Writing
Holly Class: "I can usually write about 3 ideas. I use the letters we know. I am a Holly Class writer!"
Year 1: "I usually write around 50 words. I use capital letters, full stops, and leave finger spaces. I always read my writing so that my sentences make sense. I form my letters correctly. I am a Year 1 writer!"
Year 2: "I usually write around 100 words. I use capital letters, full stops, and leave finger spaces. I use the past and present tense correctly. I always read my writing so that my sentences make sense. I form my letters correctly. I am a Year 2 writer!"
Year 3: "I usually write around 200 words. I use capital letters, full stops, and leave finger spaces. I choose and use the correct tense consistently. I always proofread my writing so that the sentences make sense. I use joined up writing. I am a Year 3 writer!"
Year 4: "I usually write around 300 words. I use capital letters, full stops, and leave finger spaces. I choose and use the correct tense consistently. I always proofread my writing so that the sentences make sense. I use joined up writing. I am a Year 4 writer!"
Year 5: "I usually write around 400 words. I use capital letters, full stops, and leave finger spaces. I choose and use the correct tense consistently. I always proofread my writing so that the sentences make sense. I use joined up writing. I am a Year 5 writer!"
Year 6: "I usually write around 500 words. I use capital letters, full stops, and leave finger spaces. I choose and use the correct tense consistently. I always proofread my writing so that the sentences make sense. I use joined up writing. I am a Year 6 writer!"
Writing
Intent
At the Belfry School we have high expectations in writing. We believe that no matter what subject our pupils are writing in, the quality and quantity of the writing should remain the same; it should be a transferable skill. To support this we have created 'Successful Writers' lenses which summarise the minimal standards and expectations of each year group. Children are taught to be self-reflective and independent in assessing themselves against the criteria to ensure they are meeting the expectation of their age. Teachers encourage high standards of spelling through underlining appropriate age group spellings (including previous year group spellings) for children to edit with the support of spelling walls.
Implementation
Both KS1 and KS2 teach grammar discreetly and recursively recapped through our A-J approach. The specific grammar is taught, practised through written exercises and applied into their written work, with a focus on their grammar being applied in their genre writing. Our EYFS and KS1 writing is focussed on structuring, building, and writing sentences using age appropriate phonetic knowledge and grammatical awareness of punctuating sentences correctly. This knowledge is then applied into a selected handful of genres in KS1. KS2 focuses on recursive recapping of the KS1 knowledge whilst building and expanding the children's vocabulary, complex grammar and writing for a wider range of purposes. KS2 genres include the genres learnt in KS1 (for recursive learning purposes) and extend through the years. A breakdown of our genres from Reception to KS2 can be seen below:
Impact
.jpg?width=1920&height=1080&scale=LIMIT_MAXSIZE "Larch class(1)")
Year 2 writing. Larch class build up a display portfolio demonstrating how writing improves, following Austin's Butterfly procedure.
Year 5 and 6 writing.