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De Lucy

De Lucy

English Writing 

Intent

At De Lucy, we aim to ensure all children become enthusiastic, imaginative and effective writers who can purposefully write for different audiences. We expose pupils to a range of literature from different genres in order to ensure that they learn how to adapt language and style across a variety of contexts. Writing skills and spellings are taught progressively across the school and allow children to develop their understanding across different genres.

In EYFS, children will be taught to:

Write recognisable letters, most of which are correctly formed

 Spell words by identifying sounds in them and representing the sounds with a letter or letters

Write simple phrases and sentences that can be read by others.

In KS1, children will be taught to:

  • Create and write simple coherent narratives about personal experiences and those of others (real or fictional).
  • Write their own simple poems and recounts about real events.
  • Correctly use basic punctuation
  • Segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others.

In UKS2, children will be taught to:

  • Draft and write by using a wide range of devices to build cohesion within and across paragraphs.
  • Draft and write by describing settings, characters and atmosphere.
  • Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
  • Evaluate and edit by: proposing changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning.
  • Evaluate and edit by: distinguishing between the language of speech and writing and choosing the appropriate register.
  • Use literary features: metaphor, personification, onomatopoeia, hyperbole for effect.

Implementation

At De Lucy, we use the ‘Talk For Writing’ approach to structure our writing lessons in Years 1 to 6. The process of ‘Imitation – Innovation – Independent application’ is followed. Pupils learn to orally recite and act out stories through listening and reading. The teacher maps out the story using pictures to aid pupils’ memory. The repetition allows the pupils to interact with the text and helps them to internalise the language patterns and text features. Pupils are then taught to use the underlying structure of the original text to write their own version.

Talk for Writing is taught in three phases:

  1. The imitation stage

During this phase, the pupils create actions to accompany the oral re-telling of the story. They also create story maps, using pictures and symbols, to depict actions and events from the text. The key to success for the pupils is that they internalise the text type through repetition and rehearsal. They also begin to look closely at the language and text features specific to that genre.

  1. The innovation stage

During this phase, the teacher and the children begin to change aspects of the model text using their own ideas. They explore the text using different characters, settings or events and new ideas for descriptive language whilst sticking closely to the underlying structure. This process enables the pupils to write their own versions through developing their ability to generate good words and phrases. 

  1. Independent application

During this phase, the pupils plan and write their own story based on the text type they have been learning. They experiment with the ideas and begin to explore their own style of writing using sentence types from the model text before finally writing their version of the text.

https://www.talk4writing.com/

T4W-overview-Grammar-progression-new.pdf

LITERACY_Overview_2021_2022.pdf

Impact

End of KS2 writing results

As part of our school assessment procedures, writing is teacher assessed against the writing framework. Writing judgements are moderated internally by our literacy leaders and the borough as part of Greenwich’s four year moderation cycle.  Senior Leaders quality assured predictions in 2020 and writing judgements in 2021 as external moderation could not take place due to Covid-19.

3 Year Trend

2019

Official National SATS

 

2020

Based on predictions March 2020

 

2021

Internal SATs

 

 

School

2019

National

2019

School

Predictions

March 2020

National

2019

School

Internal

June 2021

National

2019

% EXS

76% 

 78%

 81%

 78%

 75%

 78%

% GDS

28% 

 20%

 30%

 20% 

 27%

 20%

Pupil Voice

Year 2

I like writing lessons. I don't know why but I do.

I have fun in my writing lessons.

Year3 

I like writing my own stories and making up characters.

It's fun learning our story map.

Year 4

We are using relative pronouns to make the sentence better.

Year 5

We use the story map to learn the story, then we use it to make our own one.

How parents can help

Reading regularly to your children at home/or with them will support in accessing more challenging texts that they would not be able to access independently. Through the sharing of books, children are exposed to a wide and varied vocabulary and language structures that they can transfer to their own writing.

Encouraging your child to take part in informal writing activities at home for a purpose will enable them to practice the skills that they have learnt in school. A few examples are: writing cards, shopping lists, letters to family members, keeping a diary, and writing about a special event or sporting activity. Please remind your child to bring any writing to school to share with their class teacher.

Partnership Links

The subject leaders attend the RGTSA English Leader Network meetings.

Policies

 

Subject leaders

Miss Hughes - EYFS & KS1

Mrs Goniou - KS2

Updated 7th December 2021

Noticeboard

 

We are still limiting parent access to the school office.