English Writing 2024/2025 updates in process

Intent

We aim for all pupils to become confident, proficient and enthusiastic writers who have the relevant skills and knowledge to write effectively for a clear purpose and audience.  Pupils are exposed to a range of literature from different genres to ensure they learn how to adapt language and style across a variety of contexts. Different story types are covered within a year and repeated across the key-stage with focus writing toolkits which are cumulative. Non-fiction writing is based on pupils’ own experiences moving to more abstract stimuli in key stage 2. Purposeful links with the wider curriculum are made and non-fiction toolkits build cumulatively across the key stages. Writing skills and spellings are taught progressively across the school.

Implementation

At De Lucy, we use the ‘Talk for Writing’ approach to structure our writing lessons in KS1 and 2. The writing process is described, modelled and then practised by pupils. Learning is scaffolded and then reduced so pupils can take increasing ownership. The process starts with a model text which is an exemplar of the focus text type. It has a clearly identifiable text structure and language patterns which are transferrable.

Talk for Writing is taught in three phases:

1. The Imitation Stage

During this phase, pupils learn the model story text orally through co-constructing a simple story map using pictures and symbols. Pupils retell the model text using the map and actions until the language patterns are embedded in their long-term working memory. [In non-fiction texts, the model text language patterns are identified and explored orally and in writing.] Focus vocabulary is taught and explored in different contexts. Pupils analyse the underlying structure of the model text and the writing tools that make the writing effective; co- constructing writing toolkits with a clear understanding of each tools purpose. Short burst writing is used to model and practise toolkit writing techniques. By the end of the Imitation Stage all of the learning pupils have experienced is visible on the class washing line for reference and for revisiting learning.

2. The Innovation Stage

During this phase, pupils draw upon the original model text to create their own version scaffolded through modelled and shared writing. There are many different ways to innovate. Pupils move from hugging the model text closely with embellishments, to adapting the story text structure and the toolkits to become increasing creative with their new innovated composition. In non-fiction, they draw upon the underlying structure and language features of the original to create their own version about a different topic drawing upon their wider reading, the wider curriculum and their own ideas. In upper key stage 2, more confident writers will be innovating confidently and writing more sophisticated texts and in non-fiction will mix and match different text features as appropriate.

Pupils are taught to proofread and edit their writing effectively.

3. Independent Application

During this phase, pupils move towards becoming more independent in planning and writing their texts. Modelled and shared writing focuses on the aspects of the process that need re-enforcing, as well as the actual writing that needs revisiting and strengthening. Pupils edit and improve their writing to create a finished piece.

 CURRICULUM OVERVIEWS TO BE ADDED IN

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.

The outcomes in writing were above national averages at both expected + and higher standard in 2022 and 2023.

End of KS2 SPAG results

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

Ensure that children read at home daily and learn their spellings. If children bring a story map home, please discuss this with them and listen to them recite it.

Subject leaders

The writing leader is Miss Hughes

Page updated 27th January 2025