children’s learning and take the form of:

Pre and post teach activities; handwriting interventions; SHINE interventions (from the NTS assessment papers).

New spelling words are introduced weekly and practice activities take place throughout the week. A spelling test is held on a Friday.