Writing Policy

Philosophy Statement

Aims

Time Allocation

Lesson Structure

Planning

Equal Opportunities

Resources

Assessment

Record Keeping

Monitoring and Evaluation

Philosophy Statement

Writing is the ability to construct and convey meaning in written language. It is a complex process that requires the writer to understand language and match it to audience and purpose in order to communicate effectively. In addition, writing requires the writer to understand and apply accurately the conventions of syntax, spelling and punctuation. Children need to be taught to communicate effectively in a written form, as writing is an essential skill for life. Back to top

Aims

- To develop skills and knowledge to communicate with confidence in a variety of styles and for different audiences. Children should develop an understanding of when different types of writing are appropriate and that a range of social functions may be performed through writing.

- To provide regular practice in these skills and to bring children to an understanding that writing communicates meaning.

- To give children an awareness that correct spelling, syntax, punctuation and grammar is vital for meaning.

- To develop accuracy in spelling and grammar as the children develop confidence as writers.

- To encourage use of a widening range of vocabulary and styles of writing taking account of their audience.

- To encourage children to redraft their work paying attention to presentation.

- To teach a clear legible style of handwriting (see Handwriting Policy).

- For children to organise their thoughts and ideas in a clear, logical and meaningful way in written form. Back to top

Time Allocation

A minimum one hour each day is time tabled for English. Naturally writing is part of many other subjects in the curriculum, which are often useful vehicles for examining different types of text and writing for different purposes. Back to top

Lesson Structure

Writing will be taught as an integral part of the English lesson. We recognise the links between reading and writing and intend to exploit these in order to enhance the development of both. Children will see adults writing in many contexts and for a variety of purposes. Children will be provided with models of writing through shared reading and writing times and the features of different texts will be highlighted. We strive to provide a positive and purposeful experience of writing so that children may see themselves as writers.

Children will be given the time and encouragement to experiment with their own writing both independently and in guided writing times and will be given opportunities to discuss, plan, write, improve and evaluate their writing collaboratively. Children will be given the opportunity to use Information Technology when writing and redrafting. We will provide helpful and constructive responses to children's writing, giving them the opportunity to discuss their work with peers and teachers and thus involving them in the assessment of their own writing. Back to top

Planning

Medium term planning will be guided by the National Strategy and short-term plans will be recorded on the weekly planning sheet. Work is differentiated according to need. Evaluation is ongoing in order to plan future work. Back to top

Equal Opportunities

Teachers recognise the range of language and experiences that children bring to school. In order to promote confidence and self-esteem, these differences are valued and drawn upon in a positive and constructive way. Teachers also acknowledge the different interests and motivation of boys and girls and strive to provide resources and activities to promote interest and an appropriate level of challenge. Where necessary there will be a bias towards the interests of boys as we recognise that on average boys do less well in their writing assessments. Back to top

Resources

Models for writing will be provided in a variety of ways. Useful material includes Oxford University Press resources 'Different types of writing' and 'writing frames'. English resources for teachers are stored in the teachers' workroom and in the cupboard outside green room. Back to top

Assessment

All children will produce a piece of writing in the writing assessment books each term, which will be given a 'P' Level or abc NC level and then internally moderated. (See Assessment & Record Keeping Policy)

This work can form a basis for setting individual writing targets for each child. This information may also influence English group setting. Back to top

Record Keeping

Evidence of writing is kept in children?s exercise books and one piece a term is written in the child's Writing Assessment book (yellow cover A4). Back to top

Monitoring and Evaluation

It is the class or English group teacher's responsibility to monitor and evaluate each child's writing progress and to act upon their evaluation when planning and discussing personal targets with each child.

It is the responsibility of the English Co-ordinator to monitor the overall teaching of writing throughout the school, and to evaluate the effectiveness of resources through discussion with staff. Where possible, the Co-ordinator will observe English being taught and will have the opportunity to read a selection of children's work across the age range; this may be incorporated into monitoring meetings. Back to top