Literacy

 

Literacy - Writing Curriculum Statement

Our Approach    

We have used the advent of the new curriculum in 2014 as a stepping stone to overhaul our approach to the teaching of literacy.  Our focus is on giving our children the skill of writing for a range of audiences and purposes so that they can use this skill to lead successful lives in the future.   We have identified the range of purposes for writing to include: inform, entertain, complain, review, persuade and connect.   We are focussing on teaching the skills of writing for that particular purpose rather than simply different genres.  Our children have the opportunity to respond to a stimulus in a range of ways – there are incidental writing opportunities that are seized and also longer pieces written that are drafted and improved.  We encourage our children to think about judging a piece of writing on how successfully it meets the needs of the reader and also how well we have manipulated the reader.  Grammar and punctuation is a cornerstone of how to write successfully and to make stylistic choices and is taught through the contexts that children are writing in.  Literacy always starts with an experience or stimulus – which can and often does include a high quality text (often from the Power of Reading website) however the stimulus can be from the wider curriculum and children’s own interests. 

 

Year By Year

Each year group uses texts appropriate to the age range of the children. In essence KS1 focus on developing the core writing skills – i.e. getting the children confident in using basic punctuation, making sure their writing makes sense and is grammatically correct.  In lower key stage 2 we are then focussing on how we structure writing and making more interesting word and grammar choices.  In upper key stage 2 we are focussing on meeting more accurately the audience and purpose of a piece of writing – using the skills learned in younger years.  We are however teaching to the range of needs within each classroom and teaching always starts with assessment so that individual needs are met.  In each of the upper key stage 2 classes we would expect a wide range of writing across the different purposes over each year with an increasing element of choice of how to respond to a scenario/stimulus set up within literacy lessons.

Each teacher is teaching to the programme of study as set out in the new Primary Curriculum and appendix 2 – vocabulary, punctuation and grammar. Our assessment is linked to the programme of study for each key stage and has been linked to our work on audience and purpose.  Our preliminary assessment document has been attached but is in a trial stage – it gives a clear idea of what skills will be focussed on in different key stages but children with gaps earlier in the assessment document will be working on these in literacy lessons.

 

 

 

Across the curriculum

In many cases the Power of Reading texts are linked to the learning across the curriculum e.g. term 1 History topics are linked to a range of historical fiction.  The writing opportunities are then linked to the context of the wider curriculum. Reading across the curriculum obviously enhances the quality of writing for different purposes and audiences.