Updated: 06/12/2023 101 KB

Intent

Writing is a crucial part of our curriculum at St Kentigern’s. We intend our children to develop a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. We also intend to create writers who can re-read, edit and improve their own writing, and enable pupils to be able to confidently use the essential skills of grammar, punctuation and spelling. At St Kentigern’s, we set high expectations for all our children to take pride in their work and set challenges that allow their imaginations to flourish.  

Oracy is prioritised in our writing curriculum in order to build vocabulary for all learners and increase understanding of trickier texts used across our curriculum. Discussion, questioning and talking through texts and ideas, all increase understanding and prepare our children with the tools they need in order to be successful in their writing. Our aim is for ALL learners to achieve their full potential in writing and we are committed to providing the scaffolds and challenge needed in order for our children to achieve this.

We want children to have the skills to be able to express themselves in anyway they want, whether that is an exciting story or a persuasive letter to our local MP.

Implementation

In order to help us to develop confident, enthusiastic writers who can express themselves in a variety of different styles and across a variety of contexts, our teaching of writing is often cross curricular and linked to our class topics. This provides our children with regular opportunities to write for a range of purposes and audiences. Writing tasks are specific and meaningful, and often meet a purpose to engage children and to illustrate how their writing skills can be applied to real life contexts.

Our writing approach incorporates best-practice models and recent case studies. As a result, we have recently adopted "The Write Stuff" by Jane Considine to bring clarity to the mechanics of writing.  "The Write Stuff” ensures consistency of approach and progression throughout school. It follows a method called "Sentence Stacking" which refers to the fact that sentences are stacked together chronologically and organised to engage children with short, intensive moments of learning that they can then immediately apply to their own writing.  An individual lesson is based on a sentence model, broken in to 3 learning chunks. Each learning chunk has three sections:

  1. Initiate section – a stimulus to capture the children’s imagination and set up a sentence
  2. Model section – the teacher close models a sentence that outlines clear writing features and techniques.
  3. Enable section – the children write their sentence, following the model

Children are challenged to ‘Deepen the Moment’ which requires them to independently draw upon previously learnt skills and apply them to their writing during that chunk.

The approach provides the children with a stimulating and language rich writing environment surrounded by print in a variety of forms and contexts. The Write Stuff units are based around high quality, age appropriate texts. Units teach a full range of writing strategies, including spelling, grammar, sentence structure and composition.

"The Write Stuff" uses three essential components to support children in becoming great writers

The three zones of writing :-

  • IDEAS -  The FANTASTICs uses a child friendly acronym to represent the nine idea lenses through which children can craft their ideas.
  • TOOLS - The GRAMMARISTICS. The grammar rules of our language system and an accessible way to target weaknesses in pupils grammatical and linguistic structures.
  • TECHNIQUES - The BOOMTASTICs which helps children capture 10 ways of adding drama and poetic devices to writing in a vivid visual.

Sentence stacking lessons run alongside 'Experience Sessions' - these may be based on a practical activity, for example using drama, to help deepen children's understanding of what they are finding out in the class book. Where appropriate, these should be short local trips or visitors.

At the end of each unit, children then use their new skills to write independently. This work is assessed against age related expectations and children are given feedback on how to improve. Children are also given opportunities to write at length in science, topic and RE.

Impact

Pupils will make good progress from their own personal starting points. By the end of Year Six they will be able to write clearly and accurately and adapt their language and style in and for a range of contexts, purposes and audiences. Our pupils will acquire a wide vocabulary and have a strong command of the written word. Most importantly, they will develop a love of writing and be well equipped for the rest of their education.

Here are some resources to help support your child's writing during their time in Year 1.

Updated: 05/12/2023 461 KB
Here you'll find all of the spelling rules and patterns that are taught throughout the year. Each week your child will receive spellings based upon each focus.
Updated: 05/12/2023 553 KB
All the grammar and punctuation terminology your child needs to know can be found here. Click the link to download a glossary with examples.
Updated: 05/12/2023 152 KB
This document shows all of the words on the Year 1 word list. Try to support you child in learning how to spell them and also how to use them in their writing.

Year 1 Writing

This document shows all of the words on the Year 1 word list. Try to support you child in learning how to spell them and also how to use them in their writing.

What should a great piece of writing look like in Year 1? Click on the picture below to download an example of how the different grammar and punctuation techniques can be used for maximum effect. 

Your child's teacher will be looking for the following features from a Year 1 writer.

Children should build on the skills that they learnt in Reception and should be able to make up their own sentences and write them down. 

Your child's writing should display the following skills:

  • sentences can be sequenced to make simple narratives;
  • the word 'and' can be used to join words or sentences;
  • capital letters and full stops are beginning to be used correctly;
  • when using the pronoun 'I', it is mostly correctly capitalised; 
  • some awareness is shown that names of people and places need capital letters;
  • although question marks do not need to be used, if used, they should be used correctly;
  • spelling some words correctly by breaking into sounds or making plausible attempts at their spelling;
  • spell some of the common exception words;
  • form all lower case letters correctly, starting in the correct place and moving in the correct direction;
  • lower case letters should be the correct size relative to one another;
  • leave spaces between words.

