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English-Writing

Writing

At Dundale we have adopted the Herts for Learning Units of work, in careful consideration of ordering skills, knowledge and vocabulary to meet the needs of our children.

All of Herts for Learning plans ensure coverage that is exciting and engaging, often focused around a book and that meet the National Curriculum expectations. The scheme weaves together the statements from the reading (word reading and comprehension) and writing (transcription, handwriting, composition, VGP and spelling) components of the 2014 curriculum. Developing the children’ reading, writing and spoken language.

 

The National Curriculum states that pupils should:

  • Develop the stamina and skills to write at length
  • Use accurate spelling and punctuation
  • Be grammatically correct
  • Write in a range of ways and purposes including narratives, explanations, descriptions, comparisons, summaries and evaluations
  • Write to support their understanding and consolidation of what they have heard or read

 

The 2014 Curriculum divides writing skills into two dimensions:

  • Transcription (spelling and handwriting)
  • Composition (articulating ideas in speech and writing)

 

 

  • We recognise that both these elements are essential to success and we support the acquisition of both sets of skills through various methods. We recognise that these areas are clearly linked to the other aspects of English learning: speaking and listening, reading, grammar and vocabulary.
  • We teach grammar as a separate lesson where necessary
  • We correct grammatical error orally/ written work (where appropriate)
  • We have a systematic approach, we revisit key learning and build upon it in all areas from phonics, through to grammar and spelling. This is through the scheme of Letter and Sounds in EYFS and Key Stage One 
  • We use high quality texts, modelling and shared/ collaborative writing to demonstrate good practice
  • We encourage and promote ‘talk for writing’
  • We provide writing frames to support the least confident
  • We provide time for planning, editing and revising
  • We mark extended pieces of work in-depth and set targets with the pupil as well as setting next steps for their learning
  • We use success criteria’s for pupils to self-assess or peer assess, when appropriate so they can evaluate effectively
  • We encourage joined handwriting to support spelling and speed
  • We use drama and hot-seating to help pupils to think about another point of view
  • Support for pupils with learning and motor difficulties
  • Meetings with parents to help them support their child

 

Vocabulary Development:

The National Curriculum makes clear that learning vocabulary is key to ‘learning and progress across the whole curriculum’ (p11) since it allows pupils to access a wider range of words when writing and for them to understand and comprehend texts efficiently.

Vocabulary teaching needs to be:

  • Active
  • Progressive/ systematic
  • Making links from known words
  • Develop understanding of shades of meaning
  • Include ‘instruction verbs’ used in examinations
  • Subject specific- accurate mathematical and scientific words

 

We encourage our pupils to have a wide and growing vocabulary in a number of ways, these include:

  • Spelling lists/ key words to take home and learn
  • Display of key words linked to topics and subjects
  • Using the correct vocabulary orally
  • In-depth word based lessons looking at patterns
  • Using dictionaries, thesaurus and similar programmes
  • Providing rigorous feedback to pupils
  • Targeted one to one/ small group support, where appropriate
  • Pre-topic vocabulary support, where appropriate
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