Writing - Curriculum Intent
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This year we are continuing to embed English and writing across the curriculum. This is to ensure that we have quality writing at all times. We spend time reviewing and revising what strategies will help the children’s learning most effectively. Our aim is for children to be excited and enthusiastic about their learning, which will lead to them making good progress. We are totally committed to all children becoming literate at the expected level for 11 year olds by the time they leave our school.
At Tickford Park Primary School we want the children to be secure in their knowledge and understanding of the different genres of writing and be confident and fluent in their application of them. Our aim is for the children to learn that writing enables them to use their imagination and to express themselves in different ways. We want them to develop a love of writing; to build on their skills and have the necessary skills to move on successfully to the next stage of their education. |
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Through the use of our curriculum progression document for writing and teachers planning we can ensure that children take part in lessons that are carefully sequenced in order to build on their knowledge and understanding of writing. Content learnt is revisited through homework and in cross-curricular lessons to help children become secure in their knowledge and understanding, with skills to become embedded. Using the skills taught in an English lessons, the children are then able to write across the curriculum: Writing a non- chronological report in History, writing a science investigation, constructing a diary entry linked to a history project are just some examples.
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Spelling at Tickford Park is a priority with children from Year 1 - 6. All year groups are using ‘The Spelling Shed’ spelling programme. This in turn ensures a good progression across year groups is followed and that there will be a marked improvement in spellings across the school.
Teachers use formal assessments, in-class observations daily, to inform planning so that the sequence of lessons meet the needs of their class. This assessment also helps to identify children who may be struggling with their learning. These children benefit from differentiated learning, and when necessary, intervention groups that target understanding of a specific skill and |
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to fill gaps in knowledge. Teachers regularly use modelling during lessons to help the children to achieve the required different outcomes and to see what a good one looks like.
At Tickford Park Primary School we have a focus on vocabulary. During our lessons teachers ensure they model and use vocabulary associated to the content being taught. Displays in classrooms have words associated to topics being taught, including science, history and geography. |