Here are some resources to help support your child's writing during their time in Year 2.

Updated: 05/12/2023 438 KB
Here you'll find all of the spelling rules and patterns that are taught throughout the year. Each week your child will receive spellings based upon each focus.
Updated: 05/12/2023 570 KB
All the grammar and punctuation terminology your child needs to know can be found here. Click the link to download a glossary with examples.
Updated: 05/12/2023 152 KB
This document shows all of the words on the Year 2 word list. Try to support you child in learning how to spell them and also how to use them in their writing.

Year 2 Writing

What should a great piece of writing look like in Year 2? Click on the picture below to download an example of how the different grammar and punctuation techniques can be used for maximum effect. 

Your child's teacher will be looking for the following features from a Year 2 writer. They will be expecting skills taught in Year 1 to be secure. 

Your child's writing should display the following skills:

  • write simply, but clearly and coherently, about real or fictional events;
  • use capital letters, full stops and question marks mostly correctly;
  • use past and present tense mostly correctly;
  • use co-ordination (e.g. and, or, but) and some subordination (e.g. when, if, that, because) to join correctly;
  • spelling many words correctly by breaking into sounds or making plausible attempts at their spelling;
  • spell many of the common exception words;
  • form all lower case letters, capital letters and digits 0-9 correctly, starting in the correct place and moving in the correct direction;
  • lower case letters, capital letters and digits 0-9 should be the correct size relative to one another;
  • use spacing between words.

Here are some resources to help support your child's writing during their time in Year 3.

Updated: 05/12/2023 507 KB
Here you'll find all of the spelling rules and patterns that are taught throughout the year. Each week your child will receive spellings based upon each focus.
Updated: 05/12/2023 555 KB
All the grammar and punctuation terminology your child needs to know can be found here. Click the link to download a glossary with examples.
Updated: 05/12/2023 153 KB
This document shows all of the words on the Year 3 word list. Try to support you child in learning how to spell them and also how to use them in their writing.

Year 3 Writing

What should a great piece of writing look like in Year 3? Click on the picture below to download an example of how the different grammar and punctuation techniques can be used for maximum effect. 

Your child's teacher will be looking for the following features from a Year 3 writer.

They will be expecting skills taught in previous year groups to be secure. They can write stories and write about their personal experiences. Sentences should use capital letters, full stops and question marks correctly with only some error. Tense should also be mostly correct and conjunctions should be used in writing.

Your child's writing should display the following skills:

  • write a range of fiction and non-fiction texts using the correct layout;
  • begin to organise writing with paragraphs;
  • use a range of co-ordinating conjunctions (e.g. or, and, but) and subordinating conjunctions (e.g. when, if, that, because);
  • express time and cause using adverbs/adverbials and conjunctions (e.g. soon, later, next, therefore, after);
  • use apostrophes correctly for contractions (e.g. can't, didn't, I'm etc.);
  • punctuate speech with inverted commas;
  • be capable of producing joined and legible handwriting if required;
  • most Year 3 spellings patterns are correct, with a dictionary used to support unknown words;
  • spell most words on the Year 3 word list and use them in writing.

Here are some resources to help support your child's writing during their time in Year 4.

Updated: 05/12/2023 507 KB
Here you'll find all of the spelling rules and patterns that are taught throughout the year. Each week your child will receive spellings based upon each focus.
Updated: 05/12/2023 521 KB
All the grammar and punctuation terminology your child needs to know can be found here. Click the link to download a glossary with examples.
Updated: 05/12/2023 155 KB
This document shows all of the words on the Year 4 word list. Try to support you child in learning how to spell them and also how to use them in their writing.

Year 4 Writing

What should a great piece of writing look like in Year 4? Click on the picture below to download an example of how the different grammar and punctuation techniques can be used for maximum effect. 

Your child's teacher will be looking for the following features from a Year 4 writer.

They will be expecting skills taught in previous year groups to be secure. Sentences should be grammatically correct and use correct tense, with only rare error. Capital letters and full stops should be mostly correctly used. Contractions should be correctly punctuated with an apostrophe and legible joined handwriting should be produced when required.

Your child's writing should display the following skills:

  • write a range of texts such as fiction narratives, newspaper articles, non-chronological reports, information texts, letters and persuasive writing;
  • paragraphs are used to organise writing;
  • avoid repetition by using pronouns (she, he, they etc.);
  • use adverbials or conjunctions, to make links within a text to structure a text (then, next, soon, after, while etc.);
  • fronted adverbials - with an awareness they are followed by a comma;
  • use a range of co-ordinating conjunctions (e.g. or, and, but) and subordinating conjunctions (e.g. when, if, that, because)
  • awareness of correct verb/subject agreement. E.g. Does not make mistakes such as ‘we was’ or ‘I were’.
  • accurately punctuated speech - inverted commas with some other correct speech punctuation;
  • handwriting is joined correctly when required;
  • most spellings are correct, with a dictionary used to support unknown words;
  • spell most words on the Year 4 word list and use them in writing.

Here are some resources to help support your child's writing during their time in Year 5.

Updated: 05/12/2023 441 KB
Here you'll find all of the spelling rules and patterns that are taught throughout the year. Each week your child will receive spellings based upon each focus.
Updated: 05/12/2023 557 KB
All the grammar and punctuation terminology your child needs to know can be found here. Click the link to download a glossary with examples.
Updated: 05/12/2023 154 KB
This document shows all of the words on the Year 5 word list. Try to support you child in learning how to spell them and also how to use them in their writing.

Year 5 Writing

What should a great piece of writing look like in Year 5? Click on the picture below to download an example of how the different grammar and punctuation techniques can be used for maximum effect. 

Your child's teacher will be looking for the following features from a Year 5 writer.

They will be expecting skills taught in previous year groups to be secure. Sentences should be grammatically correct, with only rare error. Capital letters and full stops should be correctly used and children should use a range of different vocabulary and sentence starters.

Your child's writing should display the following skills:

  • write a range of texts such as fiction narratives, newspaper articles, non-chronological reports, information texts, letters and persuasive writing;
  • ensuring paragraphs or sections are used to organise writing;
  • characters and settings are described with details (such as adjectives, adverbs, similes, metaphors or expanded noun phrases);
  • the difference in formality between written and spoken English;
  • cohesive devices, such as pronouns, to avoid repetition (she, he, they etc.);
  • cohesive devices, such as adverbials, to structure a text (later on, soon after, the following morning, meanwhile etc.);
  • modal verbs;
  • different sentences structures (simple sentences, subordinate clauses, starting with conjunctions or adverbials etc.);
  • fronted adverbials are followed by a comma;
  • parenthesis (using brackets, commas and dashes);
  • use of the dash;
  • relative clauses and relative pronouns;
  • correctly punctuated speech;
  • handwriting is joined correctly the majority of the time;
  • most spellings are correct, with a dictionary used to support unknown words;
  • spell most words on the Year 5 word list and use them in writing.

Here are some resources to help support your child's writing during their time in Year 6.

Updated: 05/12/2023 441 KB
Here you'll find all of the spelling rules and patterns that are taught throughout the year. Each week your child will receive spellings based upon each focus.
Updated: 05/12/2023 593 KB
All the grammar and punctuation terminology your child needs to know can be found here. Click the link to download a glossary with examples.
Updated: 05/12/2023 145 KB
This document shows all of the words on the Year 6 word list. Try to support you child in learning how to spell them and also how to use them in their writing.

Year 6 Writing

What should a great piece of writing look like in Year 6? Click on the picture below to download an example of how the different grammar and punctuation techniques can be used for maximum effect. 

Your child's teacher will be looking for the following features from a Year 6 writer.

They will be expecting skills taught in previous year groups to be secure. Sentences should be grammatically correct. Capital letters and full stops should always be correctly used and children should use a range of different vocabulary and sentence starters. Apostrophes should be present in contractions and children should use a range of conjunctions.

Your child will learn the following skills:

  • write a range of texts such as fiction narratives, newspaper articles, non-chronological reports, information texts, letters and persuasive writing;
  • ensure that all text types (as mentioned above) have the correct tone, formality and features to match the audience and purpose;
  • in narrative writing, characters, settings and atmosphere are described with details (such as adjectives, adverbs, similes, metaphors or expanded noun phrases);
  • dialogue is mixed into narratives to convey character and advance the story;
  • cohesion is achieved through a range of adverbials, synonyms and pronouns;
  • use modal verbs and passive voice;
  • different sentences structures (simple sentences, subordinate clauses, starting with conjunctions or adverbials etc.);
  • parenthesis (using brackets, commas and dashes);
  • use of the dash;
  • use of the colon;
  • use of the semi-colon;
  • relative clauses and relative pronouns;
  • use of hyphenated words to avoid ambiguity;
  • correctly punctuated speech;
  • handwriting is joined correctly and is legible;
  • most spellings are correct, with a dictionary used to support unknown words;
  • spell most words on the Year 6 word list and use them in their writing.

Ways to Support Learning

There are lots of ways you can encourage your children to write. It is important to think about word development as well as writing whole sentences and texts.

Encourage your child to:

  • explain a game or activity
  • describe a person, place, picture or thing
  • retell stories
  • talk about things they have done (encourage detail)
  • predict what might happen next in a story, TV programme or sequel to a film
  • play word games (Hangman, Guess Who, Boggle, Scrabble, Who am I?)

When reading with your child discuss the ways authors use words to shape their ideas. Good readers make good writers!

Where possible, encourage your child to write alongside you for real purposes e.g. shopping lists, birthday lists, labels, letters (to friends, family, authors), emails to friends, postcards, cards for relatives, scrap books, diaries, posters, short stories or poems for family members, menus, bedroom or house rules.

If you can, have an exciting selection of writing materials available e.g. a range of pencils, felt tips, coloured crayons and/or gel pens.

There are many sites that can support your child's learning. Here are some that you may find useful.

The Literacy Shed contains a range of ideas to stimulate creative writing.

BBC Bitesize offers information on all the skills that children learn in school.

Children in Year 3, 4, 5 and 6 can developing spelling strategies using IDL. Ask your child's teacher for their login details.